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    (Original post by Airfairy)
    Interesting, I didn't think that would be the reason. Surely if you were actually in prison, that would show up on a DBS, so you can't lie about that anyway?

    Thanks for the advice though. I sent it off yesterday and my family and friends told me not to tell the truth...so I didn't :ninja: .



    You sound like you have made your mind up really. I don't think anyone is going to be able to convince you to carry on. I guess you just need to decide if you want to carry on in September.

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    I don't feel like I have much of a choice; I don't want to drop out but its either that or fail. I rang student finance earlier and they told me I could get funding to do it again in September so I think I might apply for somewhere nearer my boyfriend and start afresh in then (hopefully somewhere that'll run the course properly!).
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    (Original post by gemmam)
    I don't think I'm likely to pass the course also I don't feel I've gained enough experience to apply for a teaching job yet.
    Well you gotta give it a go - apply for jobs and interview, you never know. There are a lot more factors schools take into consideration other than just the interview.


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    (Original post by gemmam)
    I don't feel like I have much of a choice; I don't want to drop out but its either that or fail. I rang student finance earlier and they told me I could get funding to do it again in September so I think I might apply for somewhere nearer my boyfriend and start afresh in then (hopefully somewhere that'll run the course properly!).
    TBH, I'd give it a while before trying again, if you decide to quit. All your posts make it clear you are having a rotten time and you are hating it. You are unlikely to feel equipped to start working as a teacher with the experience you've had, and teaching isn't an easy job to start in if you are already doubtful. I'd take some time out to figure if you are still interested enough to do it. If you are entitled to funding, the opportunity won't go away and you may well tackle it in better heart after a break.
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    (Original post by Carnationlilyrose)
    TBH, I'd give it a while before trying again, if you decide to quit. All your posts make it clear you are having a rotten time and you are hating it. You are unlikely to feel equipped to start working as a teacher with the experience you've had, and teaching isn't an easy job to start in if you are already doubtful. I'd take some time out to figure if you are still interested enough to do it. If you are entitled to funding, the opportunity won't go away and you may well tackle it in better heart after a break.
    I'd rather wait a while myself but I'm a bit concerned dropping out might make it harder for me to find a job (not in the education sector, just in general).
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    (Original post by gemmam)
    I don't feel like I have much of a choice; I don't want to drop out but its either that or fail. I rang student finance earlier and they told me I could get funding to do it again in September so I think I might apply for somewhere nearer my boyfriend and start afresh in then (hopefully somewhere that'll run the course properly!).
    I know what you're saying. You shouldn't see it as a given that you will fail though - that's not set in stone.

    However, seeing as you can get student finance again, then starting afresh in September is not the end of the world.
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    (Original post by gemmam)
    I'd rather wait a while myself but I'm a bit concerned dropping out might make it harder for me to find a job (not in the education sector, just in general).
    I'm not an expert on that, I must confess, but having walked away from a career which was making me so unhappy I was nearly ill, with no future plans at all, I can only say it was the thing which saved me from a lot of misery.
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    (Original post by Carnationlilyrose)
    I'm not an expert on that, I must confess, but having walked away from a career which was making me so unhappy I was nearly ill, with no future plans at all, I can only say it was the thing which saved me from a lot of misery.
    Are you referring to leaving your teaching career, or did you leave a career previously?
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    (Original post by Airfairy)
    Are you referring to leaving your teaching career, or did you leave a career previously?
    I left accountancy before taking up teaching.
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    (Original post by Airfairy)
    Interesting, I didn't think that would be the reason. Surely if you were actually in prison, that would show up on a DBS, so you can't lie about that anyway?

    Thanks for the advice though. I sent it off yesterday and my family and friends told me not to tell the truth...so I didn't :ninja: .



    You sound like you have made your mind up really. I don't think anyone is going to be able to convince you to carry on. I guess you just need to decide if you want to carry on in September.

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    Apparently they also look for signs of what a school might deem 'risky behaviour' including where you have travelled etc. Seems crazy but that's what I was told.
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    (Original post by alabelle)
    Apparently they also look for signs of what a school might deem 'risky behaviour' including where you have travelled etc. Seems crazy but that's what I was told.
    Wow. That's annoying for me because I spent most of that year doing pretty much nothing... that looks risky haha.
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    Has anyone worked with a teacher who doesn't do any AfL at all? My teacher is lovely and her class is so well run, but she doesn't introduce learning objectives and her plenaries consist of telling the kids to button up their coats

    I'm a bit nervous about trying to introduce it all without stepping on her toes!
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    (Original post by peony flowers)
    Has anyone worked with a teacher who doesn't do any AfL at all? My teacher is lovely and her class is so well run, but she doesn't introduce learning objectives and her plenaries consist of telling the kids to button up their coats

    I'm a bit nervous about trying to introduce it all without stepping on her toes!
    Experienced teachers often don't do all the hoop-jumping (or rather, don't feel the need to make it explicit to an observer).

    They should understand that you are expected to do it for your training and not feel like you're stepping on their toes at all.

    My 2nd placement school was like that - I never came across objectives except from me and there were no obvious starters/plenaries. But it was a lovely school and the teachers did know how their pupils were doing.

    From talking to colleagues now, barely any of us do plenaries any more anyway. Not at the end of the lesson, at least. The pattern of my lessons is often:
    -Starter activity (recapping from a previous lesson or pupils working out something new)
    -Introducing some new content
    -Pupils practise new content for a bit
    -Whole class activity to check understanding (ie: plenary)
    -Longer activity for pupils to learn what they have used.

    I don't tend to do a plenary after that longer activity - I've checked pupil understanding before the activity so I know pupils are ready to get on with the task. And then I check how the main task has gone by circulating while they're working and by marking their books.

    Your mentor should understand that you have to do things a certain way while you're training - once you've been teaching a little longer you will start to find your own style and decide which of the hoops are worth jumping through and which do not suit your classes and teaching style.
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    (Original post by peony flowers)
    Has anyone worked with a teacher who doesn't do any AfL at all? My teacher is lovely and her class is so well run, but she doesn't introduce learning objectives and her plenaries consist of telling the kids to button up their coats

    I'm a bit nervous about trying to introduce it all without stepping on her toes!
    I'm afraid that's because she is a real teacher! You will have to do it by the book, but one day, you will be able to dump all the Ofsted crap and do it for real!
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    (Original post by myrtille)
    Experienced teachers often don't do all the hoop-jumping (or rather, don't feel the need to make it explicit to an observer).

    They should understand that you are expected to do it for your training and not feel like you're stepping on their toes at all.

    My 2nd placement school was like that - I never came across objectives except from me and there were no obvious starters/plenaries. But it was a lovely school and the teachers did know how their pupils were doing.

    From talking to colleagues now, barely any of us do plenaries any more anyway. Not at the end of the lesson, at least. The pattern of my lessons is often:
    -Starter activity (recapping from a previous lesson or pupils working out something new)
    -Introducing some new content
    -Pupils practise new content for a bit
    -Whole class activity to check understanding (ie: plenary)
    -Longer activity for pupils to learn what they have used.

    I don't tend to do a plenary after that longer activity - I've checked pupil understanding before the activity so I know pupils are ready to get on with the task. And then I check how the main task has gone by circulating while they're working and by marking their books.

    Your mentor should understand that you have to do things a certain way while you're training - once you've been teaching a little longer you will start to find your own style and decide which of the hoops are worth jumping through and which do not suit your classes and teaching style.
    Thanks for that! (Carnationlilyrose too). I want to do so much that she doesn't, so I think starting small is the way forward.
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    Would you guys add a starter and a plenary to a unit evaluation class? They'll have a worksheet to work through but we've had it drilled into us that a starter and plenary are the most important thing in the world ever. And I get punished for pupils doing an activity for more than 10 minutes at a time. Quite annoying in a hands on subject!

    I think I need a mental health day tomorrow but I'm due to have a folder check/tutorial in the morning and I'm really worried that it'll piss my uni mentor off Feeling extremely delicate but then I'm feeling absolutely fine when planning school stuff and teaching lessons. It's just the time when I'm not doing that that I slump.
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    (Original post by ParadoxSocks)
    Would you guys add a starter and a plenary to a unit evaluation class? They'll have a worksheet to work through but we've had it drilled into us that a starter and plenary are the most important thing in the world ever. And I get punished for pupils doing an activity for more than 10 minutes at a time. Quite annoying in a hands on subject!

    I think I need a mental health day tomorrow but I'm due to have a folder check/tutorial in the morning and I'm really worried that it'll piss my uni mentor off Feeling extremely delicate but then I'm feeling absolutely fine when planning school stuff and teaching lessons. It's just the time when I'm not doing that that I slump.
    I can answer this differently... would I add one if being observed? yes. would I add one if not being observed? no. The amount of things I do just because I am being observed is quite bad . But yeah I hate how important starters and plenaries seem to be, because sometimes they don't seem to fit well and to agree with peony flowers, a lot of teachers I've observed don't follow the typical three step starter-main-plenary structure. I've hardly seen any plenaries!

    Can I ask - what is a mental health day? I know what you mean by the way. I am always worse when I am doing nothing :/
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    (Original post by Airfairy)
    I can answer this differently... would I add one if being observed? yes. would I add one if not being observed? no. The amount of things I do just because I am being observed is quite bad . But yeah I hate how important starters and plenaries seem to be, because sometimes they don't seem to fit well and to agree with peony flowers, a lot of teachers I've observed don't follow the typical three step starter-main-plenary structure. I've hardly seen any plenaries!

    Can I ask - what is a mental health day? I know what you mean by the way. I am always worse when I am doing nothing :/
    I just don't understand the point of them if they're forced and awkward and eat into actual learning time. I throw in AfL all over the place with mini-plenaries but I just don't get on with standard end-of-lesson plenaries.

    I'm supposed to be at uni tomorrow but I have a mental health condition registered with the uni so I can call time-out and miss the day if I need to. I have perfect attendance with both of my placements but uni really affects my ability to think like a rational human being so sometimes it's just better to work from home. It doesn't help that it's a two hour commute both ways either.
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    (Original post by ParadoxSocks)
    I just don't understand the point of them if they're forced and awkward and eat into actual learning time. I throw in AfL all over the place with mini-plenaries but I just don't get on with standard end-of-lesson plenaries.

    I'm supposed to be at uni tomorrow but I have a mental health condition registered with the uni so I can call time-out and miss the day if I need to. I have perfect attendance with both of my placements but uni really affects my ability to think like a rational human being so sometimes it's just better to work from home. It doesn't help that it's a two hour commute both ways either.
    Oh that's interesting to hear. I have mental health issues and during my undergrad I had it registered and received DSA, but never had the option for anything like that.

    I've missed quite a few uni days in the PGCE due to mental health, so I know where you are coming from. Sounds like a good policy. Surely if you have the right to do that, your uni mentor should understand?
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    (Original post by Airfairy)
    Oh that's interesting to hear. I have mental health issues and during my undergrad I had it registered and received DSA, but never had the option for anything like that.

    I've missed quite a few uni days in the PGCE due to mental health, so I know where you are coming from. Sounds like a good policy. Surely if you have the right to do that, your uni mentor should understand?
    It should come through with your DSA. Mine just says to make allowances for days off and provide opportunities and support to catch up with the work.

    I still feel dreadful when I do it though. I just find uni days incredibly tiring and so long. 9 until 5 plus two hours travel either way is exhausting and it really puts a downer on the rest of the week when I'm tired. Going to figure out a way of showing that I've done all of work required for tomorrow (can't exactly send in one of my folders though :/) and just take it easy. I don't think we have another in uni day for weeks though.
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    I'm really worried at the moment. I had an operation for something last Monday. It hasn't worked. It was the last option for me, and now I am worried I'm not going to be able to teach. It leaves me wondering what the point of the whole thing is, if I'm not going to be able to get a job anyway.


    (Original post by ParadoxSocks)
    It should come through with your DSA. Mine just says to make allowances for days off and provide opportunities and support to catch up with the work.

    I still feel dreadful when I do it though. I just find uni days incredibly tiring and so long. 9 until 5 plus two hours travel either way is exhausting and it really puts a downer on the rest of the week when I'm tired. Going to figure out a way of showing that I've done all of work required for tomorrow (can't exactly send in one of my folders though :/) and just take it easy. I don't think we have another in uni day for weeks though.
    I didn't reapply for DSA for the PGCE, but my uni know about it. I just didn't want to go through the process again. But we have pretty much finished the uni days too now, so that's good.

    A two hour commute on a uni day would drain me. I have a 45 min journey and I hate that!
 
 
 
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