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    (Original post by Steveluis10)
    A job has come up in my old school! It would be a dream to go back there as a teacher so going to definitely apply for it. Says job start ASAP and I won't be able to until September, will that go against me?
    They are probably looking for someone to start after Easter, so probably won't work.

    However, it's still worth applying for practice, plus you never know. They might employ someone on a temp contract then employ you from sept!

    Xxx

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    (Original post by Steveluis10)
    A job has come up in my old school! It would be a dream to go back there as a teacher so going to definitely apply for it. Says job start ASAP and I won't be able to until September, will that go against me?
    Go for it! You never know how they felt about you and because they know what you're like that may put at an advantage.

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    2 applications sent off - complete a third tomorrow and just seen another school advertised near me so will have 4 applications already! Hoping to get an interview for at least one or two but won't hear until March. All becoming very real now.
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    Can anyone help me? I need to make my classes more dynamic and I don't know what to do; especially with grammar. Really finding life hard.
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    (Original post by sunfowers01)
    Can anyone help me? I need to make my classes more dynamic and I don't know what to do; especially with grammar. Really finding life hard.
    What do you mean by dynamic? More interesting? Exciting? Engaging?
    Grammar is a pretty dry subject, so it will be hard to really jazz it up. You can have different sentences around the room and put them in teams (each team has a diff colour pen) and then they go round and punctuate the sentences. The team that has punctuated the most correctly gets a prize.
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    (Original post by Shelly_x)
    What do you mean by dynamic? More interesting? Exciting? Engaging?
    Grammar is a pretty dry subject, so it will be hard to really jazz it up. You can have different sentences around the room and put them in teams (each team has a diff colour pen) and then they go round and punctuate the sentences. The team that has punctuated the most correctly gets a prize.
    I think the boss means more exciting and interesting. I'm teaching English as a foreign language and it's hard to keep them all engaged.

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    (Original post by sunfowers01)
    I think the boss means more exciting and interesting. I'm teaching English as a foreign language and it's hard to keep them all engaged.

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    See my example for one idea
    There are plenty of good ideas on the TES and the internet! Have a research!
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    (Original post by sunfowers01)
    Can anyone help me? I need to make my classes more dynamic and I don't know what to do; especially with grammar. Really finding life hard.
    Anything that gets everyone participating is the key, doesn't mean it has to be all-singing all-dancing "fun".

    I like using mini-whiteboards (or in my currect school, using the pupils' iPads as mini-whiteboards) so everyone has to answer questions at the same time. You can do this with verb tenses, for example - "How do you say "fui" in English?", pupils write "I went". The key is to keep them on their toes, give them just a few seconds to write their answer and hold it up before doing the next one. And you can build them up to include extra detail so they're translating "Ayer fui al cine con mis amigos" or something. It's just translation, so very old fashioned, but much more dynamic than giving them a list of sentences to write out on paper.

    This wipeout game is good for getting them to identify mistakes. http://www.tes.co.uk/teaching-resour...arter-6167439/ You put in the correct and incorrect answers, so you focus on a grammar point (I do this with French with articles "du", "de la", "des", for example) and fill in phrases. Pupils have to find all of the correct phrases without choosing any of the incorrect ones.

    Get them to work out grammar rules themselves, rather than you telling them. Using card sorts can be good - for example, if you were doing irregular past participles, you could give them a set of dominoes with a mixture of regular and irregular verbs.

    eg: X - I play ---> I played - I buy ---> I bought - I listen --> I listened - I go ---> I went ---> I read ---> I read - I write ---> I wote - X

    Pupils match the cards up in a snake, then you can give them questions to answer about what the pattern is, which words don't follow the pattern, etc. Then once you've gone through the key irregular verbs and they've written them down, you could do the drilling with mini-whiteboards a bit more to consolidate them.

    Hope this helps!
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    Got to teach a 15 min interview lesson on a historical topic of my choice! To high ability y7 pupils. Any ideas/tips!?

    They have said they aren't bothered about a traditional 3 part lesson, just want to see interaction with the pupils.
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    (Original post by outlaw-torn)
    Got to teach a 15 min interview lesson on a historical topic of my choice! To high ability y7 pupils. Any ideas/tips!?

    They have said they aren't bothered about a traditional 3 part lesson, just want to see interaction with the pupils.
    Is this for an interview?

    I would go with something they have an interest in and have a little prior knowledge. Something like WW1 or WW2, the Blitz, Black Death wouldn't be too bad I guess.

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    I am left physically and mentally drained travelling 1 and half hour to my placement on bus each way. I did inform university that I struggle with travel and yet they placed me far again. This is my second placement and I've just made the first week.

    I need some advice I am putting in all the hours and i can't seem to get things done. My main issues are not having the time, as when I get home my body can't function due to the travel and long day.

    I have to plan lessons, no resources are available so it's taking me 3 hours each lesson, create homework sheets and mark work. I also feel as if I am being left to my own device with no support. I create lessons with just one word given to me. It seems as if I have been set up to fail from the start. What should I do?

    P.s. I'm very able and get things done normally, for instance I'm the one to submit an essay before the deadline.




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    (Original post by pgce2013)
    I am left physically and mentally drained travelling 1 and half hour to my placement on bus each way. I did inform university that I struggle with travel and yet they placed me far again. This is my second placement and I've just made the first week.

    I need some advice I am putting in all the hours and i can't seem to get things done. My main issues are not having the time, as when I get home my body can't function due to the travel and long day.

    I have to plan lessons, no resources are available so it's taking me 3 hours each lesson, create homework sheets and mark work. I also feel as if I am being left to my own device with no support. I create lessons with just one word given to me. It seems as if I have been set up to fail from the start. What should I do?

    P.s. I'm very able and get things done normally, for instance I'm the one to submit an essay before the deadline.
    As a last resort, is there any way you could afford to get accommodation nearer to your school? A friend of mine last year was in the same situation, and about half-way through the 2nd placement was assessed as being a "cause for concern". They then got lodgings near their school for in the week and things improved a lot. Before they were travelling an hour and a half each way to school, then coming back exhausted and having a nap before they got on with all the work.

    Regarding planning and resources - you say there are no resources and you are unsupported - have you tried asking? I know they should be making the effort to support you, but sometimes I think experienced teachers simply forget how much work planning is at the start. You need to explain how long it's taking you and how you're feeling and see what support they offer, because ultimately that's their role. My first placement school didn't really have any department shared resources, as everyone had their own, so my planning workload was immense. But if I got really stuck, I could always ask "do you have any ideas/resources on ____?" and someone would help me out.

    Planning from just a word was normal for me too - on my first placement I was given a list of lesson topics, which went "cinema, inviting people out, making excuses, revising hobbies, past tense, past tense, past tense..." etc. and beyond that I had to work things out myself or ask for advice.

    As well as your department, try and get ideas and resources from PGCE colleagues (do you have a subject Facebook group, for example? As NQTs we still use ours to keep in touch and sometimes share lesson ideas) and from TES Resources. They won't usually be exactly what you want, but they can be a basis to adapt and add to.
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    (Original post by myrtille)
    As a last resort, is there any way you could afford to get accommodation nearer to your school? A friend of mine last year was in the same situation, and about half-way through the 2nd placement was assessed as being a "cause for concern". They then got lodgings near their school for in the week and things improved a lot. Before they were travelling an hour and a half each way to school, then coming back exhausted and having a nap before they got on with all the work.

    Regarding planning and resources - you say there are no resources and you are unsupported - have you tried asking? I know they should be making the effort to support you, but sometimes I think experienced teachers simply forget how much work planning is at the start. You need to explain how long it's taking you and how you're feeling and see what support they offer, because ultimately that's their role. My first placement school didn't really have any department shared resources, as everyone had their own, so my planning workload was immense. But if I got really stuck, I could always ask "do you have any ideas/resources on ____?" and someone would help me out.

    Planning from just a word was normal for me too - on my first placement I was given a list of lesson topics, which went "cinema, inviting people out, making excuses, revising hobbies, past tense, past tense, past tense..." etc. and beyond that I had to work things out myself or ask for advice.

    As well as your department, try and get ideas and resources from PGCE colleagues (do you have a subject Facebook group, for example? As NQTs we still use ours to keep in touch and sometimes share lesson ideas) and from TES Resources. They won't usually be exactly what you want, but they can be a basis to adapt and add to.
    Aww thanks for your advice. I did consider moving near to the school it would be ideal but the amount of time I need to move and organise it all would not be worth it and it is expensive. If things do get worse I will need to have a word with university and ask them to help me find a place near the school.

    Thanks I'm just constantly hunting resources asking questions. Today I've had to stand up and deliver a PHSE lesson on the spot, no notice nothing. I was given the topic and PowerPoint the second before.

    I've spoken to others and they all feel that I've basically been put in a very hard position. At the moment there are many issues too many to list.

    I am shocked at what is happening. My first placement was good.


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    (Original post by pgce2013)
    Aww thanks for your advice. I did consider moving near to the school it would be ideal but the amount of time I need to move and organise it all would not be worth it and it is expensive. If things do get worse I will need to have a word with university and ask them to help me find a place near the school.

    Thanks I'm just constantly hunting resources asking questions. Today I've had to stand up and deliver a PHSE lesson on the spot, no notice nothing. I was given the topic and PowerPoint the second before.

    I've spoken to others and they all feel that I've basically been put in a very hard position. At the moment there are many issues too many to list.

    I am shocked at what is happening. My first placement was good.


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    Have a chat with your tutor at uni and see if they can make sure that you get the support you are entitled to.


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    In terms of job applications, when a post says an application deadline when generally would you expect to hear back after the deadline passes? A school I applied to closed the application process today at 12 and it said if you don't hear from them it means you haven't been invited for interview but when should I assume that applies? Would it be after today has passed or do schools look at all the applications only once the deadline passes and then have a few days deliberating?
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    (Original post by Steveluis10)
    In terms of job applications, when a post says an application deadline when generally would you expect to hear back after the deadline passes? A school I applied to closed the application process today at 12 and it said if you don't hear from them it means you haven't been invited for interview but when should I assume that applies? Would it be after today has passed or do schools look at all the applications only once the deadline passes and then have a few days deliberating?
    The school I applied to waited a week between the deadline and inviting people to interview (as I'm training there at the moment I know that's because everyone in the department gets to look through the applications and have a say on who gets shortlisted). From what I've heard, most schools are a lot quicker than that, so if you have any info about when the interviews are expected to be that might help you judge how long the wait should be.
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    (Original post by Steveluis10)
    In terms of job applications, when a post says an application deadline when generally would you expect to hear back after the deadline passes? A school I applied to closed the application process today at 12 and it said if you don't hear from them it means you haven't been invited for interview but when should I assume that applies? Would it be after today has passed or do schools look at all the applications only once the deadline passes and then have a few days deliberating?
    Entirely depends. I've been rung up on the night of the deadline, on the day after and a few days after.
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    How long would you say is the longest you usually have to wait and then can think it's a rejection at the first hurdle?

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    (Original post by qwerty_mad)
    How long would you say is the longest you usually have to wait and then can think it's a rejection at the first hurdle?

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    I'd say if it's been over a week, assume the worst. You may still be pleasantly surprised after that stage, but it's unlikely.

    I think most of mine responded in 2-3 days, but there was at least one I pretty much gave up on, then heard from after about a week.
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    Hmm interesting. I know the interview process is the week beginning the 10th March which is a week on Monday so if I don't hear by Tuesday of this week coming I'll assume I haven't got an interview but can't entirely rule it out going by what you've just said!
 
 
 
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