Hey there! Sign in to join this conversationNew here? Join for free
    Offline

    2
    ReputationRep:
    You lot gonna get anything for your mentor as a 'Thank you' before you leave your placement?

    Posted from TSR Mobile
    Offline

    2
    ReputationRep:
    (Original post by Steveluis10)
    Feeling so tired right now. Can't wait for Christmas.
    Me too. I've decided to chill for the rest of this placement but my mentor says I have to do something every day as it's for my own good. He's right but I don't wanna burden myself now when I know the going will get tough after Xmas.

    Posted from TSR Mobile
    Offline

    1
    ReputationRep:
    (Original post by myblueheaven339)
    Congratulations what's your subject?

    Posted from TSR Mobile
    History been battling them for the last few weeks in terms of behaviour... Today I got them into a new seating plan, split the lesson up into manageable chunks, and they were just brilliant. Woke up this morning dreading that lesson and felt really demotivated. But it's completely made me feel better.

    (Original post by Steveluis10)
    Feeling so tired right now. Can't wait for Christmas.
    Same. The other trainees in my school feel exactly the same as well.

    (Original post by Mr Advice)
    You lot gonna get anything for your mentor as a 'Thank you' before you leave your placement?

    Posted from TSR Mobile
    I'm not sure. I'm definitely going to get a big tin of quality Street and a thank you card for the whole department, but I'm not sure for my mentor particularly!

    Posted from TSR Mobile
    Offline

    17
    ReputationRep:
    (Original post by outlaw-torn)
    History been battling them for the last few weeks in terms of behaviour... Today I got them into a new seating plan, split the lesson up into manageable chunks, and they were just brilliant. Woke up this morning dreading that lesson and felt really demotivated. But it's completely made me feel better.



    Same. The other trainees in my school feel exactly the same as well.



    I'm not sure. I'm definitely going to get a big tin of quality Street and a thank you card for the whole department, but I'm not sure for my mentor particularly!

    Posted from TSR Mobile
    That sounds really great. And the confidence boost will do wonders for your mood, particularly through these darker weeks!


    Posted from TSR Mobile
    Offline

    1
    ReputationRep:
    (Original post by myblueheaven339)
    That sounds really great. And the confidence boost will do wonders for your mood, particularly through these darker weeks!


    Posted from TSR Mobile
    Yeah definitely! I am getting to that point where I have a huge lack of motivation to get up in the morning

    My only comfort this morning is that it's Thursday so I just have to get through today and then I'm just at uni tomorrow.

    Posted from TSR Mobile
    Offline

    1
    ReputationRep:
    Uch, had a really bad day today.

    I was all on a high after my year 7 lesson went really well yesterday so now I'm back down to earth again!

    The main thing that went wrong was my year 8 lesson - they've been pretty well behaved with me the last few lessons when we did PEE writing tasks. I thought I'd give them a bit of a break and do some class debating. I did a spelling test with them to start with as my mentor wanted me to (and it ticks my promote good literacy standard box off) it was meant to last 5-8 minutes, it took 20. I didn't think about the most efficient way to mark them - I should have just put them up on the projector but I stupidly read each answer out letter by letter which took bloody ages as after each one they all starting jabbering away about whether they'd got it right or not, some asked me for the answer again as they weren't listening, all that kind of crap.

    I then introduced the group debate activity and sorted them into groups of 4. Then of course I had 'Sir, I don't want to work with them I dont talk to them', 'Sir, can i switch with her' I said it wasn't up for discussion but they took ages to get started and were so noisy. Usually I've been able to command quiet but even raising my voice wasn't working and I felt like I had lost them today. My mentor was in the lesson (not officially observing thankfully) and said there were lots of things to be improved on. She said I did bring it back a bit but too late and it was all a bit chaotic.

    I felt like today for the first time I was questioning my own authority and let pupils simply take the piss. I feel so angry with myself!

    Then lots of other little things got me down:

    I've been given a year ten class tomorrow for my observed lesson of the week - never taken them before, they're bottom set, way behind in their work and quite frankly don't want to be there half the time from what I've observed. The literacy level of the class is beyond low and I'm teaching them Romeo and Juliet...only managed to plan it today but to say I'm nervous is an understatement - I've got the whole introduction to me as a teacher and got to make some form of progress in what will probably only be 45 minutes. Loads of them walk in late as well and I'm talking 5-10 minutes late.

    In the staff room, the HOD was talking to the Schools Direct girl in front of me and said to her 'it's good that you've been thrown into the deep end, people doing PGCEs don't have the same experience as you and haven't done anywhere near what you've done' I know she didn't mean to offend me or make me feel bad but she did!

    Then just the general staff atmosphere was annoying me, all they talk about is other departments or higher management in *****y tones and if they're not ****ging them off they're ****ging pupils off with all sorts of inappropriate names. I'm all for staff banter but some of it is taking it too far. One of the teachers opened the staff room door to a pupil who's phone had gone off in assembly, he was only in year 8 I think, she literally embarrassed the hell out of him by going to the rest of the staff room 'do you know who it was who rang him? His mummy!' The way she said it though you could see he was really getting humiliated. Thought that was bang out of order.

    In the end I just left the staff room and went to the 6th form block to do a lesson plan for tomorrow. Couldn't take being in that small confined space hearing people **** off other members of staff.

    Rant over.
    Offline

    2
    ReputationRep:
    (Original post by Steveluis10)
    Uch, had a really bad day today.

    I was all on a high after my year 7 lesson went really well yesterday so now I'm back down to earth again!

    The main thing that went wrong was my year 8 lesson - they've been pretty well behaved with me the last few lessons when we did PEE writing tasks. I thought I'd give them a bit of a break and do some class debating. I did a spelling test with them to start with as my mentor wanted me to (and it ticks my promote good literacy standard box off) it was meant to last 5-8 minutes, it took 20. I didn't think about the most efficient way to mark them - I should have just put them up on the projector but I stupidly read each answer out letter by letter which took bloody ages as after each one they all starting jabbering away about whether they'd got it right or not, some asked me for the answer again as they weren't listening, all that kind of crap.

    I then introduced the group debate activity and sorted them into groups of 4. Then of course I had 'Sir, I don't want to work with them I dont talk to them', 'Sir, can i switch with her' I said it wasn't up for discussion but they took ages to get started and were so noisy. Usually I've been able to command quiet but even raising my voice wasn't working and I felt like I had lost them today. My mentor was in the lesson (not officially observing thankfully) and said there were lots of things to be improved on. She said I did bring it back a bit but too late and it was all a bit chaotic.

    I felt like today for the first time I was questioning my own authority and let pupils simply take the piss. I feel so angry with myself!

    Then lots of other little things got me down:

    I've been given a year ten class tomorrow for my observed lesson of the week - never taken them before, they're bottom set, way behind in their work and quite frankly don't want to be there half the time from what I've observed. The literacy level of the class is beyond low and I'm teaching them Romeo and Juliet...only managed to plan it today but to say I'm nervous is an understatement - I've got the whole introduction to me as a teacher and got to make some form of progress in what will probably only be 45 minutes. Loads of them walk in late as well and I'm talking 5-10 minutes late.

    In the staff room, the HOD was talking to the Schools Direct girl in front of me and said to her 'it's good that you've been thrown into the deep end, people doing PGCEs don't have the same experience as you and haven't done anywhere near what you've done' I know she didn't mean to offend me or make me feel bad but she did!

    Then just the general staff atmosphere was annoying me, all they talk about is other departments or higher management in *****y tones and if they're not ****ging them off they're ****ging pupils off with all sorts of inappropriate names. I'm all for staff banter but some of it is taking it too far. One of the teachers opened the staff room door to a pupil who's phone had gone off in assembly, he was only in year 8 I think, she literally embarrassed the hell out of him by going to the rest of the staff room 'do you know who it was who rang him? His mummy!' The way she said it though you could see he was really getting humiliated. Thought that was bang out of order.

    In the end I just left the staff room and went to the 6th form block to do a lesson plan for tomorrow. Couldn't take being in that small confined space hearing people **** off other members of staff.

    Rant over.
    You're gonna get that in a staff room. It's the one place where staff can be more themselves. Anywhere in the school they have to watch their mouths very closely. But still, it's not nice being in the same room as that.

    Posted from TSR Mobile
    Offline

    18
    ReputationRep:
    (Original post by Steveluis10)

    In the staff room, the HOD was talking to the Schools Direct girl in front of me and said to her 'it's good that you've been thrown into the deep end, people doing PGCEs don't have the same experience as you and haven't done anywhere near what you've done' I know she didn't mean to offend me or make me feel bad but she did!

    Don't let this make you feel bad! They were probably saying it without even thinking anyway, as in just picking some random positives as they were talking to a schools direct student.

    It is all about which training route is right for you. Personally I love the PGCE, it was definitely the right option for me and I am glad I did it before they cut down places (although my uni has still got a good allocation this year luckily!).

    I really benefitted from the in depth theory. The assignments, though hard to fit in at the time and sometimes making me feel detached from placement, really did help me reflect on practice. As an NQT I am thinking back to them and they help me understand things more. The mix of placements helped me see things from different angles, not just one school's way of doing things. And allowed me a wider experience. And the other opportunities were great; plus I had the benefit of a great group of friends going through the same around me and a host of expert tutors who could give me loads of help, ideas, advice, things to ponder. 'Going in at the deep end' would not have been the right path for me. I needed and wanted that grounding to feel I actually understood WHY I was doing certain things and could make decisions for myself.

    Equally some people will have just as many positives of SCITT, but neither one is objectively and certainly better than the other, so don't let anyone make you feel bad about doing the route which is right for you and I personally think will equip you pretty well!

    xxx
    Offline

    11
    ReputationRep:
    Need some advice. I'm on the PGCE at a primary school and there's a TA that I think is really pretty. Now I have no intention of sitting in the staff room and chatting her up (unprofessional and too shy) but what do I do? We don't speak but we do look at each other at times when in assembly, lining up or walking past each other. I finish this school placement before Christmas. Before you say I'm being unprofessional I really am not.

    Posted from TSR Mobile
    Offline

    0
    ReputationRep:
    (Original post by qwerty_mad)
    Need some advice. I'm on the PGCE at a primary school and there's a TA that I think is really pretty. Now I have no intention of sitting in the staff room and chatting her up (unprofessional and too shy) but what do I do? We don't speak but we do look at each other at times when in assembly, lining up or walking past each other. I finish this school placement before Christmas. Before you say I'm being unprofessional I really am not.

    Posted from TSR Mobile
    How unprofessional, you are there to train not flirt.


    Posted from TSR Mobile
    Offline

    18
    ReputationRep:
    (Original post by qwerty_mad)
    Need some advice. I'm on the PGCE at a primary school and there's a TA that I think is really pretty. Now I have no intention of sitting in the staff room and chatting her up (unprofessional and too shy) but what do I do? We don't speak but we do look at each other at times when in assembly, lining up or walking past each other. I finish this school placement before Christmas. Before you say I'm being unprofessional I really am not.

    Posted from TSR Mobile
    I don't think there is anything wrong with chatting to her, as a colleague having a friendly conversation only. I talk to all my colleagues, chatting in the classroom and many teachers and other staff in schools are friends who socialise out of work. If you get on well you could exchange numbers to keep in touch after your placement finishes. Something may eventually come from your friendship in the future.

    xxx
    Offline

    11
    ReputationRep:
    (Original post by pgce2013)
    How unprofessional, you are there to train not flirt.


    Posted from TSR Mobile
    Are you being sarcastic?

    Posted from TSR Mobile
    Offline

    11
    ReputationRep:
    (Original post by kpwxx)
    I don't think there is anything wrong with chatting to her, as a colleague having a friendly conversation only. I talk to all my colleagues, chatting in the classroom and many teachers and other staff in schools are friends who socialise out of work. If you get on well you could exchange numbers to keep in touch after your placement finishes. Something may eventually come from your friendship in the future.

    xxx
    I need to break the ice then. I don't really sit in the staff room but might do from now.

    Posted from TSR Mobile
    Offline

    18
    ReputationRep:
    (Original post by qwerty_mad)
    I need to break the ice then. I don't really sit in the staff room but might do from now.

    Posted from TSR Mobile
    Its good practice to sit in the staff room anyway, it allows you to form professional relationships with colleagues so you have sources for advice and support, and also allows you to get more involved with the whole school life and contribute more.

    Xxx

    Posted from TSR Mobile
    Offline

    0
    ReputationRep:
    (Original post by qwerty_mad)
    I need to break the ice then. I don't really sit in the staff room but might do from now.

    Posted from TSR Mobile
    On a different note, sitting in the staffroom is a good plan anyway. If you can make a few friendly contacts, it can be a good way of hearing about jobs coming up before they go online.
    Offline

    15
    ReputationRep:
    Does anyone know the criteria you need to hit to pass your first assessed placement? We haven't been told. I'm only meeting one of the standards at the moment and on my way to a couple more. Are we really expected to have met the standards to pass?
    Offline

    18
    ReputationRep:
    (Original post by Shelly_x)
    Does anyone know the criteria you need to hit to pass your first assessed placement? We haven't been told. I'm only meeting one of the standards at the moment and on my way to a couple more. Are we really expected to have met the standards to pass?
    Generally you have to meet the standards at a level appropriate to the stage of your training. So that doesn't mean you have to hit all the standards perfectly, just that you have to have made reasonable progress towards them so that, if you carry on, you would meet them by the end of the course.

    By meet them at the end of the course, that means have evidence for them all, not be PERFECT. They are meant to be continually worked on through your NQT year and then through your career.

    I know this sounds very vague, but the standards themselves are very vague!

    Do you not have a course handbook or proforma from your uni? Which shows the assessment requirements/forms which will be filled in at the end of the placement? If not ask a tutor to see a copy or to clarify for you.

    But no, in short you do not need to hit all the standards by the end of your first placement, but you should have started to work on each of them in some way, even if it's small.

    xxx
    Offline

    2
    ReputationRep:
    (Original post by Shelly_x)
    Does anyone know the criteria you need to hit to pass your first assessed placement? We haven't been told. I'm only meeting one of the standards at the moment and on my way to a couple more. Are we really expected to have met the standards to pass?
    I think every university does it differently, to be honest.

    At Leicester, we were rated in 3 areas - the Preamble, Teaching Standards and Personal and Professional Conduct. You could get L (Low), P (Potential), Q (QTS level), H (high) and E (exceptional). On the first placement, P was OK but you had to get Q by the end of the course in order to pass. I got H, Q, H on both placements, as did most people I knew.

    It's about showing evidence for the standards rather than fulfilling them all perfectly anyway. For instance, you could still have some difficulties with behaviour management but provided you're "promoting good and courteous behaviour", acting "in accordance with the school's behaviour policy", using "a range of strategies", etc., you will have evidence towards that standard. Sometimes you're doing the right things but it's harder when you're not established and kids know you're temporary.

    I had some problems in my 2nd placement with a mentor who never thought to write down the positives. She would comment on them verbally and always told me I was doing well, but her written feedback would always focus on the negatives. I think it's worth reminding your mentor that their observation feedback is part of your evidence for meeting the standards, so that whenever you do anything relevant they make a brief note and you can refer to it as evidence.

    My first placement school was amazing at this, so an observation feedback sheet would nearly include comments along the lines of "Objectives displayed, starter on the board when pupils arrive" (Standard 4). "Extension provided for more able pupils." (Standard 5). "Gives Ben a verbal warning for chatting." (Standard 7), "Refers to verbs/adjectives - literacy" (Standard 3). Normally they wrote the comments and I filled the standards in afterwards when I filed them. Obviously there were targets at the end of each form as well, and there were comments on aspects that didn't work. But (assuming your lessons are not just chaos with no learning taking place - which I'm sure they're not!) they should be able to find aspects of your lessons which tick some of the standards.
    Offline

    15
    ReputationRep:
    Does anyone know the criteria you need to hit to pass your first assessed placement? We haven't been told. I'm only meeting one of the standards at the moment and on my way to a couple more. Are we really expected to have met the standards to pass?
    (Original post by kpwxx)
    Generally you have to meet the standards at a level appropriate to the stage of your training. So that doesn't mean you have to hit all the standards perfectly, just that you have to have made reasonable progress towards them so that, if you carry on, you would meet them by the end of the course.

    By meet them at the end of the course, that means have evidence for them all, not be PERFECT. They are meant to be continually worked on through your NQT year and then through your career.

    I know this sounds very vague, but the standards themselves are very vague!

    Do you not have a course handbook or proforma from your uni? Which shows the assessment requirements/forms which will be filled in at the end of the placement? If not ask a tutor to see a copy or to clarify for you.

    But no, in short you do not need to hit all the standards by the end of your first placement, but you should have started to work on each of them in some way, even if it's small.

    xxx

    (Original post by myrtille)
    I think every university does it differently, to be honest.

    At Leicester, we were rated in 3 areas - the Preamble, Teaching Standards and Personal and Professional Conduct. You could get L (Low), P (Potential), Q (QTS level), H (high) and E (exceptional). On the first placement, P was OK but you had to get Q by the end of the course in order to pass. I got H, Q, H on both placements, as did most people I knew.

    It's about showing evidence for the standards rather than fulfilling them all perfectly anyway. For instance, you could still have some difficulties with behaviour management but provided you're "promoting good and courteous behaviour", acting "in accordance with the school's behaviour policy", using "a range of strategies", etc., you will have evidence towards that standard. Sometimes you're doing the right things but it's harder when you're not established and kids know you're temporary.

    I had some problems in my 2nd placement with a mentor who never thought to write down the positives. She would comment on them verbally and always told me I was doing well, but her written feedback would always focus on the negatives. I think it's worth reminding your mentor that their observation feedback is part of your evidence for meeting the standards, so that whenever you do anything relevant they make a brief note and you can refer to it as evidence.

    My first placement school was amazing at this, so an observation feedback sheet would nearly include comments along the lines of "Objectives displayed, starter on the board when pupils arrive" (Standard 4). "Extension provided for more able pupils." (Standard 5). "Gives Ben a verbal warning for chatting." (Standard 7), "Refers to verbs/adjectives - literacy" (Standard 3). Normally they wrote the comments and I filled the standards in afterwards when I filed them. Obviously there were targets at the end of each form as well, and there were comments on aspects that didn't work. But (assuming your lessons are not just chaos with no learning taking place - which I'm sure they're not!) they should be able to find aspects of your lessons which tick some of the standards.
    Thanks
    Apparently they consider me to have 'met' the behaviour standard. It has been commented on that I'm halfway between requirement improvement and met for a couple of other standards... not sure if this is enough and extremely worried about it at the moment.
    We have been given the forms that our mentors need to fill in at the end but its not clear exactly what we need to do! Seems so subjective.
    Offline

    1
    ReputationRep:
    (Original post by Shelly_x)
    Does anyone know the criteria you need to hit to pass your first assessed placement? We haven't been told. I'm only meeting one of the standards at the moment and on my way to a couple more. Are we really expected to have met the standards to pass?





    Thanks
    Apparently they consider me to have 'met' the behaviour standard. It has been commented on that I'm halfway between requirement improvement and met for a couple of other standards... not sure if this is enough and extremely worried about it at the moment.
    We have been given the forms that our mentors need to fill in at the end but its not clear exactly what we need to do! Seems so subjective.
    We've just been told we should be at either making progress towards the standard or satisfactory by the end of this placement. I wouldn't worry, you have till the end of the course to meet these standards!

    -------

    Only two more Monday get ups to go. 2 more weeks of teaching and one study week in school. I am literally counting down the days until Christmas

    Posted from TSR Mobile
 
 
 
  • See more of what you like on The Student Room

    You can personalise what you see on TSR. Tell us a little about yourself to get started.

  • Poll
    Will you be richer or poorer than your parents?
  • See more of what you like on The Student Room

    You can personalise what you see on TSR. Tell us a little about yourself to get started.

  • The Student Room, Get Revising and Marked by Teachers are trading names of The Student Room Group Ltd.

    Register Number: 04666380 (England and Wales), VAT No. 806 8067 22 Registered Office: International House, Queens Road, Brighton, BN1 3XE

    Quick reply
    Reputation gems: You get these gems as you gain rep from other members for making good contributions and giving helpful advice.