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    (Original post by tory88)
    Wow. That sounds unusual - I haven't heard of anyone being forced to use resources set out. Perhaps ask your mentor about that off the record?

    I guess if I had a class and was handing it over to a trainee I'd struggle not to be really possessive too - the whole point of this year is for us to try things out, and see what works and what doesn't. Of course with a class I was responsible for (bear in mind that pay will now be linked to class performance in most schools) I'd be nervous about that and want to still be in control. And with christmas coming up I think the stress hits all teachers.

    None of that makes it right, but it might give some context. Have you tried talking to the teacher about why they're giving you all the resources; perhaps they just think they're being really helpful?
    (Original post by myrtille)
    I have come across that - someone I knew on my PGCE was in a school where they had to use the same lesson structure for every lesson and every teacher in the department used the same powerpoints etc. so they were all doing the same thing. She hated it, but spent a lot less time planning than the rest of us!

    Another friend of mine ended up in that situation in her NQT year - her HoD wouldn't let her deviate from the resources provided as they were allegedly "outstanding lessons" and her own lessons couldn't possibly be as good. I don't see how a lesson resource can mean an outstanding lesson - I know when I use someone else's resource I don't teach as well as if I've planned it myself because I've not totally thought it through and I'm not sure if I'm doing it right.
    It is indeed very annoying! I'm having a meeting with her and my mentor tomorrow to talk about it as it's becoming a bit of a problem! I can kind of understand why she doesn't want to hand over her lessons, but at the same time I'm never going to deliver them as well as she would so there seems to be no point! I just don't feel confident with these lessons and tbh they're incredibly repetitive - it's travel writing so basically we have an article to look at, kids pick out interesting words, then they write their own article for that country. It's hard to be interested or get the kids interested in that lesson after lesson! And now we're just onto two assessments in a row so the kids will definitely be hating me! Ah well; I just want to get tomorrow out of the way so I only have to deal with this class 4 more times!
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    (Original post by tory88)
    Just remember that there's a reason this is the time when most PGCE dropouts occur. We're all in a position where every week the workload ramps up, and then as christmas approaches it's been a good while since you last felt like you were on top of things and in control. Then assignment deadlines begin to encroach and formal observations begin. Everyone feels like that - stick it out for the next couple of weeks, take christmas to re-energise and catch up on work and then begin the new term afresh.
    Sources?
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    (Original post by Juichiro)
    Sources?
    It's all anecdotal, but does seem to have been echoed by several different tutors at my university/placement school. I guess that makes me a bad science teacher XD
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    (Original post by Juichiro)
    Sources?
    (Original post by tory88)
    It's all anecdotal, but does seem to have been echoed by several different tutors at my university/placement school. I guess that makes me a bad science teacher XD
    I can see why it may be a bad time. I've heard easter is a tough time.

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    Still, just under 2 weeks left till xmas hols guys! Ive just been invited to an interview for an nqt position in september. Slightly kacking myself!!
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    (Original post by Ratchit99)
    Still, just under 2 weeks left till xmas hols guys! Ive just been invited to an interview for an nqt position in september. Slightly kacking myself!!


    That's awesome, well done. I'm super jealous!
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    (Original post by swarfliam)
    That's awesome, well done. I'm super jealous!
    Thanks! Waiting to find out what ive got to teach! Its on friday so eeep!
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    (Original post by Ratchit99)
    Thanks! Waiting to find out what ive got to teach! Its on friday so eeep!
    Here's my interview advice (I was always told I came across very well at interview, despite losing out to internal candidates several times):
    • Don't be afraid to contact the school and ask for extra info about the class. Obviously don't keep pestering, but asking once looks proactive rather than needy.
    • Plan lots of shortish activities for your lesson but don't go overboard with ambitious activities the pupils might not be used to. Play it safe but not too boring.
    • Plan activities that can be cut easily from your lesson if you run out of time (or ways to extend if you find yourself with extra time).
    • Signal this clearly in your lesson plan - I put activities I would cut if short on time in grey print. At the bottom, I made a note of what I would do if it was a full lesson instead of just 20 minutes. Several schools commented that they really liked t
    • Structure your lesson carefully - the most important thing they want to see is pupils making progress, so you introduce something new, check they get it, then get them to apply it in a different way.
    • Smile and make a good first impression.I always smile a lot anyway because it's hope I cope when I'm stressed! But I've seen some really miserable looking people at interviews...
    • Prepare for common interview questions and be prepared to talk at length and give examples.
    • Don't worry about written tasks - these have never been mentioned to me in interiew feedback, I think if you're the right person for the job and they like you, they're less fussed about your ability to analyse data or plan interventions, especially when you're an NQT - they can teach you that stuff.
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    (Original post by myrtille)
    Here's my interview advice (I was always told I came across very well at interview, despite losing out to internal candidates several times):
    • Don't be afraid to contact the school and ask for extra info about the class. Obviously don't keep pestering, but asking once looks proactive rather than needy.
    • Plan lots of shortish activities for your lesson but don't go overboard with ambitious activities the pupils might not be used to. Play it safe but not too boring.
    • Plan activities that can be cut easily from your lesson if you run out of time (or ways to extend if you find yourself with extra time).
    • Signal this clearly in your lesson plan - I put activities I would cut if short on time in grey print. At the bottom, I made a note of what I would do if it was a full lesson instead of just 20 minutes. Several schools commented that they really liked t
    • Structure your lesson carefully - the most important thing they want to see is pupils making progress, so you introduce something new, check they get it, then get them to apply it in a different way.
    • Smile and make a good first impression.I always smile a lot anyway because it's hope I cope when I'm stressed! But I've seen some really miserable looking people at interviews...
    • Prepare for common interview questions and be prepared to talk at length and give examples.
    • Don't worry about written tasks - these have never been mentioned to me in interiew feedback, I think if you're the right person for the job and they like you, they're less fussed about your ability to analyse data or plan interventions, especially when you're an NQT - they can teach you that stuff.
    Thanks for all of that, thats amazing
    I guess its only the start of the job season so if nothing else this is good practice!
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    (Original post by Ratchit99)
    Still, just under 2 weeks left till xmas hols guys! Ive just been invited to an interview for an nqt position in september. Slightly kacking myself!!
    Wow! Good luck!

    My class were horrendous today. They're year 5 and seem to have discovered kissing over the weekend :eek: How on earth are you supposed to deal with someone bellowing 'SHE KISSED JOE WITH TONGUE' across your classroom?!!!!

    And also- 10 years old! WTF!
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    (Original post by peony flowers)
    Wow! Good luck!

    My class were horrendous today. They're year 5 and seem to have discovered kissing over the weekend :eek: How on earth are you supposed to deal with someone bellowing 'SHE KISSED JOE WITH TONGUE' across your classroom?!!!!

    And also- 10 years old! WTF!
    This youth...
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    Had an interesting day on primary placement today, which I have to do as part of my secondary PGCE, to see where they have come up from. It's amazing how much they change. I was initially a little bit worried that I was going to have a crisis and regret going into secondary if I liked primary so much, because I love my year 7s so thought I may like the younger ones. However I'm really relieved to say that I really hated it and can't imagine working in primary at all. It is a bit relief! The last thing I wanted was to have major doubts over my chosen age range.


    Having big problems preparing for my uni observation. I am supposed to shade in areas of the eight teaching standards that I feel I have done and to what level, but my mentor is not in school and I have no-one else to fill it in with, meaning I'm doing it on my own. It is really hard to reflect on my progress because I don't feel I've made any, yet I can't highlight nothing because I'll be in big trouble. So I'm just trying to be honest on it without getting myself into trouble. It's really difficult assessing yourself!
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    (Original post by peony flowers)
    Wow! Good luck!

    My class were horrendous today. They're year 5 and seem to have discovered kissing over the weekend :eek: How on earth are you supposed to deal with someone bellowing 'SHE KISSED JOE WITH TONGUE' across your classroom?!!!!

    And also- 10 years old! WTF!

    Haha, post of the day!
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    (Original post by Airfairy)
    Having big problems preparing for my uni observation. I am supposed to shade in areas of the eight teaching standards that I feel I have done and to what level, but my mentor is not in school and I have no-one else to fill it in with, meaning I'm doing it on my own. It is really hard to reflect on my progress because I don't feel I've made any, yet I can't highlight nothing because I'll be in big trouble. So I'm just trying to be honest on it without getting myself into trouble. It's really difficult assessing yourself!
    Put most things as "Satisfactory/Requires Improvement" because that's where you probably should be during your PGCE (especially 1st placement). You're not going to be Outstanding at this stage (certainly not in many areas) and anyone who thinks they are is probably an idiot.

    Pick the things you think you're best at and put them as "Good".

    You shouldn't really have "Inadaquates" - if you did, you would have been raised as a cause for concern by now.

    I bet you have made progress, it's just hard to see because it's so easy in this job to feel overwhelmed and like you're getting nowhere most of the time. It's only when I look back at lessons that I spent hours planning during my PGCE (and realise they're a bit rubbish) that I can see how far I've come.
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    (Original post by myrtille)
    Put most things as "Satisfactory/Requires Improvement" because that's where you probably should be during your PGCE (especially 1st placement). You're not going to be Outstanding at this stage (certainly not in many areas) and anyone who thinks they are is probably an idiot.

    Pick the things you think you're best at and put them as "Good".

    You shouldn't really have "Inadaquates" - if you did, you would have been raised as a cause for concern by now.

    I bet you have made progress, it's just hard to see because it's so easy in this job to feel overwhelmed and like you're getting nowhere most of the time. It's only when I look back at lessons that I spent hours planning during my PGCE (and realise they're a bit rubbish) that I can see how far I've come.
    We don't have the whole inadequate/satisfactory thing. It's either not on the chart (which would be inadequate), minimum (which is what we should be), good or high. So basically we are expected to fulfill all minimum criteria (which I don't personally feel I have)...so it's a bit awkward haha.
    Thanks though
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    (Original post by Airfairy)
    We don't have the whole inadequate/satisfactory thing. It's either not on the chart (which would be inadequate), minimum (which is what we should be), good or high. So basically we are expected to fulfill all minimum criteria (which I don't personally feel I have)...so it's a bit awkward haha.
    Thanks though
    We have a TS grid which we fill with evidence (or at least, we reference where it is in out file). So perhaps you could think about what evidence you have of each standard? For example, you might have a lesson observation where your mentor praised your subject knowledge or your use of assessment. The more pieces of evidence you can think of for each standard, the more you have achieved it.
    Might just be a start anyway. We have to fill ours out on our own too.


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    (Original post by jeffercake)
    We have a TS grid which we fill with evidence (or at least, we reference where it is in out file). So perhaps you could think about what evidence you have of each standard? For example, you might have a lesson observation where your mentor praised your subject knowledge or your use of assessment. The more pieces of evidence you can think of for each standard, the more you have achieved it.
    Might just be a start anyway. We have to fill ours out on our own too.


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    We also have the grid with evidence, which makes things a lot easier. We can use evidence from uni (notes in lectures with reflections, uni based tasks in school) or school-based evidence such as lesson observations. It becomes a lot easier when you have concrete evidence in front of you.

    ---

    On a different note, has anyone else struggled with deciding if they're well enough for school? I'm feeling pretty ill right now and don't know if going into school tomorrow is a good idea or not . 48 hours off is the last thing I need though, we only have 6 days beyond the minimum planned and I don't want to lose 1/3 of those in one go. But I also don't want to pass on whatever's wrong with me either!
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    (Original post by alabelle)

    On a different note, has anyone else struggled with deciding if they're well enough for school? I'm feeling pretty ill right now and don't know if going into school tomorrow is a good idea or not . 48 hours off is the last thing I need though, we only have 6 days beyond the minimum planned and I don't want to lose 1/3 of those in one go. But I also don't want to pass on whatever's wrong with me either!
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    (Original post by alabelle)
    So, so true! We have to contact three different institutions if we're ill (though tomorrow I think it's two), we have to fill out and hand in a form, then attend a back-to-uni meeting. Even if it's just 48 hours. I understand why they do it this way, it's just an intimidating process!
    When you are actually doing the job, setting work you aren't going to be there for is extremely annoying and often quite hard. You have to consider your covering colleagues and what you are inflicting on them. There are some subjects which everyone hates covering in our school. Drama is always an excuse for boys to roll around on the drama studio floor fighting, because the absent teacher always leaves some practical 'improvisation' for them to do. I'm fine with that, as an English teacher, although I usually tell them it's a written exercise instead, but the maths department just can't hack it as it's all so alien to them. Art is lovely and peaceful, but the best one is music, which is a dozen dedicated sensitive souls bashing away at silent keyboards under headphones for an hour. Bliss.
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    (Original post by Carnationlilyrose)
    When you are actually doing the job, setting work you aren't going to be there for is extremely annoying and often quite hard. You have to consider your covering colleagues and what you are inflicting on them. There are some subjects which everyone hates covering in our school. Drama is always an excuse for boys to roll around on the drama studio floor fighting, because the absent teacher always leaves some practical 'improvisation' for them to do. I'm fine with that, as an English teacher, although I usually tell them it's a written exercise instead, but the maths department just can't hack it as it's all so alien to them. Art is lovely and peaceful, but the best one is music, which is a dozen dedicated sensitive souls bashing away at silent keyboards under headphones for an hour. Bliss.
    Slightly horrified you are still covering lessons over five years after the Rarely Cover regulations were introduced!
 
 
 
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