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    (Original post by ParadoxSocks)
    Another day off and I probably won't make it in tomorrow either

    I have awful teacher's guilt going on and I'm still worried that I'm not ill enough to be off but I'm definitely not well enough to teach since I can't hear my own voice or stand up for long. I probably did more school stuff yesterday than I do when I'm actually in school :/

    Today I have a sleeping puppy lounging on me. I'm going to take it as him telling me to rest since dogs are pretty good at recognising when people are poorly, right?
    I know what you mean. It's hard when you don't feel ill enough but it's not like an office job where you can sit at your desk all day and just take it easy. I find that getting up and teaching takes a lot of energy, so it's totally expected that the boundaries change a little! Get well soon.
    (Original post by Esmeralda4)
    2 interviews down... first said the learning was too passive, second the exact opposite! I guess I need to find the balance which is hard in 20 minutes! Still, onwards and upwards!
    Ah well at least you've gained the experience. Every bit helps and eventually you'll have it down to a T.

    (Original post by Esmeralda4)
    That's a tough one! Is there any research into the benefits of same sex schools? That could be a good way to go... and that you agree with a same sex educational environment. *shrugs* Good luck!
    Good idea! It is phrased as 'selective boys school', so I thought I could also put more emphasis on the selective part cos it's easier. I will have a Google about same sex education though. Thanks!


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    (Original post by Airfairy)
    Ah well at least you've gained the experience. Every bit helps and eventually you'll have it down to a T.


    Good idea! It is phrased as 'selective boys school', so I thought I could also put more emphasis on the selective part cos it's easier. I will have a Google about same sex education though. Thanks!


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    Yep, definitely learning a lot from these interviews...It can only make me a better teacher! :-)

    And no problem. I hope it goes well. :-)
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    Feel so cool that the HOD at my placement school has said they would like my contact details so we can keep in touch moving forward in my career (i already have my nqt job elsewhere). Just gives me a confidence boost to know that they think of me that positively
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    Omg it scares the **** outta me that we are expected to be cool with a 22+ hr timetable in six months. I honestly don't feel any more confident in front of a class than the day I started in September.

    I mean, I'm applying for jobs ans everything but I realistically don't think I can do any of them.

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    So my second placement has people my father is related to, I say that because they're supposed to be my 'cousins' children but we haven't spoke in years and families aren't on speaking terms. HOWEVER, some of the girls came to my office today and said - 'we know her she's related to us' *waves* and the guy was like 'miss are these your friends', me 'no, not my friends'.

    How do I handle this situation? I know they will come back sometime, perhaps even tell others - I had no clue they were here at this school, annoying.

    I still feel like a bit of a 3rd wheel and its been 4 days at this new placement, they haven't managed to get me set up on a laptop and the one given to me was a 'brick' in my mentor's words..

    I have another question - I don't know if i should be strict, like stand up behind your chairs strict or just friendly/strict i hope that makes sense, cos i overheard a boy saying 'she could smile jeez'
    when mentor said id be taking next lesson.. i put the cow face on so they don't think they can push my buttons sort of thing.. confused

    is anyone here thinking of doing their nqt abroad? suggestions for agencies who are good with this? still in 2 minds but just an option.
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    (Original post by Airfairy)
    Omg it scares the **** outta me that we are expected to be cool with a 22+ hr timetable in six months. I honestly don't feel any more confident in front of a class than the day I started in September.

    I mean, I'm applying for jobs ans everything but I realistically don't think I can do any of them.

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    Me too tbh..
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    For an lesson interview:

    - is it advised to always have 10 mins of your lesson for the plenary? My mentor says different, arguing that the government are not in favour of 10 minutes chunk of plenary at the end of the lesson. Instead, they want more mini plenaries into lesson. I don't mind getting rid of the 10 mins of plenary that I usually do, but for an interview lesson is it advised?

    Also, is the success criteria told to the children straight after the learning objective or just before the chn do the independent activities?

    Thanks
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    (Original post by Striving92)
    For an lesson interview:

    - is it advised to always have 10 mins of your lesson for the plenary? My mentor says different, arguing that the government are not in favour of 10 minutes chunk of plenary at the end of the lesson. Instead, they want more mini plenaries into lesson. I don't mind getting rid of the 10 mins of plenary that I usually do, but for an interview lesson is it advised?

    Also, is the success criteria told to the children straight after the learning objective or just before the chn do the independent activities?

    Thanks
    My interview lessons have been 20 and 25 minutes...not really long enough for a 10 minute plenary! I think schools like to see some sort of plenary though, to show progress.

    As for success criteria, I usually give those as a self-assessment either verbal or on paper and remind of them throughout the lesson, particularly at the end.
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    (Original post by Striving92)
    For an lesson interview:

    - is it advised to always have 10 mins of your lesson for the plenary? My mentor says different, arguing that the government are not in favour of 10 minutes chunk of plenary at the end of the lesson. Instead, they want more mini plenaries into lesson. I don't mind getting rid of the 10 mins of plenary that I usually do, but for an interview lesson is it advised?

    Also, is the success criteria told to the children straight after the learning objective or just before the chn do the independent activities?

    Thanks
    How long is the interview lesson? I don't think I've ever devoted 10 minutes to a plenary - 5-6 is normally how much time I dedicate to a plenary.

    If you have the full lesson - 50 mins/1 hour, I'd recommend doing mini plenaries/AFL throughout your lesson and then wrapping it up with a 5 min plenary.

    For both of my interview lessons (and I now have an NQT position for July), I made my lessons cyclical with the starter and the plenary. This depends on your subject area though, of course. I only had 30 minutes in both of those lessons so I used a song as a starter and then revisited the song at the end asking what pupils thought about it based on what they had learned in the lesson.
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    (Original post by Airfairy)
    Omg it scares the **** outta me that we are expected to be cool with a 22+ hr timetable in six months. I honestly don't feel any more confident in front of a class than the day I started in September.

    I mean, I'm applying for jobs ans everything but I realistically don't think I can do any of them.

    Posted from TSR Mobile
    Tell me about it!! I'm starting in July too so I've got 4 months to get ready... I've had really solid feedback from people but I still wonder what I'm doing half the tie at the front of the class. Interview's were nerve racking because of that.


    (Original post by Sam89)
    So my second placement has people my father is related to, I say that because they're supposed to be my 'cousins' children but we haven't spoke in years and families aren't on speaking terms. HOWEVER, some of the girls came to my office today and said - 'we know her she's related to us' *waves* and the guy was like 'miss are these your friends', me 'no, not my friends'.

    How do I handle this situation? I know they will come back sometime, perhaps even tell others - I had no clue they were here at this school, annoying.

    I still feel like a bit of a 3rd wheel and its been 4 days at this new placement, they haven't managed to get me set up on a laptop and the one given to me was a 'brick' in my mentor's words..

    I have another question - I don't know if i should be strict, like stand up behind your chairs strict or just friendly/strict i hope that makes sense, cos i overheard a boy saying 'she could smile jeez'
    when mentor said id be taking next lesson.. i put the cow face on so they don't think they can push my buttons sort of thing.. confused

    is anyone here thinking of doing their nqt abroad? suggestions for agencies who are good with this? still in 2 minds but just an option.
    It's only been four days! I think a lot of schools are under stress atm too with GCSE options and exam panic beginning to set in.

    Make do with the laptop you've been given for now! That's pretty lucky - I don't know many people on my course who have been allowed to have staff laptops :')

    Be strict for the first few weeks - honestly, it'll make the placement so much easier in the long run. No need to be mean or nasty (which I'm sure you're not) but just be firm. Probably be stricter than you actually are for the first few weeks tbh.

    As for the situation with your cousins - tell your mentor/their form tutor - it's inappropriate for them to be acting that way in front of you in school in a professional environment. Just say you didn't realise they were there but hopefully their form tutor/your mentor can have a quick word with them.
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    (Original post by Samus2)
    How long is the interview lesson? I don't think I've ever devoted 10 minutes to a plenary - 5-6 is normally how much time I dedicate to a plenary.

    If you have the full lesson - 50 mins/1 hour, I'd recommend doing mini plenaries/AFL throughout your lesson and then wrapping it up with a 5 min plenary.

    For both of my interview lessons (and I now have an NQT position for July), I made my lessons cyclical with the starter and the plenary. This depends on your subject area though, of course. I only had 30 minutes in both of those lessons so I used a song as a starter and then revisited the song at the end asking what pupils thought about it based on what they had learned in the lesson.
    My interview lesson is 30 minutes long and its a maths lesson! So did you have mini plenaries throughout the lesson?
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    (Original post by Striving92)
    My interview lesson is 30 minutes long and its a maths lesson! So did you have mini plenaries throughout the lesson?
    I didn't really have any specific AFL - I just used questioning and discussion to ascertain how pupils were doing. I'm history though, so it may be very different for maths!
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    Just curious, how long have most of you spent on the introductions of your lesson?

    I feel like I spend a very very long time talking to the children. It's not pure monologue, but they're still not doing independent work for at least a good 20-25 minutes.
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    (Original post by Tombola)
    Just curious, how long have most of you spent on the introductions of your lesson?

    I feel like I spend a very very long time talking to the children. It's not pure monologue, but they're still not doing independent work for at least a good 20-25 minutes.
    Are you primary or secondary? Either way I think a good rule of thumb is not to talk at them (without them doing anything) for more minutes than their age plus one minute.
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    (Original post by Tombola)
    Just curious, how long have most of you spent on the introductions of your lesson?

    I feel like I spend a very very long time talking to the children. It's not pure monologue, but they're still not doing independent work for at least a good 20-25 minutes.
    I'm primary and I spend about 10 to 15 minutes on an introduction. That usually includes an activity though, so not much 'talking at' the children. In maths we do a 5-10 min starter before that as well but that's very active.
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    (Original post by Tombola)
    Just curious, how long have most of you spent on the introductions of your lesson?

    I feel like I spend a very very long time talking to the children. It's not pure monologue, but they're still not doing independent work for at least a good 20-25 minutes.
    My starters will be minimal, about 5 mins, then an intro to the topic and lesson will be about 10 mins, so I'd say I normally try to get them set off on some work after a total of 15 mins. I'm secondary.

    I'm finding it hard to adjust to my new school because their teaching style is much different. There is a lot of transmission. On my old placement, the aim would be to talk as little as possible, and I liked that. At this school I've seen my mentor literally talk (with open questioning) for the whole hour lesson. It is not good for me because I don't have much confidence with that so like to do it minimally (as well as uni telling us we shouldn't do it anyway).
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    (Original post by alabelle)
    Are you primary or secondary? Either way I think a good rule of thumb is not to talk at them (without them doing anything) for more minutes than their age plus one minute.
    Primary. According to that rule I should spend at most about 10 minutes talking with them, but even doing things like talk partners, getting children to write down their answers on mini-whiteboards on the carpet will just consume 3-4 minutes already of the introduction. If you throw in a mini-activity on the carpet, then it suddenly becomes significantly longer?

    (Original post by Esmeralda4)
    I'm primary and I spend about 10 to 15 minutes on an introduction. That usually includes an activity though, so not much 'talking at' the children. In maths we do a 5-10 min starter before that as well but that's very active.
    Ah you have your timings down much better than I do!
    That's much closer to what my class teacher has.
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    (Original post by Tombola)
    Ah you have your timings down much better than I do!
    That's much closer to what my class teacher has.
    I've tried to mimic what I've seen done by other teachers. :-) Of course, it all depends on the lesson...sometimes I've broken it up differently with whole class input throughout - that worked well for planning a big write diary entry as it broke up the different sections.
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    (Original post by Tombola)
    Primary. According to that rule I should spend at most about 10 minutes talking with them, but even doing things like talk partners, getting children to write down their answers on mini-whiteboards on the carpet will just consume 3-4 minutes already of the introduction. If you throw in a mini-activity on the carpet, then it suddenly becomes significantly longer?



    Ah you have your timings down much better than I do!
    That's much closer to what my class teacher has.
    I think having the children doing something (whether it's talk partners, mini-whiteboards etc.) allows you a little more time on the carpet before they switch off. It's not an exact thing though.

    As a disclaimer, I haven't actually tried this yet, I'm just mentioning advice I was given at the end of my last placement.
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    I have no idea where my classes are in terms of topics covered in my absence or how well they did covering the stuff so I'm really struggling to plan for one of my lessons tomorrow

    If I never saw another lesson plan ever I would be so happy.

    Really feeling the stress and tiredness thing this weekend
 
 
 
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