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    (Original post by qwerty_mad)
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    I feel your pain.
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    (Original post by kpwxx)
    Communication and language, personal social and emotional development and physical development are the prime areas in EYFS, as opposed to English and maths being the core subjects. There is generally more recording by the children yes. Remember the EYFS should still be followed for the first term of year one and some children will be continuing to work towards it through KS1. And in a year one class I'd expect to see alot of photos and learning through play and time to choose activities.

    For reception the basics you need to follow are:
    -Don't keep then on the carpet longer than about 15mins
    -Don't worry about the recording, worry about the learning. Observations that you record if the children playing independently are more reliable than those from work with an adult anyway.
    -Always carry post its/labels for noting down good learning. If a child does something that impresses you write it down.
    -Ask the children what they like and want to do for planning. And change your plans part way through the day if the children want to or you come up with something. Just write it on the plan afterwards.

    Xxx



    This may sound silly but there was a girl on tough young teachers who did this. You could try looking that up?

    Xxx

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    I'vewatched the series and I can empathise so much with her. Struggling loads. Morale is at an all time low.

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    (Original post by qwerty_mad)
    How long after the CfC were you removed off it? And can your mentor remove you from it before your uni link tutor visits again?

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    Do you know what, I can't remember how long until I was moved off it. I don't think there was a particular point, I just started making progress and it was no longer an issue.
    I didn't do a PGCE, I did Teach First so it's not quite the same so I ca't really help on the "official" stuff, rather just the emotional and practical.
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    (Original post by sunfowers01)
    I feel your pain.
    Why have you been put on cfc? For me it was because there's not real grasp of teaching and learning during my lessons.

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    I know this is going to sound rather bizarre but do universities have some sort of document which stipulates how the course runs, what is allowed and what isn't? Not a course handbook but something that be used in the case of, say, a legal case.
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    (Original post by qwerty_mad)
    I know this is going to sound rather bizarre but do universities have some sort of document which stipulates how the course runs, what is allowed and what isn't? Not a course handbook but something that be used in the case of, say, a legal case.
    They normally have a guide with a set of responsibilities both for the school, trainee and university but this is usually part of the handbook.

    Glad to hear that people are standing up for themselves. Gather all your evidence, the issues need to be highlighted.


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    I really need to talk to someone
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    Talk away Sunflowers, what's up?
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    (Original post by TraineeLynsey)
    Talk away Sunflowers, what's up?
    Hi. Basically I'm not having a very good time at the minute. My boss has taken one of my second year classes off me and given it to another teacher. This is second year of secondary school. He says the school is in danger of loosing those kids and therefore measures need to be taken. However, I'm not allowed to observe because it would be strange for the students. My classes are not dynamic enough, yet I'm not getting help to improve. Really stuck and feel worthless.


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    I forget, are you currently training or NQT? Can't quite recall your situation?

    I think if that was me I would look at it from the perspective of 'ok, this is one less class to plan for, which gives me more time to dedicate to creating really great lessons for my other classes.'

    Have you looked up any CPD opportunities outside of school? For example, I've been to a few events organised by ATL which always give great practical ideas for lessons. I also seek out help when needed. Just because help isn't forthcoming itself, doesn't necessarily mean there aren't people who would be willing to help if you asked.

    I often run lesson ideas by our literacy coordinator and other teachers.
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    One thing I've gotta do is bulk up the writing of my plan. Gonna spend this week re-writing all of them. I'm ready for the cfc fight.

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    (Original post by qwerty_mad)
    One thing I've gotta do is bulk up the writing of my plan. Gonna spend this week re-writing all of them. I'm ready for the cfc fight.

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    That's interesting. I've been told I'm planning in too much detail!
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    (Original post by TraineeLynsey)
    I forget, are you currently training or NQT? Can't quite recall your situation?

    I think if that was me I would look at it from the perspective of 'ok, this is one less class to plan for, which gives me more time to dedicate to creating really great lessons for my other classes.'

    Have you looked up any CPD opportunities outside of school? For example, I've been to a few events organised by ATL which always give great practical ideas for lessons. I also seek out help when needed. Just because help isn't forthcoming itself, doesn't necessarily mean there aren't people who would be willing to help if you asked.

    I often run lesson ideas by our literacy coordinator and other teachers.
    Hi. My situation is slightly different because I'm working abroad teaching English. I just feel like a failure.

    I was at a conference last weekend, and got some good ideas from it.
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    It's really interesting hearing how everyone is getting on - and how those of you who have had bad experiences or have had low points have been able to learn from it and move on.

    I'm pretty much prepared to wipe out a year of my life to get through the PGCE year and know I will be exhausted, stressed, working long hours etc BUT what I want to know it - how does this compare with being an NQT? Is it still all blood, sweat and tears?
    How does it compare with being an actual teacher? I have young children so while I'm willing to invest and work hard I don't want it to be like that for the rest of my life!!! I'd like to think that at some point they are going to see me and I am not going to be a distracted, exhausted, stressed, grumpy person!

    I am open to initially getting part-time work or supply work but a full time job would be my ideal but I will obviously have to see what is available and cross that bridge when I get to it!
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    Personally, I couldn't do it because I envisioned at least 2 years without seeing the light at the end of the tunnel. That's how long I anticipated I would have to dedicate myself completely to become competent. I think something of a work/life balance could be achieved, possibily after the NQT year depending on how well you adapt. That said, I have a friend who seemed to breeze through his PGCE and barely seems to spend any of his free time working. He also strikes me as somewhat inadequate as a teacher. This was not my experience. I had to constantly work, struggle and improve.

    Sent from my GT-I9505 using Tapatalk
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    Hi, I wondered if anyone could give me any advice!

    I started my final placement today, lovely mixed year 1/2 class in a tiny two class school. I only have 21 kids one of my boys was new last week. He's a real cutie from Poland. He only arrived in the country last week and he and his parents speak no English. He's the only boy with EAL in the class and the teacher has never had an EAL pupil before. He's 5 years old and seems to be settling in ok. I just wondered if anyone has any tips or anything I should be doing? The classroom has been labelled and I'm getting some dual language books in. He's happily playing with the other children and they're keen to take him under their wing. I guess I was just wondering if anyone else had a lone pupil with EAL before and could give me any advice. Thanks!
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    (Original post by Sarang_assa)
    Hi, I wondered if anyone could give me any advice!

    I started my final placement today, lovely mixed year 1/2 class in a tiny two class school. I only have 21 kids one of my boys was new last week. He's a real cutie from Poland. He only arrived in the country last week and he and his parents speak no English. He's the only boy with EAL in the class and the teacher has never had an EAL pupil before. He's 5 years old and seems to be settling in ok. I just wondered if anyone has any tips or anything I should be doing? The classroom has been labelled and I'm getting some dual language books in. He's happily playing with the other children and they're keen to take him under their wing. I guess I was just wondering if anyone else had a lone pupil with EAL before and could give me any advice. Thanks!
    Give him help sheets which have key vocabulary words for the lesson on, but put pictures of the things they represent next to them. This will help him learn.
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    Very tired of feeling nothing but a convenient and overused bolt in the Dept. machine.
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    (Original post by lantan)
    Very tired of feeling nothing but a convenient and overused bolt in the Dept. machine.
    Lol join the club mate, can't wait till half term. Everyday is a struggle


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    (Original post by lantan)
    Very tired of feeling nothing but a convenient and overused bolt in the Dept. machine.
    Same here! My department was the best in the school last year, but this year things have changed significantly, several members of staff have left and we've been left to pick up the pieces


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