PGCE - Current Students Thread
Scroll to see replies
My uni still has yet to find me a placement and we're full on at school from next Monday.
I'm on the 5-11 route (KS1 and KS2) and they're saying I can do Reception for this placement even though it doesn't fall into the 5-11 route. I've said 'no' to that because children of that age are not my thing.
Posted from TSR Mobile
I'm on the 5-11 route (KS1 and KS2) and they're saying I can do Reception for this placement even though it doesn't fall into the 5-11 route. I've said 'no' to that because children of that age are not my thing.
Posted from TSR Mobile
Does anyone else have a difficult year 8 class? You'd think with a class of nine students there wouldn't be many problems, but half of them are giving me a headache. They don't listen and talk constantly.
Original post by Steveluis10
I did have a word with them at the end and said a teacher from another school is going to be in the lesson so I expect everyone to listen to instructions and to each other and everyone to show off why you're in a top set.
They were pretty good for me today - there's about 2 or 3 pupils I'm worried about as their mood can change every lesson but I'm hoping they pull it out for me tomorrow.
Had a chat with a few teachers in my department and they advised to cut out a lot of my lesson as it's a 45 minute lesson but probably only 40 minutes after they all come in and settle. I have a task for them to get on with as soon as they enter the room then feedback, a bit of questioning, a short writing task, more feedback and a longer writing task then a plenary with a few mini plenaries in between. If I'm really strict on timing I should be able to get it all done, prove differentiation and progress.
Just going to give it my best shot, be strict with behaviour and hope that the poem engages the pupils enough for them to get on sensibly with the work set.
Can't wait for it to be over - I'll be nervous tomorrow no doubt but going to hope the adrenalin pulls me through it!
They were pretty good for me today - there's about 2 or 3 pupils I'm worried about as their mood can change every lesson but I'm hoping they pull it out for me tomorrow.
Had a chat with a few teachers in my department and they advised to cut out a lot of my lesson as it's a 45 minute lesson but probably only 40 minutes after they all come in and settle. I have a task for them to get on with as soon as they enter the room then feedback, a bit of questioning, a short writing task, more feedback and a longer writing task then a plenary with a few mini plenaries in between. If I'm really strict on timing I should be able to get it all done, prove differentiation and progress.
Just going to give it my best shot, be strict with behaviour and hope that the poem engages the pupils enough for them to get on sensibly with the work set.
Can't wait for it to be over - I'll be nervous tomorrow no doubt but going to hope the adrenalin pulls me through it!
Good luck
Posted from TSR Mobile
Ahh, all over.
This feeling of relief is amazing.
It wasn't a great lesson by any means. Once the pupils got settled I had 40 minutes to teach (45 minute afternoon lesson) so as you can imagine it was all a bit frantic.
My starter activity settled them in to work but was too complex and I needed to explain it to some pupils which wasted time.
Luckily for me 2 of the problem pupils were not in the lesson which had a good impact. One was however, started messing around, shouting out and kicking the radiator so I sent him out and he was taken away by a senior member of staff.
I didn't get through every aspect I had planned but my questioning was graded good with outstanding features. (2a)
My differentiation was graded 3 again (requires improvement), I had planned for lots but simply didn't have time to imbed it.
My lesson structure was graded 2b (good with areas for improvement)
Overall my tutor and mentor gave me a best fit 2b.
Considering the context of an afternoon 40 minute lesson in a challenging school I am happy with that.
I was incredibly nervous and although I stuck to timings, I felt very rushed. There was no time for a plenary though I made some attempt to use mini plenaries which pleased my tutor.
Was just a draining day and I am exhausted now but so glad it's over.
I know what I need to do to improve, it's just having the time in the lesson (particularly when behaviour can be challenging) to show those improvements in my final 3 weeks at this placement.
What annoys me about differentiation is that I understand the concept of it and agree with it but it's sometimes impossible to do if a problem child is so unmotivated and defiant that giving him a different task or some one to one help or getting another pupil to help them has absolutely no effect whatsoever and the only thing you can do is enforce the rules meaning that pupil isn't going to make progress in your lesson whatever you do.
This feeling of relief is amazing.
It wasn't a great lesson by any means. Once the pupils got settled I had 40 minutes to teach (45 minute afternoon lesson) so as you can imagine it was all a bit frantic.
My starter activity settled them in to work but was too complex and I needed to explain it to some pupils which wasted time.
Luckily for me 2 of the problem pupils were not in the lesson which had a good impact. One was however, started messing around, shouting out and kicking the radiator so I sent him out and he was taken away by a senior member of staff.
I didn't get through every aspect I had planned but my questioning was graded good with outstanding features. (2a)
My differentiation was graded 3 again (requires improvement), I had planned for lots but simply didn't have time to imbed it.
My lesson structure was graded 2b (good with areas for improvement)
Overall my tutor and mentor gave me a best fit 2b.
Considering the context of an afternoon 40 minute lesson in a challenging school I am happy with that.
I was incredibly nervous and although I stuck to timings, I felt very rushed. There was no time for a plenary though I made some attempt to use mini plenaries which pleased my tutor.
Was just a draining day and I am exhausted now but so glad it's over.
I know what I need to do to improve, it's just having the time in the lesson (particularly when behaviour can be challenging) to show those improvements in my final 3 weeks at this placement.
What annoys me about differentiation is that I understand the concept of it and agree with it but it's sometimes impossible to do if a problem child is so unmotivated and defiant that giving him a different task or some one to one help or getting another pupil to help them has absolutely no effect whatsoever and the only thing you can do is enforce the rules meaning that pupil isn't going to make progress in your lesson whatever you do.
Original post by sunfowers01
Does anyone else have a difficult year 8 class? You'd think with a class of nine students there wouldn't be many problems, but half of them are giving me a headache. They don't listen and talk constantly.
Year 8 and 9 are notoriously difficult, don't worry it isn't anything to do with you
Original post by Steveluis10
Ahh, all over.
This feeling of relief is amazing.
It wasn't a great lesson by any means. Once the pupils got settled I had 40 minutes to teach (45 minute afternoon lesson) so as you can imagine it was all a bit frantic.
My starter activity settled them in to work but was too complex and I needed to explain it to some pupils which wasted time.
Luckily for me 2 of the problem pupils were not in the lesson which had a good impact. One was however, started messing around, shouting out and kicking the radiator so I sent him out and he was taken away by a senior member of staff.
I didn't get through every aspect I had planned but my questioning was graded good with outstanding features. (2a)
My differentiation was graded 3 again (requires improvement), I had planned for lots but simply didn't have time to imbed it.
My lesson structure was graded 2b (good with areas for improvement)
Overall my tutor and mentor gave me a best fit 2b.
Considering the context of an afternoon 40 minute lesson in a challenging school I am happy with that.
I was incredibly nervous and although I stuck to timings, I felt very rushed. There was no time for a plenary though I made some attempt to use mini plenaries which pleased my tutor.
Was just a draining day and I am exhausted now but so glad it's over.
I know what I need to do to improve, it's just having the time in the lesson (particularly when behaviour can be challenging) to show those improvements in my final 3 weeks at this placement.
What annoys me about differentiation is that I understand the concept of it and agree with it but it's sometimes impossible to do if a problem child is so unmotivated and defiant that giving him a different task or some one to one help or getting another pupil to help them has absolutely no effect whatsoever and the only thing you can do is enforce the rules meaning that pupil isn't going to make progress in your lesson whatever you do.
This feeling of relief is amazing.
It wasn't a great lesson by any means. Once the pupils got settled I had 40 minutes to teach (45 minute afternoon lesson) so as you can imagine it was all a bit frantic.
My starter activity settled them in to work but was too complex and I needed to explain it to some pupils which wasted time.
Luckily for me 2 of the problem pupils were not in the lesson which had a good impact. One was however, started messing around, shouting out and kicking the radiator so I sent him out and he was taken away by a senior member of staff.
I didn't get through every aspect I had planned but my questioning was graded good with outstanding features. (2a)
My differentiation was graded 3 again (requires improvement), I had planned for lots but simply didn't have time to imbed it.
My lesson structure was graded 2b (good with areas for improvement)
Overall my tutor and mentor gave me a best fit 2b.
Considering the context of an afternoon 40 minute lesson in a challenging school I am happy with that.
I was incredibly nervous and although I stuck to timings, I felt very rushed. There was no time for a plenary though I made some attempt to use mini plenaries which pleased my tutor.
Was just a draining day and I am exhausted now but so glad it's over.
I know what I need to do to improve, it's just having the time in the lesson (particularly when behaviour can be challenging) to show those improvements in my final 3 weeks at this placement.
What annoys me about differentiation is that I understand the concept of it and agree with it but it's sometimes impossible to do if a problem child is so unmotivated and defiant that giving him a different task or some one to one help or getting another pupil to help them has absolutely no effect whatsoever and the only thing you can do is enforce the rules meaning that pupil isn't going to make progress in your lesson whatever you do.
Congratulations!!!
The knowing next steps thing is the big thing and seems like you've gotten that down
The timing thing is always tough... I really struggled with 20 minutes for phonics, which included register and moving classrooms! My mentor teacher told me, always think back to the main objective. If you're running short of time and aren't contributing much to that at the moment then skip ahead. I was kind of just going through in planned order and always missing the end! Although the mini plenaries are good too
with then you don't always need one big plenary.Well done.
Xxx
Posted from TSR Mobile
Hi! I'm doing some unqualified suppy in reception tomorrow afternoon and I'm rather nervous, never taught kiddies that little before. Has anyone got any tips or advice for me? I'll be doing ICT with smile groups, getting them to insert pictures into powerpoints but other than that I'm not sure. Do you have any good songs to sing or books they love at that age? Cheers!
Original post by Sarang_assa
Hi! I'm doing some unqualified suppy in reception tomorrow afternoon and I'm rather nervous, never taught kiddies that little before. Has anyone got any tips or advice for me? I'll be doing ICT with smile groups, getting them to insert pictures into powerpoints but other than that I'm not sure. Do you have any good songs to sing or books they love at that age? Cheers!
Why not get one of them who has shown good behaviour to choose a book from the book corner. Our else anything which is repetitive and has rhyme is good. Julia Donaldson is not to everyone's taste but they sure love it
They are bound to know most nursery rhymes... Ba-ba black sheep, wheels on the bus, twinkle twinkle little star. Also when playing with them just ask lots of questions to move on their learning. Also if you have any stickers take them. They will work amazingly for everything. And don't keep them longer than 15 mins on the carpet.
It will be absolutely fine, they are lovely!
Xxx
Posted from TSR Mobile
I need help
Original post by sunfowers01
I need help
Then share the problems you are having here and we will help :
Original post by Shelly_x
Then share the problems you are having here and we will help :
- I'm working late and having to get up early to complete all the work and marking. I feel burnout isn't far off.
- The above is affecting me in class.
- I get frustrated the students cannot work independently and I have to do everything with them. This is after explaining the task with examples. From primary 5 up, I don't think it's an unreasonable expectation.
-As a result of the previous point, all of my marking and preparation has to be done outside of class.
- Year 8 unruly behaviour. They constantly talk and don't listen. I'm in ESL so many of the students are made to come to class.
-I have to use a textbook that I don't really think is appropriate with them. It's not engaging enough for 13 year old minds. However I don't have the time or energy to look for lots more material.
-End of term report cards make no difference to attitude or behaviour.
- I feel like crying all the time.
URGENT MATTER HERE
I'm on the Primary 5-11 course and therefore I'm training to work in KS1 and KS2. However today I found out that for my second placement I've been placed in Reception, which is EYFS, but with about two weeks in KS1. I was wondering whether I'm obliged to take it up and if you guys knew anything.
Also it's a faith school. I wouldn't mind that but my first school was also a faith one. Would that disadvantage me when applying for NQT jobs?
Posted from TSR Mobile
I'm on the Primary 5-11 course and therefore I'm training to work in KS1 and KS2. However today I found out that for my second placement I've been placed in Reception, which is EYFS, but with about two weeks in KS1. I was wondering whether I'm obliged to take it up and if you guys knew anything.
Also it's a faith school. I wouldn't mind that but my first school was also a faith one. Would that disadvantage me when applying for NQT jobs?
Posted from TSR Mobile
Original post by qwerty_mad
URGENT MATTER HERE
I'm on the Primary 5-11 course and therefore I'm training to work in KS1 and KS2. However today I found out that for my second placement I've been placed in Reception, which is EYFS, but with about two weeks in KS1. I was wondering whether I'm obliged to take it up and if you guys knew anything.
Also it's a faith school. I wouldn't mind that but my first school was also a faith one. Would that disadvantage me when applying for NQT jobs?
Posted from TSR Mobile
I'm on the Primary 5-11 course and therefore I'm training to work in KS1 and KS2. However today I found out that for my second placement I've been placed in Reception, which is EYFS, but with about two weeks in KS1. I was wondering whether I'm obliged to take it up and if you guys knew anything.
Also it's a faith school. I wouldn't mind that but my first school was also a faith one. Would that disadvantage me when applying for NQT jobs?
Posted from TSR Mobile
The faith thing- it shouldn't disadvantage you no. Although it is definitely worth thinking about things you've learnt from it that can be applied to other schools
Maybe chat with a teacher at the school for advice on how to use it to your advantage at interviews.As for the placement... I guess it would depend on what the uni agreed to provide you with when you signed up. I would invasive it was just two placements in primary though
I would certainly arrange an urgent meeting with a tutor to explain your concerns. Eyfs is very different from KS1 & 2. It's not just younger children, it's a completely different curriculum, methods of assessment and delivery etc. So it is going to be an extra challenge for you to wrap your head around all the new stuff. I'd argue to then that it's going to cause extra strain on you.
Having said all that... If there isn't a place for you in 5-11, there isn't really much they can actually do about it. The only option would maybe be going further afield. Perhaps there is a school near to some family of yours who you could stay with?
Also, don't let what I said freak you out! Early years principles can really help and if you are in reception you will learn a lot that you can take up to even year 6, about how children learn etc. Plus the first term of year 1 should still be following the eyfs curriculum, and play is important throughout KS1 and beyond. So if you have to do it, look at it as a learning experience, and contact eyfs specialist tutors on your course as they will owe you the extra support!!!
Good luck
Xxx
Posted from TSR Mobile
Original post by kpwxx
The faith thing- it shouldn't disadvantage you no. Although it is definitely worth thinking about things you've learnt from it that can be applied to other schools Maybe chat with a teacher at the school for advice on how to use it to your advantage at interviews.
As for the placement... I guess it would depend on what the uni agreed to provide you with when you signed up. I would invasive it was just two placements in primary though
I would certainly arrange an urgent meeting with a tutor to explain your concerns. Eyfs is very different from KS1 & 2. It's not just younger children, it's a completely different curriculum, methods of assessment and delivery etc. So it is going to be an extra challenge for you to wrap your head around all the new stuff. I'd argue to then that it's going to cause extra strain on you.
Having said all that... If there isn't a place for you in 5-11, there isn't really much they can actually do about it. The only option would maybe be going further afield. Perhaps there is a school near to some family of yours who you could stay with?
Also, don't let what I said freak you out! Early years principles can really help and if you are in reception you will learn a lot that you can take up to even year 6, about how children learn etc. Plus the first term of year 1 should still be following the eyfs curriculum, and play is important throughout KS1 and beyond. So if you have to do it, look at it as a learning experience, and contact eyfs specialist tutors on your course as they will owe you the extra support!!!
Good luck
Xxx
Posted from TSR Mobile
Maybe chat with a teacher at the school for advice on how to use it to your advantage at interviews.As for the placement... I guess it would depend on what the uni agreed to provide you with when you signed up. I would invasive it was just two placements in primary though
I would certainly arrange an urgent meeting with a tutor to explain your concerns. Eyfs is very different from KS1 & 2. It's not just younger children, it's a completely different curriculum, methods of assessment and delivery etc. So it is going to be an extra challenge for you to wrap your head around all the new stuff. I'd argue to then that it's going to cause extra strain on you.
Having said all that... If there isn't a place for you in 5-11, there isn't really much they can actually do about it. The only option would maybe be going further afield. Perhaps there is a school near to some family of yours who you could stay with?
Also, don't let what I said freak you out! Early years principles can really help and if you are in reception you will learn a lot that you can take up to even year 6, about how children learn etc. Plus the first term of year 1 should still be following the eyfs curriculum, and play is important throughout KS1 and beyond. So if you have to do it, look at it as a learning experience, and contact eyfs specialist tutors on your course as they will owe you the extra support!!!
Good luck
Xxx
Posted from TSR Mobile
Thanks for that, really helpful. I think I'm just gonna go with it. I'm just worried that there'll be a lot of cleaning to be done. Some kids won't even be toilet trained.
What is a day in reception like? I'm assuming there's very little teaching and more learning through playing. And how's the marking? Is there a lot to do??
Posted from TSR Mobile
(edited 10 years ago)
Sunflowers - I'm sorry you're having a hard time and I'm glad you took Shelly's advice and shared your problems. I think you'll find most of them are standard PGCE issues that every one of us will be feeling at one time or another.
I hope you don't take what I'm about to type as a dismissal or anything, because it's not intended that way at all, but I think maybe you need some objectivity. Take a step back, a deep breath and just consider the following:
Yes, I expect you will be working late and getting up early. I've been getting up at between 4.30am and 5am, getting to work for 7am on the dot, and working solidly through to 6pm, as well as often doing an hour or so at night when I get home (not to mention ALL weekend). I've even gone so far as too book into a hotel nearer school (my commute is 40 mins in the morning and almost an hour at night) so I can get more work done this week! I'm literally sitting in a Premier Inn as I type this!
It's exhausting, and it's certainly not sustainable, but the PGCE year is notoriously difficult. You just have to get through each half term (or each week, or each day!) one step at a time and give yourself a huge pat on the back each half term.
The thing is, all teachers work long hours, so if this isn't something you are willing/able to maintain long term, then you might need to do some serious thinking. I believe 50-60 hours a week is the norm even for experienced teachers.
Welcome to teaching. I doubt you will ever find a class where all children will work well without some.... nudging, shall we say! I'm in Y5 and there's one boy who (despite being very bright) simply cannot write more than one sentence without a teacher hovering over him. I've been taking literacy for 2 weeks and every lunch time he has to stay in for an extra half hour to actually get more than 5 words on the page. It's driving me batty, but he needs his education as much as everyone else so I'm persevering. Today I've started moving him to a separate table and told him I'll keep doing so until he can get on. Today he only need 15 minutes at lunch time to finish, so perhaps we're having a breakthrough. That's on top of 3 very low ability chn who need 100% of the TA's time to get anything done, 3 more quite low ability who need a lot of guidence, 1 with behaviour issues and another 20 or so who, for the most part, seem to want confirmation that every single thing they think of is correct before they'll put it down on paper. It's exhausting, but that's what the job it. We're only learning but we'll surely develop strategies to deal with these situations, but to expect a class (any class - EYFS or A level) to work completely without any assistance throughout the lesson is, I would say, quite unreasonable.
Not to be rude, but exactly when else were you expecting to be able to do marking and preparation? If you were under the impression that teachers have the luxury of introducing a topic, setting a task and then sitting there getting on with various jobs while the class just does works perfectly and silently for the next 40 minutes, then I think perhaps your thinking was a tad misguided.
My marking is done at lunch (when I'm not handholding the affore-mentioned irritatingly lazy child!) and after school, or sometimes before school if I just can't bring myself to do it at night! My preparation is done during my one afternoon of PPA and the weekend, as is the preparation of every other teacher I know.
Sorry I'm not sure what ESL stands for and can't comment on Y8, but I've certainly had some unruly classes to deal with. Have you asked for help with behaviour strategies, perhaps from some teachers who also have this specific group of children? There could be some little tricks that work with this class that you haven't tried yet.
You say you 'have' to use the textbook. Is that because the school makes you, or is it mainly because, as you say, you don't have time/energy to find anything else? If the former, that's a shame, but perhaps you can try to liven it up with your delivery of the lessons? If it's the latter, then I really can't suggest anything other than a can of red bull and a bit of perseverance!
That's life, unfortunately. The report card is intended to inform parents of a child's performance, not supposed to solve their behaviour problems. Behaviour management is HARD (it's my 2nd biggest issue, behind timings in lessons - oh how wonderful it would be to have time for a proper plenary!!). Read some books, practice changing your tone of voice, use your eyes, follow the school's behaviour policy to the letter. If you can take minutes off of their break times, do that (I had the entire class in this break time to prove they could sit quietly after a particularly fussy afternoon yesterday). There are so many tools for behaviour management, but it is hard getting to grips with them and figuring out which ones work with which children/groups of children.
I'm honestly not making light of this, truly I'm not, because I spent 6 weeks on the edge of tears on placement in the Autumn term, but.... this is genuinely par for the course as far as your PGCE year goes. I mentioned your post to an NQT at work today and his responses were much like mine, especially regarding this last point. My uni asked us in December to put up our hands if we had not cried since the course started. Not a single hand went up. That was a cohort of 50 or so, with ages from about 23 - 50. Every single one of us had cried. The relief in the room when we all realised we were in it together was palpable.
I really hope you take all of this in the manner it's intended - i'm not trying to be mean, I'm just giving an impartial outside view to try and help you get a bit of perspective.
I really hope you start to feel better soon, but if not you MUST go and seek help elsewhere - family, friends, university tutors, your GP...
You seem quite down based on your recent posts (I'm so glad you've finally opened up about what's been bothering you), and NOTHING is worth risking your mental health.
Have a good cry, then stick on a song or tv show or something that always raises your mood and try to bring yourself around.
I promise there is a light at the end of the tunnel.
I hope you don't take what I'm about to type as a dismissal or anything, because it's not intended that way at all, but I think maybe you need some objectivity. Take a step back, a deep breath and just consider the following:
Original post by sunfowers01
- I'm working late and having to get up early to complete all the work and marking. I feel burnout isn't far off.
- The above is affecting me in class.
- The above is affecting me in class.
Yes, I expect you will be working late and getting up early. I've been getting up at between 4.30am and 5am, getting to work for 7am on the dot, and working solidly through to 6pm, as well as often doing an hour or so at night when I get home (not to mention ALL weekend). I've even gone so far as too book into a hotel nearer school (my commute is 40 mins in the morning and almost an hour at night) so I can get more work done this week! I'm literally sitting in a Premier Inn as I type this!
It's exhausting, and it's certainly not sustainable, but the PGCE year is notoriously difficult. You just have to get through each half term (or each week, or each day!) one step at a time and give yourself a huge pat on the back each half term.
The thing is, all teachers work long hours, so if this isn't something you are willing/able to maintain long term, then you might need to do some serious thinking. I believe 50-60 hours a week is the norm even for experienced teachers.
Original post by sunfowers01
- I get frustrated the students cannot work independently and I have to do everything with them. This is after explaining the task with examples. From primary 5 up, I don't think it's an unreasonable expectation.
- I get frustrated the students cannot work independently and I have to do everything with them. This is after explaining the task with examples. From primary 5 up, I don't think it's an unreasonable expectation.
Welcome to teaching. I doubt you will ever find a class where all children will work well without some.... nudging, shall we say! I'm in Y5 and there's one boy who (despite being very bright) simply cannot write more than one sentence without a teacher hovering over him. I've been taking literacy for 2 weeks and every lunch time he has to stay in for an extra half hour to actually get more than 5 words on the page. It's driving me batty, but he needs his education as much as everyone else so I'm persevering. Today I've started moving him to a separate table and told him I'll keep doing so until he can get on. Today he only need 15 minutes at lunch time to finish, so perhaps we're having a breakthrough. That's on top of 3 very low ability chn who need 100% of the TA's time to get anything done, 3 more quite low ability who need a lot of guidence, 1 with behaviour issues and another 20 or so who, for the most part, seem to want confirmation that every single thing they think of is correct before they'll put it down on paper. It's exhausting, but that's what the job it. We're only learning but we'll surely develop strategies to deal with these situations, but to expect a class (any class - EYFS or A level) to work completely without any assistance throughout the lesson is, I would say, quite unreasonable.
Original post by sunfowers01
-As a result of the previous point, all of my marking and preparation has to be done outside of class.
-As a result of the previous point, all of my marking and preparation has to be done outside of class.
Not to be rude, but exactly when else were you expecting to be able to do marking and preparation? If you were under the impression that teachers have the luxury of introducing a topic, setting a task and then sitting there getting on with various jobs while the class just does works perfectly and silently for the next 40 minutes, then I think perhaps your thinking was a tad misguided.
My marking is done at lunch (when I'm not handholding the affore-mentioned irritatingly lazy child!) and after school, or sometimes before school if I just can't bring myself to do it at night! My preparation is done during my one afternoon of PPA and the weekend, as is the preparation of every other teacher I know.
Original post by sunfowers01
- Year 8 unruly behaviour. They constantly talk and don't listen. I'm in ESL so many of the students are made to come to class.
- Year 8 unruly behaviour. They constantly talk and don't listen. I'm in ESL so many of the students are made to come to class.
Sorry I'm not sure what ESL stands for and can't comment on Y8, but I've certainly had some unruly classes to deal with. Have you asked for help with behaviour strategies, perhaps from some teachers who also have this specific group of children? There could be some little tricks that work with this class that you haven't tried yet.
Original post by sunfowers01
-I have to use a textbook that I don't really think is appropriate with them. It's not engaging enough for 13 year old minds. However I don't have the time or energy to look for lots more material.
-I have to use a textbook that I don't really think is appropriate with them. It's not engaging enough for 13 year old minds. However I don't have the time or energy to look for lots more material.
You say you 'have' to use the textbook. Is that because the school makes you, or is it mainly because, as you say, you don't have time/energy to find anything else? If the former, that's a shame, but perhaps you can try to liven it up with your delivery of the lessons? If it's the latter, then I really can't suggest anything other than a can of red bull and a bit of perseverance!
Original post by sunfowers01
-End of term report cards make no difference to attitude or behaviour.
-End of term report cards make no difference to attitude or behaviour.
That's life, unfortunately. The report card is intended to inform parents of a child's performance, not supposed to solve their behaviour problems. Behaviour management is HARD (it's my 2nd biggest issue, behind timings in lessons - oh how wonderful it would be to have time for a proper plenary!!). Read some books, practice changing your tone of voice, use your eyes, follow the school's behaviour policy to the letter. If you can take minutes off of their break times, do that (I had the entire class in this break time to prove they could sit quietly after a particularly fussy afternoon yesterday). There are so many tools for behaviour management, but it is hard getting to grips with them and figuring out which ones work with which children/groups of children.
Original post by sunfowers01
- I feel like crying all the time.
- I feel like crying all the time.
I'm honestly not making light of this, truly I'm not, because I spent 6 weeks on the edge of tears on placement in the Autumn term, but.... this is genuinely par for the course as far as your PGCE year goes. I mentioned your post to an NQT at work today and his responses were much like mine, especially regarding this last point. My uni asked us in December to put up our hands if we had not cried since the course started. Not a single hand went up. That was a cohort of 50 or so, with ages from about 23 - 50. Every single one of us had cried. The relief in the room when we all realised we were in it together was palpable.
I really hope you take all of this in the manner it's intended - i'm not trying to be mean, I'm just giving an impartial outside view to try and help you get a bit of perspective.
I really hope you start to feel better soon, but if not you MUST go and seek help elsewhere - family, friends, university tutors, your GP...
You seem quite down based on your recent posts (I'm so glad you've finally opened up about what's been bothering you), and NOTHING is worth risking your mental health.
Have a good cry, then stick on a song or tv show or something that always raises your mood and try to bring yourself around.
I promise there is a light at the end of the tunnel.
Original post by sunfowers01
- I'm working late and having to get up early to complete all the work and marking. I feel burnout isn't far off.
- The above is affecting me in class.
- I get frustrated the students cannot work independently and I have to do everything with them. This is after explaining the task with examples. From primary 5 up, I don't think it's an unreasonable expectation.
-As a result of the previous point, all of my marking and preparation has to be done outside of class.
- Year 8 unruly behaviour. They constantly talk and don't listen. I'm in ESL so many of the students are made to come to class.
-I have to use a textbook that I don't really think is appropriate with them. It's not engaging enough for 13 year old minds. However I don't have the time or energy to look for lots more material.
-End of term report cards make no difference to attitude or behaviour.
- I feel like crying all the time.
- The above is affecting me in class.
- I get frustrated the students cannot work independently and I have to do everything with them. This is after explaining the task with examples. From primary 5 up, I don't think it's an unreasonable expectation.
-As a result of the previous point, all of my marking and preparation has to be done outside of class.
- Year 8 unruly behaviour. They constantly talk and don't listen. I'm in ESL so many of the students are made to come to class.
-I have to use a textbook that I don't really think is appropriate with them. It's not engaging enough for 13 year old minds. However I don't have the time or energy to look for lots more material.
-End of term report cards make no difference to attitude or behaviour.
- I feel like crying all the time.
Re the burnout thing... You burning out will not help your pupils.
Make a last of the things you have to do and divide it in to two categories... Urgent and important. Keep in mind that they are not the same thing!!! And include personal things, so a partners birthday for example would be important. And it seems to me that taking a day off or two evenings is urgent and important for you right now. Teachers can't be expected to always be on.
I find it hard to give an example... in my case for example, writing up the action plan for children is urgent as I need to send to my head of department, but less important as it is purely paperwork (i.e. I am still meeting the childrens needs before I type it up). So if something had to go, that could.
Xxx
Posted from TSR Mobile
Original post by qwerty_mad
Thanks for that, really helpful. I think I'm just gonna go with it. I'm just worried that there'll be a lot of cleaning to be done. Some kids won't even be toilet trained.
What is a day in reception like? I'm assuming there's very little teaching and more learning through playing. And how's the marking? Is there a lot to do??
Posted from TSR Mobile
What is a day in reception like? I'm assuming there's very little teaching and more learning through playing. And how's the marking? Is there a lot to do??
Posted from TSR Mobile
As a student you shouldn't have to change nappies- it's not appropriate. Also, you are unlikely to have more than one or two. In nursery and only had one before our newbies started this term.
I have never actually taught reception, only nursery, but have been in receptions and have a general idea. You're likely to have a phonics session, a maths session, a story and another whole class input of some kind throughout the day. Input shouldn't be more than about 15 minutes. The rest of the tine will be playing but there will be adult led stuff within that... Exactly what will depend on how they run it. There might be: readers; activities which everyone must do but delivered individually/to groups, like flash cards, cooking, some kind of craft etc; targeted small group or 1:1 activities based on needs eg. Writing name, working on speech, counting etc; optional adult led activities that the children can choose to access. Also the adults will of course be interacting with the children to move learning on. Some places do a passport system where they have to or are challenged to do certain activities at a time of their choosing.
Marking- there isn't any marking as such. The assessment is done through recording observations of the children and then adding then to some kind of learning record (usually called a learning journey or learning story) later, along with some kind of link to show the learning demonstrated. Generally you add photos and annotated artefacts (writing, drawing etc) as well. Every setting does learning stories slightly differently, I love looking at other people's! Updating then takes a lot of time but in my experience, less than making, and I find it more fun
Any more early years questions fire away any time
Xxx
Posted from TSR Mobile
Original post by sunfowers01
- I'm working late and having to get up early to complete all the work and marking. I feel burnout isn't far off.
- The above is affecting me in class.
- I get frustrated the students cannot work independently and I have to do everything with them. This is after explaining the task with examples. From primary 5 up, I don't think it's an unreasonable expectation.
-As a result of the previous point, all of my marking and preparation has to be done outside of class.
- Year 8 unruly behaviour. They constantly talk and don't listen. I'm in ESL so many of the students are made to come to class.
-I have to use a textbook that I don't really think is appropriate with them. It's not engaging enough for 13 year old minds. However I don't have the time or energy to look for lots more material.
-End of term report cards make no difference to attitude or behaviour.
- I feel like crying all the time.
- The above is affecting me in class.
- I get frustrated the students cannot work independently and I have to do everything with them. This is after explaining the task with examples. From primary 5 up, I don't think it's an unreasonable expectation.
-As a result of the previous point, all of my marking and preparation has to be done outside of class.
- Year 8 unruly behaviour. They constantly talk and don't listen. I'm in ESL so many of the students are made to come to class.
-I have to use a textbook that I don't really think is appropriate with them. It's not engaging enough for 13 year old minds. However I don't have the time or energy to look for lots more material.
-End of term report cards make no difference to attitude or behaviour.
- I feel like crying all the time.
I'm sorry to hear teaching is still making you feel so rubbish.
I'm an NQT and points 1, 3, 4, 5, 7 definitely apply to me too. But I don't feel like crying all the time (have cried a few times, but not constantly) and I do normally find the time to come up with new resources and ideas for my classes (plus anything I can borrow from colleagues and TES).
Like the previous poster said, I don't mean to be harsh, but are you really sure teaching is the right career for you? I know from your posts that it's been making you miserable for a year or more now.
Obviously I don't know about your family situation or anything, but if you get the chance to take some time out (maybe when your contract on your current job ends, if you can't get out sooner) I suggest you come home and have a long break to think things through before you decide whether to go back into teaching.
I think teaching is a great (although often stressful) career, but it is not worth making yourself ill over. If it is detrimental to your health, you need to get out, even if it is just a temporary break.
All the best.
I remember before I applied for the Primary PGCE and reading this forum made me quite nervous. But just to share an experience I don't see much on this thread because each school is very different and each university is also. I am thus far finding the PGCE incredibly manageable. I get to school for 8.35 and leave between 3.05-3.30 depending on if i have a meeting. As I have my own study and no distractions at home I take any work I have home. Get into my PJs with a cuppa, put some obnoxious reality TV on and get into creating fun and structured lessons and resources. Depending on how you decided to do the lesson, the creating of the PPTs and worksheets can be time consuming (I found this with literacy based lessons), so I actually manage to get stuck in on a weekend day and most of the planning/or rough planning done and finish bits off when at home between 4-5.30. Most days after school I get to completely relax if I have finished everything.I am the type of person who itches to do something if they aren't busy anyway, so the workload has never scared me.The school I am at has no teachers staying after 4pm, they are happy to do as much work as they can at home and as long as everyone delivers outstanding lessons everyones happy. The school is rated outstanding and the best in the town.
Sound too good to be true? Well, it is half true. I am still on my first placement, so I only teach 40 percent - but considering how much free time I have at 40 percent I believe 80 percent next placement will be management and probably busy as hell. But the first half the PGCE isn't hard (well. very much depending on your school or year group - I have year 3!) or stressful at all if it something you enjoy doing... and at least only half of it has the potential to be a bit of a nightmare!
Sound too good to be true? Well, it is half true. I am still on my first placement, so I only teach 40 percent - but considering how much free time I have at 40 percent I believe 80 percent next placement will be management and probably busy as hell. But the first half the PGCE isn't hard (well. very much depending on your school or year group - I have year 3!) or stressful at all if it something you enjoy doing... and at least only half of it has the potential to be a bit of a nightmare!
I've been goven a Notice of Serious Concern.
Quick Reply
Related discussions
- QUB/UUC PGCE Application 2020 entry
- Childcare Grant amount
- UCL PGCE Thread
- Teaching career
- Student finance for a second degree (first being abroad)
- Secondary PGCE with Law degree?
- Funding for PGCE after a masters?
- Income for loan application?
- Teacher Training 2024 - via Ambition Institute
- PGCE Requirements
- Primary PGCE experience at YSJ/Roehampton/UCL
- Applying to study healthcare degree in the same year as withdrawing from PGCE
- Any qualified teachers applied for funding for nursing ?
- Student finance
- Dropping out barely a week in?
- PGCE without QTS?
- Can student finance for a pgce course including government bursaries be used for visa
- Quitting PGCE
- I am an international student from China and I want to apply for the PGCE course.
- Working weekends during PGCE
Latest
Trending
Last reply 3 days ago
Teacher Training 2024 Applicants ThreadLast reply 1 week ago
Teaching jobs with visa sponsorship as a non-UK citizenLast reply 2 weeks ago
University of Cambridge PGCE Applicants 2024-2025Last reply 2 weeks ago
Does it matter where you do your pgce?Last reply 2 weeks ago
What does a new teachers (ECT) timetable and commitment actually look like?Last reply 2 weeks ago
Primary Education Glasgow & Strathclyde 2024 (UNDERGRADUATE)Last reply 4 weeks ago
Is it possible to be a part-time primary school teacher?Trending
Last reply 3 days ago
Teacher Training 2024 Applicants ThreadLast reply 1 week ago
Teaching jobs with visa sponsorship as a non-UK citizenLast reply 2 weeks ago
University of Cambridge PGCE Applicants 2024-2025Last reply 2 weeks ago
Does it matter where you do your pgce?Last reply 2 weeks ago
What does a new teachers (ECT) timetable and commitment actually look like?Last reply 2 weeks ago
Primary Education Glasgow & Strathclyde 2024 (UNDERGRADUATE)Last reply 4 weeks ago
Is it possible to be a part-time primary school teacher?
