Christmas!!!!!!!!!

Well, I've been through a few weeks of doubting myself and come out the other side as happy as I can be! Christmas at school has helped - I'm in my element - and the lack of a proper timetiable for the last week and a half means I haven't been planning anywhere near as much. I feel confident and happy and excited again now. Thank God!
It was last day of school today, and over christmas I have to do a medium term plan for yr 4 history and I'll be teaching the first 2 weeks of literacy so I need to roughly plan those - and detail plan the first week, but that'll be fine.
It's a bit worrying changing class - just as you get used to one class I have to move up to another - 2 year groups above. I look forward to it, since I think I'd rather teach yr 4 or 5 anyway, and there are less than 20 children with no SEN, which will be lovely. I think I'll enjoy the level of work more, and the fact they need fewer concrete resources - yr 2 maths is all multicubes, number grids, number cards, rulers - and that's just one lesson! It takes ages to organise just the resources. And last term I was differentiating 4 ways - this yr it's just the main class and some extension work for the G&T's! Heaven.
Yep, pretty happy.
I even got to go to my own son's school play - I asked at the beginning of the course and my lovely mentor said she'd see what she could do - and in the end our TA covered for me while I went off early for the afternoon. It's always worth asking (in a deferential, 'I know it might not be possible' kind of way!)

Time flies...

...when you're incredibly busy.

Well, last week was good.
By the end of the week of my last post I was knackered! I was also doubting myself quite a bit. The kids had been restless and generally not very well behaved and I spent ages being convinced it was my fault but I've since learnt that they were hellish for everyone!
I told my tutor of my ingrained terror of maths and she observed me and reckoned I was actually fine...it's all in my mind! Also found I am getting over sensitive to behaviour and noise levels - I told my mentor that at one point I stood there thinking 'too much noise' and I suddenly realised that there was barely any noise, and the chatter was about work anyway!
So, I taught about 50% last week - a full day on monday, then 2 lessons a day for the rest of the week - no teaching friday: it was planned but had to change.
This week I'm back at lectures 2 days a week.
Today I did Literacy and Numeracy skills tests - I PASSED!!! I PASSED!!! I failed the online Numeracy skills test every single time and was convinced I would fail - I went into a massive panic and tbh, the mental maths bit was just awful - I barely answered any questions and some I had no idea how to do and I was absolutely depressed as anything. Then I got onto the second bit and the questions were almost so easy I was thinking I must have missed something. Still I passed (still can't believe it!)
Just ICT to do now.
Anyway - teaching most of tomorrow - Literacy, Numeracy and Geography. IWB went crazy last week and couldn't use it at all, it was hellish. Don't know if it's fixed or not, and not sure how to teach what I'm going to teach without it :o(
Planning's taken forever. Folders/portfolio taking even longer...now I;ve got assignments to think about too...not enough hours in the day.

I thought last week was hard work.......

...well, this week has been harder!
I was meant to be teaching Maths on tuesday (monday I was on a behaviour management course by Harry Pearce - if you get a chance make sure you see him!), but last minute my teacher asked me to do Literacy instead (I wrote the MTP so sort of knew what I was doing). Normally I spend some time thinking about what to say and how to do it, but this time I couldn't but it still went well.
Wed my teacher was on a course and I was supposed to teach Maths first session, supporting the head for the second lesson (literacy) and then teaching yr 3 (history) for the third session after lunch. I got in in the morning to have the head say she didn't realise she was supposed to be teaching literacy and wouldn't be in school...so I volunteered to teach that too! And then it was lunch and straight into yr 3 history. That went well but they got really excitable during the millionaire powerpoint and took the roof off with their shouts!! They loved it and got loads out of it, but I'll have to warn them to keep their voices down if I'm to use it again!
So, my first day with three lessons in a row! Wow.
Coped surprisingly well, and the head commented on how well I managed and how their weren't many people who could do what I did at such an early stage - woohoo! Knackered though.
Just taught maths today, and supprted science. Problem is, I planned for tuesday's maths and today's science and didn't teach them, and didn't plan for 2 literacy lessons and did teach them. So thats loads of time wasted on maths and science, and two plans to write in retrospect for my file!!
Still, I'm attempting to plan for the whole week again this week as it has been less stressful to just know it's there.
Better got on then....

Hurrah!

Phew - what a week. My most teaching yet (3 literacy, 2 numeracy, 1 history) and I was observed by the course manager...and she said the words 'excellent' and 'impressed'!! Hurrah!!!
And I cried - how embarrassing! I didn't feel particularly stressed but as soon as she started saying nice stuff (and a couple of niggley bits which my mentor thought were *very* nit picky) my eyes just welled up and I blubbed!
LOL!
It was a very good lesson.
I put up my very first display and my mentor told me that she was a little nervous when she first met me and found out I had very little classroom experience but now she trusts me with her class and is happy to leave me to it. What a compliment!
I'm on a high and feeling like I can cope with anything!
I have just spent all day planning and gathering/making resources for 3 maths lessons next week. Arggghh. I really need to get to know the worksheets and books we have in class so I'm not remaking the wheel -which I'm sure I've been doing. It would make the whole planning thing so much quicker.
Literacy and numeracy take sooo long to plan, and involve soooo many resources.
I've just got 1 numeracy lesson, a double science and a history lesson (covering a class I've never met in a year I've never taught!) for next week and then I'm done.
I have a clear plastic folder (with popper fastening, which I put all my plans and resources for the week in, each day separated by those cardboard file separator thingies, so they are all together and ready for me. My timetable of teaching for the week is in the front (clear plastic so I can see it easily) and assessments and evaluations for the lessons once their done just slot in there ready for filing.
You really need to be organised!
Still loving it - it's hard work and stressful, and my shoulders ache from bending over a lot, but it's great!

Paperwork!!!

Well, thankfully my mentor approved happily of my literacy medium term plans. Hurrah. She says that, all going well, she'll keep them to teach from next year, which is a weird feeling!
I've been playing around with them for ages, but I reckon in the future I won't get much chance to just happily mess around with plans, because I'll be too busy!
I'm also spending loads of time finding resources for children's self assessment (traffic light fans etc) and I'm finding exciting words to go around my 'Poet-Tree' display, to inspire my budding poets.
Monday is Inset day and I'll be setting up for tuesday (lots of photocopying, putting up display etc) and I have to take my folders in for my mentor to look at and sign off...I left my paperwork for the last couple of weeks while I was in school more. What a mistake! I keep thinking I've got it all filed when I find another piece, or something else that I need to do!
Lesson learnt: file paperwork at LEAST once a week, if not every night!!
Next week I'm teaching 2 literacy lessons, the week after, three literacy and three or four numeracy, week after - about the same and also double science (and possibly covering for my teacher when she's on a course), and the week after that - same as above and a foundation subject. It's all getting serious now!

Half term at last!

Well, last week I taught some more maths starters - I hate maths and get just as nervous for a 10 minute starter as I do for a full hours literacy!!
Mind you, I'm surprised how quickly I got over the nervousness of teaching and how quickly I take on board advice and manage to slip it into my teaching. The first lesson I forgot positive correction, the next lesson I remembered that but the plenary was rushed...hopefully the next plenary will be better but doubtless they'll be something else I need to work on!
This half term I'm doing the medium term plan for literacy taking us all the way up to christmas. I'm excited about that as english is my 'thing'.
It's poetry and I'm having fun messing about with working out how to progress the kids over several weeks. It's taking ages, but I'm having to work out how to reference NLS strands etc. I guess it'll be quicker next time, and the time after that!
I've also planned the first two lessons, so I hope my mentor like the plan when I show her on thursday!
I covered for my mentor (with another supply teacher) at the end of last week and the kids were great (or I was!). They managed to work in silence for me during the spelling test! Woohoo!

Woohoo!!

I taught my first literacy lesson today and my mentor said she was 'impressed'!!! Hurrah!
Feeling totally chuffed.
I was so much more relaxed this time, I remembered positve correction - which really works - and I felt much more in control.
I'd asked my mentor to properly observe with a focus on behaviour management and she said that there were a few nitpicks, but mostly children doing things that they'd do for her too, and that I'd managed the kids well, brining them back from misbehaving without any problems.
Hooray!!!!!!!!

First lesson....

...My god, how stressful!!
Enjoyable, in it's own way, but stressful.
The maths starter was okayish, but the kids messed around a bit and, although my mentor had told me to be tough on the because they're that kind of class, I still didn't want to keep stopping and starting to tell off a couple of kids, so I kind of ploughed on. We were out in the playground counting up in fives by flashing the fingers on our hands, and a couple of boys were messing around. On reflection I should have stopped, refused to carry on until they calmed down, given out warnings and moved one of them next to me or the teacher. Stopping too often, I guess, made me feel like it wasn't going well, so I didn't, but I really needed to.
If I don't get bahviour under control, the lessons will never get learnt.
I started doing a thing where I clap out a tune and then they have to copy. It sort of worked, shut them up and got their attention, but needs some practice.
The PSHE lesson - nealr a whole hour, went surprisingly well for a first lesson, and barely thought through, if I'm honest!
About the only real problems were the general noise level - although work was being done, and I forgot the plenary completely! Apart from that it was okay.
I was so stressed and knackered that I spent the night feeling tearful and dwelling on the bad bits, but then had a chat to my mentor about it the next day and she said that background noise level was really a matter of preference, so something to work on but not too much to worry about, and that generally she was pleased.
She reminded me to do positive correction - table ticks for the quietest table, and stars for good workers, as well as shushing them and saying they are working too loudly.
Felt much more confident on friday, but am generally tired out by now. It's hard work, even when you're just observing and working with groups!
Teaching my first literacy lesson tomorrow and have spent all evening planning and peeing around with worksheets and IWB things, sorting out WALTs and WILFs and stuff.
Looking forward to that lesson.
Doing all maths starters next week, and covering, or helping to cover, lessons on friday.
Very much in the deep end, everything is out of my comfort zone, so very stressful, but learning quickly!
Enjoying it so far. Occasionally wondering if I can keep it up, or if I want to keep working this hard, but no where near close to quitting yet. I'll just be glad to get a few more lessons under my belt and hopefully get the crowd under control!

Phew!

Well, time flies when you're outragously busy!

I've been to a few lectures, finished my presentations and I'm now in school full time until half term (2 weeks).
I'm teaching my first maths starter on thursday, and teaching a full (35mins) PSHE lesson then too. I've got the teacher's planning for both but have adapted them for my own 'style' - gosh, don't I sound like I know what I'm doing!
Feeling comfortable in class now, and have finally remembered all the kids names, mostly thanks to having a class photo emailed to me over the weekend and writing their names on it, and doing things like Strawberry Sophie (she has strawberry blonde hair) while staring at the face. Also Long Lucy (long hair - I get her mixed up with a short haired girl), and Umbrella Ella - don't know why it worked, but it did!!
I'm happy and confident reading in front of the kids and that's made me feel pretty confident about starting teaching. When asked today 'how about you teach PSHE on thursday (day after tomorrow) I was just like 'okay, fine. I can do that!'
Enjoying myself, and I get a hand drawn bookmark from one of the girls today, which was lovely!

Another nice week.

Took the class again for more of the story that we read last week.
My mentor mentioned that she read some but I hadn't marked which page I got to in my relief at it all going well!!
It all went well but I'm still forgetting names since I'm only in class monday and tuesday.
Two boys kept giggling and fidgeting at the back and I had to move one, which my teacher complimented me on doing at the end. She also said I was a 'natural storyteller' which was lovely!
This week I moved the kids from mat to tables (it was end of day and they needed to collect their bookbags from their trays and sit back at their table). I chose a child and said ‘Ellie’s table go and get bookbags and go to your table’ but then found the kids nearest the bookbag drawers got stepped on! Next time will move children nearest to drawers (‘you 1,2,3,4,5 get your bags’) so the way is clear for the rest. Was a bit of chaos, and need to implement my own quieting technique before the next time. I think I'll use clapping a rhythm that they have to copy. Also will watch the Teacher’s TV episode on transitions.
Very happy though. Got to play with the IWB during the after school club, and that was good too!
Enjoying everything so far, now that my panic is over.

Woohoo!!

Woohoo! Just did my first almost proper bit of teaching today!!

Took a group for a mostly planned by myself (okay, mostly not planned by myself but a bit planned by me) maths session on subtraction (yr 2) and then read a story to the whole class.



Most pleased about the last bit as they all sat there (incuding the awkward one) with looks of wonder on their faces (between bouts of tale-telling) as they engaged with the story. Nothing went wrong, no one couldn't be handled, and we all enjoyed the experience.

Hurrah!I thought that sitting in front of all those little people would be nerve wracking, but to be honest I felt very happy and comfortable. It was mostly the uncertaintly of transition which worried me but my lovely mentor was there to help me out, and next time I'm sure I'll be more confident.

I spent last weekend panicking myself to bits as the whole thing seemed far too scary and beyond me, and I felt I wasn't getting anywhere near enough experience in school - the DRB are giving us more time for pedagogy at the beginning of the course (more centre based time) so I'm only in school a few days a week. I was in tears on Saturday night and burst into tears on my mentor in school on monday morning when I told her about it! She was wonderful and we worked out some dates in the diary for me to do some stuff (including the above) which made me feel so much better. Now I feel great and will be buzzing for days!

end of second week...

...and I've thoroughly enjoyed it.
I spent the monday (last post) and tuesday in school with the yr4's - got some observations done but realised the need to focus them else you end up just writing everything down and then not knowing what to do with it afterwards!
I spent the day enjoying being with yr4 and wondering whether I'd really want to go to yr 2, and then...
Next day I was in a different school to do some group investigations with 3 other GTPers...spent the morning in reception and loved that too..and then yr 1, which was great as well. I guess I won't worry about enjoying yr 2s!
Had a couple of really interesting observations where an unqualifed teacher taught a perfectly adequate lesson, but she got drawn into the children's talk and so their behaviour got away with her a bit, and then the same class with a very experienced teacher where the kids tried exactly the same strategy but she simply cut them off with a 'shhh' and refused to reply. If they wre noisy she simply stopped talking until they were silent, and if they went off task during PE she made them sit out for a minute until they could behave. You could tell she meant business, and if she had said 'okay, no PE if you don't behave' she would have just turned them round and taken tham back to the classroom and given them no PE! It was good to see.
Did a presentation about our findings at the end of the week to the rest of the trainees, which I thought would be harder or more nerve wracking than it eventually was. I was pleased with myself, spoke clearly and coherently and only began to go to pieces a little at the end because I realise I hadn't moved to the next slide when I should have, and wasn't sure what comment to make during the final slide, but I still managed to blag it! Problem was that I hadn't had long to prepare...remember for next time, at least vaguely prepare!!
So, all in all, a successful week. Next week we have Ofsted in school for two days, but I'm only in on one of them, and not teaching so shouldn't be too harsh.
I'll try and post again next weekend, as evening seem to be either busy or when I'm tired!
I'm glad I have my portfolio set up it took me an entire sunday afternoon, and that was just to add the bits the DRB wanted! Now I spend an hour or so on a sunday updated it, which keeps me on track, and I can already see evidence under a few standards.
I've booked skills tests for october, which is scary, but also wish it was a bit earlier. Unfortunately, we're not allowed time out of school or centre to do the tests so it;s a case of squeezing them between lectures or at the weekend.
Anyway, enough said.
Except - if you get a cold or especially a sore throat, try mixing a tsp honey, tsp apple cider vinegar and (optional, but great for sore throat) 1/4 tsp cayenne pepper in hot water. I did and my throat was cured instantly, and regained most of my voice too. And the mix without the cayenne is great for decongesting!

Beginning Second Week...

...and this is my first full day in school.
In year 4, only 18 children, none with any real behavioural difficulties and a few on the G&T register. Easy start. I'm only in this class for 2 days a week for the first 4 weeks though.

A lovely day today. We went in the Life Bus - basically a mobile classroom which teaches the kids various PSHE issues (bodies, drugs, being different). That was enjoyable.
A bit of maths (the relationship between adding and subtracting) and 'News' - where they share what's been in the news this week (they sometimes use the Newsround website, apparently.
After lunch, straight to swimming - a coach to the nearest leisure centre, a short swim and then back again. It was the Head, another teacher who specialises in swimming, me and 3 mums. The mums were very interested to find out I was the new trainee!
I really enjoyed it and am looking forward to tomorrow.
Mind you, I was obviously a bit nervous last nigh because I didn't sleep well and woke up at a point in my dream where I was teaching twins but couldn't remember their names, so to get their attention I tugged one of their plaits! I woke with a real start! It's quite a stressful time, even when you're sure it'll be an easy day tomorrow and you like your school and mentor!

first week...

...well, it's been stressful but good.

Monday was a training day with my DRB (and inset day in school, but I wasn't there). Basically it involved filling in paperwork for them, a tour of the place and a brief explanation of what was going to happen over the next couple of days. We also had to write a description of another trainee, and then introduce them to all the other trainees. I normally don't do public speaking very well, but I even impressed myself that day and it made me much more confident, which was great.

Tuesday was am in school with the kids. This was great, nice kids, easy work for the first morning and mostly just working with the kids in general and with small groups, and doing some reading. It'll take a while to work out all the little ins and outsof how the school works, the paperwork and all that stuff, but I enjoyedbeing with the kids, and that's the important bit!
Went to my training centre in the afternoon and we had an introduction to the course. We got our first glimpse of our Individual Training Plans which basically just showed when we would be in lectures, and the occasional directive such as 'see Literacy HoD about policies and practice'. I was expecting more guidance on how much observation to do and when to start the first lesson planning etc, but apparently our school mentor is completely in charge of that, so we're to sort that out between us.
On my way home my car broke down. Argghh. Took three hours to get home and I was stressed and exhausted by the end of it. I didn't really feel like I had 'done' much but it's knackering anyway. So much information and so many new things to process!

Wednesday - had to get a fellow trainee to ferry me in. We got to meet all our lecturers for the core subjects, which was interesting and we had some ICT training in the morning (very basic stuff) and voice training in the afternoon, which was great. Nice easy day.

Thursday (today). Late start, didn't need to get in til 11am so I took my sons to school. The youngest clung to me and cried, so started out stressful when it should have been pleasant!
Got my car back - phew - picked up a really really useful booklet called The Bristol Guide which explains rights and responsibilities of teachers in an easy to read manner. I'd recommend it to anyone working in school. Then we met our Lead Mentors/Professional Tutors who we will be working with in the first four weeks investigating various aspects of education.
Everyone had to introduce themselves and say what experience they had. I was the last and it was painfully obvious that I had the least experience. Some people just said they had worked as TA's (and I knew it was more like for months than years) but many people had worked as TA's or unqualified teachers for ages. All I could say was that I was a TA for a couple of months 6 years ago and I had experience from being a parent. I felt utterly inadequate and really could have cried and run away!
We got to talk to our mentors about gathering evidence andhow it all works, which was good, but I spent the rest of the afternoon feeling very panicky and out of my depth.
After lunch (when various other lovely students reassured me and made me feel much better) we met with our school metors and talked about paperwork, standards, timetables etc. I have loads of notes to go back over, but at last I have guidance on organising my evidence (which means to pretty much completely rearrange what I originally set up) so that's good.
Phew, anyway. That's it so far. Knackered every night but going out to the pub tonight to meet some friends and met up with a friend yesterday too.
More soon.

First day...

...and I was in the training centre. It was inset day at my school.

Don't feel like I did much but feel absolutely shattered anyway!
We filled in some forms and found out our schedule for the week but still don't have my training plan yet.
We had to fill in a form describing someone else in our group (from their verbal description) and then later in the afternoon we each had to give a little presentation type thing telling the entire group about that person. I'm not used to speaking in front of people, and normally I'd be a bundle of nerves, but it went really well and I even impressed myself!
Tomorrow I spend the morning in my base school and the afternoon in the centre when I should find out more about the program.
I'm going to sleep well tonight, and I'm looking forward to getting in school properly now!

Nearly there...

...2 more days til I start!
I got my school contract through the post the other day and ever since then I've been brimming with excitement! I'm still a bit nervous but now it all seems so real, and the contract says 'unqualifed teacher' so thats what I am convincing myself I am: a teacher.
The DRB have posted up a calendar of centre based activities now, on our website. Some of it isn't relevant to me as it's for SCITTs too, and it doesn't say which is which, but it mentions 'intro to the GT program', 'voice training', subject carousel' (?) and 'how to survive your first week in school' so I really feel a lot more relaxed about starting as I feel theres more support out there than I knew before.
I'm spending the majority of the week in the centre, just a half a day at school on the day the kids go back (in the morning). That time should be fine, no worse than any other day I've spent in school. I've been told it'll be no curriculum subjects, more settling in and getting to know you and setting the rules so I'm not worrying about that.
My stupid car has started to play up - typical! 6 weeks of summer hols and it starts to go wrong when I can't do anything about it! Just the fan keeps on running, but it should be fine. I hope it lasts til October half term!
I have teaching files sorted out now. School policies, my contract etc in my school file. Subject plans, timetables etc and subject-specific resources in another file. I have hanging files for the standards and stickers for if I want to colour code paperwork. It's all sort of coming together now.
I've chucked out loads of old clothes I don't wear and put all my 'teacher clothes' together and done some intensive house tidying over the last few weeks. It doesn't look much better but a lot of clutter is gone.
So, I'm mostly prepared. Just need a pencil case and some plain v-neck t-shirts from M&S. I have loads of different cardigans and I thought I'd mix and match plain t-shirts with various coloured and and styled cardies (M&S have some really funky ones) to make dressing as easy as possible.
Now I just have to decide whether I keep my hair the dyed brown which looks good but is a pain to keep up, or do I revert to my natural blonde? I'll have to decide over the weekend...
Roll on monday!

Course start looming...

...there's only two weeks to go now and suddenly it doesn't seem very long at all!
I've spent weeks...months...looking forward to the long summer holiday and all the reading and prep I can get done during it, and suddenly I have only 2 weeks left and feel just as disorganised as before!
I have some lever arch files now - I've read varying advice saying I'll need anything between 3 and 25 of them - and I've cut out articles from TES and Child Education magazine that I really must get round to filing somewhere sensible.
I've started revising for the numeracy skills test. Everyone says to get them out of the was asap, and maths is not my strong point - especially the horrible mental maths bit at the start of the test.
On thursday I'm meeting my mentor in our classroom to chat over stuff, look at the long/medium term plans and generally get to grips where resources etc are kept. She's very approachable and easily emailable, so that's a weight off my mind!
Am currently worrying about subject knowledge, planning, pitching the work at the right level, behaviour management and actually having to get up in front of them and act like I know what I'm doing! I think I worry most about the unexpected happening - odd questions, not knowing the normal procedure for things but I hope that in my early days in school observing I will get the hang of the nuts and bolts of school life.
It's scary and exciting, but there's loads of people on TES all saying that are terrified too - or that they were terrified at the start of the course and now they are NQT's and it all worked out okay, so that helps.
Anyway, not long now - I'll post some more once I'm in school. Wish me luck!

The difference....

...that I've found between doing work experience in a school (and probably working there as a TA) and actually going into what you know will be 'your' classroom and 'your' kids is that I felt much more like I was meant to be telling the kids off and making decisions in 'my' classroom.
When doing work experience, especially since it was my son's school, I was very aware that, although they really appreciate my help, they were really doing me a favour by being there.
They all said 'ring me if you need anything' and 'don't hesitate to shout anytime next year if you need help' but still I was aware of not stepping on toes or doing anything wrong.
As soon as I went into the swap over day at 'my' school (that feels good, even just to think) I felt much more like the classroom was as much my responsibility as it was the normal teacher's.
It was good!
I also helped out at a sports day type thing and had responsibility for about 12 kids (with the school secretary) and I felt quite at ease both cheering them on, giving instructions and telling them off.
You do realise though -no matter how many of the school policies you read, it never quite covers all the little routines and 'hidden curriculum' type stuff that goes on. I found myself not knowing if the books go back in a particular order, or whether they keep used painting newspaper or chuck it away. It's silly stuff, but if you want to feel in control, you need to know the nuts and bolts. It made me look forward to having my own classroom (as NQT), although that seems such a very long way away!

Work experience done!

Hurrah, my work eperience is finished. And boo. I really enjoyed it and I don't want to go back to me current job now, even for only three weeks. :o(
I spent my last week in KS1, mostly Y2 and we got to go on a trip to Whipsnade Zoo. It was great. I had a group of 8 kids and a parent helper and we went around looking at the animals and classifying them according to habitat and whether they had fur, feathers or scales.
Very enjoyable - tiring - and I learnt a lot.
For instance, the kids were quite slow in writing so instead of actually getting to study the animals they spent most of their time staring at their sheets. I wondered whether it would be feasable for each group to have a camera and take a photo for discussion as a group later, which would be good ICT and also free up their time to really look at and talk about the animals. Or whether the teacher/parent helper should have the sheet and the kids decide as a group what should be written.
Also, the kids were asked to take disposable lunches (no flasks/lunchboxes) so they could be thrown away (good) but to bring them in carrier bags. This meant much juggling of clipboard and bag, three bags in my group alone broke and kids kept trying to offload their bags onto the adults and each other. disposable lunch = good, carrier bag= bad! Rucksacks or somewhere to store them = better!

I've also been practicing learning kids names. I do this by looking at their face (we have an innate ability to remember/recognise faces more strongly than anything else) and link it with an image or phrase). For instance - for Indiana I imagined her with an indiana Jones hat and whio. For Hayden - I thought of him sitting on a giant wall (okay, that's Hadriens wall, but it worked for me!), for Clara - I imagined her hugging a cow (since in my mind Clara is a good name for a cow). It really worked. You just need a couple of seconds to concentrate!
Off to my new school swap over morning tomorrow to work with the kids I'll be teaching next year. Really excited!

Induction day

Had my first induction day last week. We had to say what evidence we already had towards the standards (My form seemed to be mostly 'not met' since I haven't been teaching at all, and haven't done a education based degree.)
Everyone else (apart from one woman) seemed to have been a TA for ages (ranging from 6 months to 7 years) and the only other person who had had no classroom experience at interview had managed to wangle herself a job as an unqualified teacher for 3 days a week after her interview. So, it's official, I'm the least experienced person in my group. Argghh.
Slightly worrying. But at least it makes me feel good about myself - as they said - they saw potential in me, so I must be able to do it.
Also, they said in 4 years they had only had one person not complete the course, and they dropped out because they realised teaching wasn't for them.
They gave us a rough timetable of events. The first few weeks we're only in school a couple of days, the other days are either at the centre or we will be working in groups together to solve problems/questions given to us in a school other than our own. It's a shame because I really wanted to see how the teacher greeted and settled her new class.
The first term there will be a fair bit of centre based stuff but there will be a few weeks on the trot when we will be in school without disruption. The second term we'll spend much more time in school but with more lectures, including some on professional issues such as job applications. The final term will be almost all in school with just some 'mop up' lectures. Thats when the majority of the teaching assessment will be done.
As GTP we are not doing all the lectures that the SCITT students do, and basically I requested that I did the maths because it's an area I am not confident in, even though I scored well in their interview test, and PE and Music since I wouldn't have a clue where to start with those! It looks like the other subjects they are happy for us to research/pick up info in school, which is fine by me.
They did warn that there will be big emphasis on subject knowledge this year, since that's what the ofsted folks have picked up on as being the weakness of the GTP route.
The standards folders they were very happy to let us organise however we wanted to. They'll be some hints and tips in the first centre based week in september but we don't need to follow them at all. They suggested colour coding pieces of paper (blue stickers for observations, pink for planning) or using an expanding file to quickly file everything under the correct standard - and then that would need transferring to a file. They wanted to avoid too much photocopying of evidence but say evidence should be given a unique number so it can be cross referenced.
The new standards are still in draft ut I think I might start thinking about the best way for me to organise myself.
I found out where my second term school would be - a very local middle school. One of the other GTPers currently works there as a TA and she said it was a wonderful, supportive school, so I feel happy about that. Although since it is a middle school it has yrs 5-8, so the oldest kids will be teenagers! But I'll be in year 5 apparently, which is fine by me.
My Mentor came along too and we had a lovely long chat about each other's expectations and how she plans (using Hamilton Trust) and their handwriting scheme, which policies to make sure I know before I start and stuff (behaviour and marking seemed the most important).
She's going to email me any info she thinks I needs, and I'll go in over the summer hols to have a nose around the school and get used to where everything is etc.
Oh, and I get paid until the end of August! Hurrah!

I met my new school!

I went along last Friday to meet my new school.
It was soooo informal and friendly. The HT just showed me round, gave me the whole tour, chatted about the history of the place etc.I spent half an hour in the classroom I'll be in (yr 2) working with a group of kids, and then chatted with the teacher (she's really lovely and we got on really well).
They said that because I had minimal classroom experience I wouldn't be expected to do any whole class teaching for the first 5 wks (basically the first half term) unless I wanted to start doing starters etc. She also said that she'd be in school during the summer hols and she'd give me a ring so I could come in to discuss planning, behaviour, schemes etc before we start.
And they have a day when the current yr 1's will be visiting the yr2 classroom for a day in July so I'll be going in then to meet the class and spend the day in the classroom.Also, one of the mentors in school trained via the GTP so they know what it's like.The school gave me the CRB and health forms (so I guess that's different to the SCITT) and the contract to fill in.
It's all really exciting!

slowly moving forwards...

I rang my base school today and the Head answered the phone, which was unexpected. I arranged to go in and meet everyone etc a week on Friday, which I'm very excited about!It looks like I'm taking the place of the TA in their Yr2/3 class (29 children) who is also doing GTP from Sept. It's beginning to feel very real now!
I can finally start to imagine what it's going to be like (and hopefully will soon have lots of school policy booklets to read through!)

info at last.

Well, it's been a while since I last posted, mainly because not a lot has happened. However, just last week I got a letter telling me which would be my base school. Hurrah.
Not as near as I'd like - 20min+ drive non rush hour traffic - but it's not too bad either. It's a tiny village lower school, just 120 pupils and the website holds a some info like the fact they use Sounds-Write phonics programme.
I still don't know which year I'll be teaching though.
I have an initial needs analysis in June, apparently, so I'll hopefully get more info then, and they said they'd give me the head's details then - which I took to mean for me not to approach the school until I've been to the meeting. But I may not wait.
I've got the number of someone that works as a TA at the school so I'm going to ring her and chat about the place, see what I can find out.
Anyway, that's about it. Finally decided to leave my current job at the beginning of August so I have te whole mont off. Hurrah again!

Last day of work experience (for now)

Well, yesterday was my final day for this 'block' of work experience. We did the usual sort of lessons but the main changes I felt were my increasing confidence with the kids, my ability to actually properly explain something and see the little girl (terrible at maths!) understand and be able to move on without my help, and my comfort levels in the staff room.
I was left on charge of helping kids finish decorating and glueing their easter boxes. It all went well, the kids listened and did as they were told. There was glue everywhere but we got the boxes done! (note to self - make sure boxes are cut out so they'll actually stick together in a box shape if I ever do this myself. Oh, and they take longer than you'd think!)
Okay, a couple of girls messed about a bit and I still felt a little like I wasn't sure what the best way of dealing with it was. I think that because I'm not there all the time, or know the school policies, and because they are not 'my' class it's harder. I'm always aware of treading on the teachers toes (although they are all lovely and incredibly supportive) and trying to act like a real teacher (rather than taking them to the teacher to sort out). Still, I managed it and that's the sort of thing that will only come with experience.
The other big thing that I'm noticed over these few weeks is the way the staff room has changed. There's certainly never been any feeling that I'm unwelcome, just that I was being ignored, or that we all felt uncomfortable with me about. Some of the teachers had taught my eldest son (and most knew about him) and my youngest is at school there, so that was odd, and although all the teachers were friendly when we got talking I generally wasn't included in conversations. But then they were talking about school matters, or family stuff which were running conversations. I never let it get to me, I was more than happy to accept that I was the new girl, and began popping home at lunchtimes to get out of their way. Two weeks ago, though, my car needed a new clutch and I was stuck there so I just packed some sandwiches, checked it would be okay to stay with my son's teacher during parent's evening the night before and just stuck my neck out.
It was a bit strange, but no-one minded and I chatted to various members of staff, and commented during group chats when appropriate. A few times during the last few weeks the teachers have told me that I really must just ring or pop in if I need any help or advice or anything during my training. I believe that you have to accept that you're the newbie and a trainee to boot, and accept that you're not going to be welcomed with open arms, necessarily, when you begin your training.
On the last day of term (easter, summer and christmas) they apparently have a meal together - we had lasagne and salad and cake (and orange juice or wine!). It was really nice, and I soooooo hope that one day I can work there!!
The teacher I was working with was really grateul for my help over the last few weeks and it was really great to feel useful. I certainly felt like a 'teacher' at times during the work experience, and I'm really glad the DRB made me do it because i think my confidence will be so much higher when I begin GTP.
My biggest problem so far? Remembering names. It doesn't help that I'm only going in once a week, but girls inparticular I just cannot remember!! There was one girl who I was convinced was a Bethany when she was actually a Megan! She just looked like a Bethany to me! Arghh. I have 2 sons so I guess I'm more used to boys names! I'm going to practice linking names to people. I managed it with a few kids - a boy with curly hair framing his face was called Rory - I thought his hair looked a bit like a lion's mane (Roary - Rory. Get it?)
Anyway, I've started reading 'Children's Errors in Maths: Understanding Common Misconceptions' and it seems really useful. Some of the things I've read about I have seen n class and it's given me some ideas already for things I need to remember when planning lessons, so that's good.
Also just read 'Will Storr Vs the Supernatural' - a nonfiction book about a cynical journalist's investigation into the paranormal. It was a really interesting read - probably the most fascinating I have read in a while - and I'd recommend it to anyone with an open mind!
Now I'm attempting to read 'Lord of the Rings' again since I'm beginning to participate in a LOTR roleplaying game soon, and I'm the only one who never managed to finish the book!
More when I have some news!

At last some news!!

Having been in touch with some people also on my course via the VLE, I found out that some people already know which school they'll be in. So, since I felt I probably should tell them that my nephew was going to school in one of their placement schools, I decided to email them and see if there was any news.
And....I shall find out my placement school after 17th April when they're confirmed (which sounds as if I won't have to do a second interview for the school - phew!) and I will be in KS1 for my base school (a lower school, yrs 1-4) and KS2 for my second placement (lasting a term, I believe) which may be a middle school (yrs 5&6).
So, now I know what's going on a bit more, and I'm very happy! Just can't wait to find out the actual school so I can arrange a visit!

More work experience

Okay, I'm finally beginning to learn some of the kids names. This was challenge a bit during my last work experience yesterday as it was Red Nose Day and the kids were all dressed up as rockers and rappers, with spiky hair and sunglasses - out of uniform they all look very different!
It was good to be there - the morning started up with the kids counting out with the teacher how much sponsor money had been handed in. They did this once before when I was there before christmas and they were much better at it now. They then did subtraction, using borrowing. Most of the kids could do it okay but they would often do one sum and then stop at the next and say 'I'm stuck' even though the sum was exactly the same sort as the last.
Assembly involved various groups of kids going on stage and doing a performance for RND, which was fun. I took some group reading and some individual readers and we played hockey on the freezing field. The girls just wanted to gossip again! Grrr. Some of the kids enjoyed it, but many were bored. Perhaps a more modern game, or spending less time practising in pairs and more time playing together. Also, thye had an hour at the end of the day, by the time they'd tidied up from the last lesson and got changed they probably had half an hour left!

At last....

...some movement from my GTP!!
Okay, it's not much but I now have access to the Virtual Learning Environment for the GTP. A few of us on the course have replied to the 'Welcome!' post so it's beginning to feel a bit more real.
We also have access to Sam Learning so we can practice our subject knowledge, and on the website we can see some of the online lessons and information that this year's cohort have been using. It all looks quite exciting and I'm soooo looking forward to it now!!

Work Experience so far...

Right, well I've done two days work experience now. Both fridays, both in the same class. It's a mixed yr3/4 class and we work with the lowest set maths and the highest set english.
Some of the kids doing maths still have to check the number square to work out what 6 minus 1 is, others have a higher ability but the difference between them and the high set maths I saw last year is incredible! Mind you, their level of maths is much more the level I am happy working at right now, maths is not my favourite subject!
The english lesson is more my cup of tea. I write a lot myself, am part of several wirters groups, and am about to start running a creative writing at the bookshop I'm at right now.

To remind myself, if nothing else, I'm going to list here the lessons I've been part of and anything I've learnt or questions I now have.

Friday 2nd
Maths was about adding and subtraction using H,T,U. Hmmm, I should remember to write these things down straight away as I've forgotten already what happened! Apart from realising that I'm having problem explaining things in an easy to understand way. Although I guess I didn't know what we were doing until 5 minutes before I started so I'll have time to think it over when I'm actually teaching!
Creative writing - the kids were read the start of a story about a dragon appearing in a little boys room and demanding he gets him loads of food. The kids had to decide how they thought the story ended and write it. That was enjoyable - loads of imagination in the room. It was good too because the teacher sat in the corner of the room listening to readers and left me to answer questions and generally manage the kids.
I found that my 'stare' worked a treat to settle kids as they were beginning to get rowdy, and if a group were chatting or messing about too much I just had to stand next to them for them to calm down and get back to work. Not a word said!
Then I took a group into the shared area to do some sewing (argghh), which went well. Mostly.
The youngest lot were well behaved (the arghh comes from 5 voices all at once needing needles threaded and stitches unstitched) but after lunch I had to have a go at the older ones to calm them down. It really brought home that you cannot be too pally or let the kids get away with too much because they WILL talk advantage of you!
I ended up saying something like 'I can't believe you older children are so much less well behaved than the younger ones I had earlier!' in a sharp and disbelieving voice. I was a little nervous of telling them off since they weren't 'my' class and I was a visitor in school, but as I said it another teacher walked by and said 'Quite right.' backing me up. The kids calmed down, needing only a few more sharp words to get them working with just normal chatter instead of stupid behaviour. Phew!
Then we had PE - hockey. I only had to tell of a child for whacking his stick around a tree, another for deliberately slamming into another child and following a pair of girls around who would rather just natter. Easy!
Friday 9th - Maths: more adding and subtracting. I worked with the lowest ability children while the rest of the class did more complicated work. They were pretty good with 1:1 attention but I can imagine that when they're lost in the whole classroom with no help they must get very far behind, their potential missed. One girl had an illness that meant she missed lots of school, she was really bright and picked up everything incredibly quickly and it was such a shame she was disadvantaged.
Creative writing - putting speec within speech marks and using correct punctuation.
The highest ability kids picked this up really well, the lower ability had great imagination and worte funny enjoyable stuff but struggled with the concept of speech for different people beginning on different lines. They also often needed a kick start to get them going. It's often hard to get going with a blank page and I think that a quick roleplay session or working in pairs to discuss ideas migh have fired them up more. It was also a shame to see kids (boys mostly) with a good ability to write so disinterested about writing. It's something to think about.
Listened to some group reading. The teacher said that she didn't have a hope of listening to 30 readers a week so getting them to take turns reading a page each of a book was a good way of hearing lots of readers at once.
Then more sewing - mothers day is looming and they are behind! More arggghh, but it wasn't so bad. I kept a group with me while the others had PE. It was good to be in charge of the group alone.
Looking forward to more next week.
The questions I came away with were - children were told they could not subtract 9 from 7 as 9 was larger than 7. Do they then learn in year 6 about negative numbers? Do we just pretend they don't exist until then?
Also, the learning objectives were on a whiteboard but not referred to and in very technical SoW type language - is this t=normal? Wouldn't it be better to have it in 'kids' language? That's what I'll try to do. If they don't understand the LO then there's no point it being there!
Anyway, there's my thoughts.
Advice for today - write you experiences down RIGHT AWAY or you will forget what happened!

Beginning work experience...

So, at the moment I work Sunday to Thursday and have Friday and Saturday off (in the bookshop, for those of you who haven't been following from the start), and I need to do three weeks work experience in a school as a condition of my GTP offer.
Those of you who were paying attention will recall that I only have 8 days leave left between now (or at least Apr 1st) and when I leave (25 weeks and counting). So, I need to spend 15 days in school and I have 8 days holiday left. Sigh. And I've already booked us into an apartment in Edinburgh for the first week of the Fringe Festival (Hurrah!!), so that's several days already taken.
I've arranged with my lovely local primary (my son's school) to spend a week there in June and a week in July when I'd need to arrange childcare for my kids anyway, and the other 5 days I'm making up by using my Fridays off during the whole of March. Big Sigh. That's at least 7 days unpaid leave (sigh) and 5 weeks of only having a 1 day weekend. (sigh).
Still, I'm really looking forward to being in school again.
I was asked by the deputy head if there was anything in particular I'd need to do and replied: 'nope, they just said "time in a primary school" so it could be in the school office!'. I think now it could be a mistake to say this, but hopefully I'll spend my days in the classroom and not filing paper!
I've asked to spend some time just observing since all my other times I've been so involved in working with small groups that I haven't had a chance just to watch the teachers in action.
Anyway, my first day back in class is next friday.

Still reading and enjoying Beginning Teaching (etc).
More soon...

New teaching book...

I've finally got "Beginning Teaching, Beginning Learning" from eBay and I'm finding it really easy to read, enjoyable and generally very helpful. At the start of each chapter there are 'Cameos' taken from real classroom situations and real experiences of real student teachers. These are interesting and bring the book to life a bit. There's loads of stuff about why we teach the various subjects, as well as how they can be taught.
I've read various opinions that GTPers don't get enough of the background knowledge - not just subject knowledge but also teaching theory - so I thought I'd use my spare hours trying to get ahead a bit.
The only problem with this book that I've found is that it gets me so excited about the prospect of teaching that my mind keeps wandering off to thinking about how I might plan a lesson on story writing and how exciting it'll be to ignite the imagination of a bunch of seven year olds with my incredible lessons! So it's taking me longer to read than normal, but in a good way!

In my current job as a bookseller I've recently moved 'upstairs' and now I manage the education section!!! Excellent - I get paid to hang around the teaching books, read them (obviously it's important know your section well) and order in anything I think looks like it might sell (or that I fancy looking at, borrowing and putting back on the shelf!). In short, this means I'll be doing a few more book reviews on here, in the mean time I'll say that there are loads of Teacher's Resources - lesson plans etc out there, especially for Literacy and Numeracy - and the 'Getting the Buggers to...' series are worth looking at.

ho hum

Hmmm, not much to report. Still waiting to hear about schools and even which key stage I'll be teaching in. Spending my time on TES forums mostly, and still reading the 'readings for reflective teaching' book. It always seems like it's going to be hard going each time I pick it up, but some of the readngs have been really quite interesting.

Sigh. Just want to get on with it! Argghh.

I've arranged to do my work experience - 5 fridays in March, a week in June and another in July. I'm really looking forward to it now.

On the book front - Hogfather was fab, and now I'm reading Lady of Hay by Barbara Erskine. Again.

Impatient...

Sigh. I hate waiting for things, and I've got seven months or so of waiting for the GTP to start.
I'm thinking about doing the OU's start writing poetry course to give me something to get my teeth into in the meantime. I'll do some research into that.
I think I have to wait to hear back from my DRB in around April, which is when they said they'd be in touch about joining the VLE (Virtual Learning Environment) where the trainees could chat and start reading things and doing assignments or whatever for before the course starts.
Further research on TES tells me that:

• I need to wait for my TDA number before I can do the QTS tests and I probably won't get that until after the course has started,
• My contract will eventually be with the school and they decide whether I'll get paid until June (when apparently the GTP officially ends) or July or August.
• I can use stuff I do during my work experience before I start as evidence during the GTP
• I should keep a note of all books I read as these can all be used as evidence too.

New websites I have discovered:

• www.poetryclass.net
• http://uk.groups.yahoo.com/group/graduate_teacher_group/
• http://www.parasitesparadise.com/
• http://www.spartacus.schoolnet.co.uk/TVS.htm

Teaching books: I've started reading 'Readings for Reflective Teaching'. It's very academic, which isn't a problem for me since I recently finished a degree in Child Psychology so I'm used reading this kind of thing, but for someone who isn't used to reading academic studies of teaching then it would probably be quite hard going. I'm enjoying it, and I think it's given me some things to think about but I wouldn't recommend it to everyone. If you're interested in the research behind various aspects of being a teacher and classroom management etc, then have a look through it in your local bookshop or library (and then buy one on eBay!).

Personal books: I've given in with Cross Stitch. Hogfather was calling me and I'm thoroughly enjoying it. Cross Stitch was well written with good characters and stuff but a bit slow and too much the love story for my mood at the moment. She doesn't really write like Barbara Erskine. Erskine's books flip between past and present much more and there's nearly always an element of supernatural and danger which make them real page turners. Poop.

Books...

Okay, so I've skim read the 'Insiders Guide for New Teachers' by Sara Bubb and I would thoroughly recommend it!

It takes you from choosing a training course right through to passing NQT year with loads of really useful advice.
The only bit I wasn't impressed with was her advice on the GTP. She basically told you what it was about and then chose a single quote from the TES forums from someone saying it was 'awful and don't do it' (or words very much to that effect.)
It was very one sided. She obviously didn't like the GTP.
Apart from that, it's easy to read, informative and humourous. Snippets from the TES forums bring it to life and because they are from real people make you feel like she really knows what she's talking about.
I'm glad I bought this book.

Next I shall be reading: Readings for Reflective Teaching (cos it came in the post this morning!)

Personal fiction: Still reading Cross Stitch. It's okay, but I keep itching to pick up Hogfather instead. It's too much the love story, and a bit slow. I still prefer Erskine.

Kids books: Haven't bought it yet but really want to get 'If I had a dragon' by Amanda Ellory.
It's a picture book all about a little boy with a littler sister that he is told to play with. He imagines her as a dragon and what they would do together. None of it works out as he thinks though, and by the end of the book he's quite happy that she's his sister and not a dragon after all!

Oh, and Harry Potter's coming out on July 21st! That means I get to do the midnight event at the bookstore - dress up as a character, play games with the kids etc until the book can be sold at 1 am. Oh, and I get to handle the books before anyone else!

Hornets nest....

...I started a thread on a teachers forum (apart from the TES one) recently about whether I could possibly hope for an afternoon off to see my son's school play when either training or working as a teacher. Blimey!! Can of worms, opened and spilling!
The consensus was that if you had a nice school and put a lot back into the school (helping out after school, covering for others etc) then you may be lucky if you have no pressing teaching commitments and ask the Head nicely you might manage it.

Generally the comments were fine but there was a feeling of 'if you can't give up your commitments to your small child for the sake of the school then you are not a commited teacher.' That sucks.
Surely as teachers we must recognise the importance of these events to the children (even if we disregard the parents feelings), and how bad it could make many children feel if their mum or dad can never ever turn up to their most important event of their school year?

Why should our own children suffer - especially if it's for the sake of money?
Obviously if the school play or some other important event is happening on that particular day then there's nothing you can do about it, but if my son's play is 3 days before the end of term and my school is just winding down for christmas, then what's the problem with sitting the kids in front of a christmas video or letting them have some freeplay time?
Work-home life balance is something I worry about going into this job. My family have always come first, and up until now I've never really thought of myself as a career woman - it breaks my heart to think I may never see one of my son's christmas plays. That I'll have to experience them all second hand by word of mouth and videos. That he may say 'Oh Mummy, I wish you were there!'
I'm still going to do it, and maybe it won't be a problem. Maybe it will. I'll soon find out I guess.

Must stop....

I really must stop buying teaching books.

I've just won (I love that word, makes it sound like I'm not spending any money) on eBay:

Insider's Guide for New Teachers
Beginning Teaching, Beginning Learning
and
Readings for Reflective Teaching.

I've looked at them all at work (the perks of working in a bookshop - though I really should do some work one day) and they all look really interesting.
I've decided that if I buy any more I shan't have enough time between now and September to read them all, so I'm avoiding eBay for now.
Having said that, I did find a book at work called 'Sue Cowley's Teaching Clinic' which looked fab.
It's her answers to frequently asked questions and problems. It's only £9.99 so I'll doubtless treat myself to that too (she wrote 'how to survive your first year in teaching' and other good books, so worth while I think!)

My website for the day is:
http://www.classdisplays.co.uk/index.html
People have sent in photos of their displays, arranged by lesson, year group and topic, for all to see and get ideas from. There's some great ones there.

On a different note...

I've decided to keep a track of books I'm reading on my blog, since I now HAVE a blog.
It'll be my teacher training books (what I'm reading and if it's any good), my fiction and anything I read to my 5 yr old too.

So, TT book - Numeracy Skills Test - Passing QTS (Achieving QTS).
This is a book just about passing the Numeracy Skills Test. It gives examples of how to do things (briefly) such as changing fractions to percentages and then gives sample questions. It's pretty good for practicing extra questions but the explanations of how to do the sums can be a confusing. I think the bbc bitesize website is better for actually learning how to do the sums, but doing the questions will give me much more confidence. Eventually.

My fiction - Cross Stitch by Diana Gabaldon. So far I'm enjoying it. I've read loads of Barbara Erskine (who I love) and was told that Gabaldon was similar (historical/supernatural/also set in modern times).

Kids books - We are reading George's Marvellous Medicine which is just about holding his 5 yr old's attention, but today I bought him Mr Wolf's Pancakes. It's a picture book and is very funny. We all enjoyed it as a family. Good choice!

Patience...

...is a virtue I need to cultivate.
It's really frustrating to have to wait months to start doing the course.

Two days after I heard I was offered a place I finally came down from my 'high' and started to worry. I had got my letter telling me that I needed to do three weeks work experience - what if I couldn't get the time off work? My other half made some jokey comment about them not being a 'real' DRB because they asked for a deposit for using their online community and then I started worrying that I should have not accept and gone with my original choice of DRB.
What if they choose a school for me in Bedford? That's just too far to go on a daily basis!

I rang the admin people and checked that the work experience didn't need doing in a block (it doesn't so I can take it during times I would normally have taken off for child care reasons). Just need to approach my boss and beg nicely for the unpaid leave.

Then I start worrying about stupid things - at the moment I have every Friday off which means I can take my kids to school. I really enjoy that time and I shan't have it when I'm teaching.
What about my son's sport's day and school play? Will I forever miss them now, having time off during term time is really hard as a teacher, so I've heard. How can I bear to miss my 5 yr old's school plays? That would be really hard.

Eventually I realised I was worrying over nothing (or not much).
I got an email from the DRB (in response to my own) saying they would place me in a school in the area of my choice. Hurrah. I realised that although I would miss the Fridays, I would have the whole weekend (I work Sunday so I can have Friday off) with the kids, and school hols too. And even if I miss my boy's school play this year, then once I'm teaching properly I'm sure they can't be so mean as to deny an afternoon off for something like a school play. And even if they are that mean, I'll have to find a way round it somehow.

Back to being excited again!

And now I have to wait, wait, wait. Arghh.
I've decided to read as much as I can and use my time in a constructive manner.
The 'Achieving QTS' books look pretty good so I've ordered some from eBay.
'Beginning Teaching, Beginning Learning' also looks really good, so I've eBayed that too.
And 'Insider's Guide For New Teachers' by Sara Bubb.

I'm watching Teacher's TV (on the internet - http://www.teachers.tv/- on a regular basis as it's full of really useful stuff, and makes me feel like I'm doing classroom observations while sitting at home!

I've always known that I don't like maths and I'm not great at it so I've decided to focus on improving my mental maths. This means learning my times tables. I didn't learnt them at school, and I've discovered that you are incredibly hampered when attempting mental calculations if you don't know your tables!!
So. www.mathsisfun.com/tables.html and http://www.teachingtables.co.uk/

I wish they'd tell me which school I'm going to be in.

Apparently in April or May I'll have to do some sort of Training Entry Profile (I did one to support my application) which shows where my strengths are and which standards I already meet or partly meet so they can draw up a training plan.
That's when I get my login info for the online community type thing where I can talk to others doing the GTP and do some activities. Can't wait.

The aftermath...

I thought I'd easier to live with after the interview. No more practicing my presentation on my other half. No more trawling the Internet for current ed issues and asking inane questions on the TES forums.
I don't think I was any easier to live with, just annoying in a different way! Now I was constantly wringing my hands and wondering aloud when I would know. Thrashing over the bits I thought went wrong and trawling the Internet for info that would tell me whether I got the maths and science questions right or not (in many cases: not!)
The interview had been thursday. I had Friday and Saturday off work and was back in Sunday. I spent several minutes with various people telling them all about it. They were all confident I'd been brilliant. I knew they hadn't been there and it was all very nice but they knew no more than I.
Monday arrived and I kept telling myself I probably wouldn't hear 'til Wednesday. 12pm lunch. Checked my mobile. I have voicemail. I feel my heart start to thump and a tiny voice inside my head whispers that it's probably just my mum.
It's not my mum: "this is soandso from the DRB, please call me back...."
Okay, now I'm actually shaking as I write down the number. I'm in the staffroom at work (bookshop, in case you've forgotten already) and my colleague can obviously tell it's important. She watches me while munching her lunch and I prepare to fight back tears at any moment.
I call the number.
"Ah yes," says the woman in a blank, unreadable voice, "you came to an interview last week."
I say I did. She doesn't sound hopeful.
"Well, we would like to offer you a place." Same unexcited tone.
"You WOULD?" I screech, not quite believing it.
She laughs. "Yes. Yes we would. Did you think you hadn't got on?" She's laughing now at my hysterical giggling.
"Well, I didn't dare hope..it's such a big thing."
She's caught my excitement now as I babble. "Well, you have got a place, I wanted to ring you as soon as I could to let you know. The letter is in the post."
I babble thank yous and hang up to be congratulated by original colleague and hugged by another who came in during the call. I'm useless for the rest of the day. Giggling with apparently no reason and muttering 'I can't believe it' over and over again.
I ring and tell my fella and my mum. Mum tells the whole world within about 5 minutes!

That was 2 weeks ago and still can't quite believe it. I keep looking at the letter and grinning madly.
It's a conditional place - I need to get in 3 weeks experience in a school before 4th September. My original school (who unfortunately cannot train me with this DRB) have very kindly agreed to continue to support me and will let me come in for the experience.
I only have 8 day annual holiday so have begged unpaid leave for most of it.
Phew. I'm practically a teacher (all apart from passing the course, getting a job and passing the NQT year, but I'll cross those bridges when I get to them!)

The interview....

Okay, so on the TES forums there are load of threads about interview questions and it mainly boiled down to:
- Why would I make a good teacher?
- How has my own education helped me?
- What is my motivation to become a teacher?
- What contributions have I made/can I make in and out of the school environment?
- What makes a good or bad teacher?
- How would you deal with a child that is being bullied?
- What have you learned from your previous classroom experience?

So I practiced answers for these questions, making sure I thought about them regularly and, when I could, I would answer them aloud so that I was kind of reinforcing my memory by listening to the answers as well as thinking them.

I read up on current issues: Every child matters, phonics, mfl for primary.

For the starter I had to talk about 'maths starters for yr 2 pupils, focusing on mental and oral starters and talking about resources and ensuring they are appropriate for the age of the child'.
I made a fan with pictures of various shapes on, and blank clock face to use during the presentation. I decided to talk about why we use starters, how to differentiate during a starter and then give a couple of examples of starters which don't need resources and a couple which do. I also made a hand out with examples of possible starters to hand out afterwards.

The bit I was least worried about was working with the kids and reading them a story. I hadn't read a story in a class situation before, but had to groups of children at the toddler group I used to run, and a million times to my own sons. My youngest sat in front of me a few times and we pretended I was being teacher and he was a pretty tough crowd. That bit should go okay.

Then I worried and stressed and panicked about what to wear (brown cord skirt, brown top and knee high brown heeled boots - sensible, possibly boring, comfortable).

The day itself

I arrived three quarters of an hour early and sat in my car, going over questions in my head and read the kiddies book again. When I went in I was given a sheet to fill in (we had to bring various documents to prove who you were and passport photos for the CRB if you got through which I handed in then) and I was led through to a room where the 4 other candidates were.
I had brought my book (just a normal picture book), my shape fan and clock face, little cards as prompts during the presentation and my handouts.
The others had brought those giant reading books, great big number lines with beads that clack back and forth and all sorts. I felt very under equipped. They were all also TA's already, had borrowed equipment from school and had loads of experience in the classroom. Hmmm. It wasn't looking good.
Someone came in and gave us an over view of the day ahead which we all promptly forgot due to stress, then the other interviewers (4 in total) came in and introduced themselves.
We were left with the ICT, Maths, Science and written tests to fill in as the day went along and told we would be called up to read to the children.

The tests
The ICT one wasn't a test at all, more of a self audit, e.g. How well do you know Word/Excel/E-mail packages, and in what context?

The Science and Maths tests were at KS2 level, I guess. Science was respiration, food chains, solids, liquids etc.
The maths one involved knowing the difference between mean, mode, median and answering questions about it, reading a graph and something about weighting answers in a test which none of us seem to understand. I don't know how well I did with that one. I'm not great at maths.
The written test was a choice between two titles ('If only....' and 'The best and the worst of my current situation...') which had to be 300 words long. I chose the second title and basically said that the best of current situation was that I was on the verge of doing something really exciting that I have wanted for years, and the worst was that if I didn't get on the course I would have to wait a whole other year before I could apply again. I also talked about how my current job was good because I got to watch children enjoying books and paying for their own, but the worst was that I wanted to work with the children and not just watch.

Reading the book...

While doing my science test I got called in. It was such a weird situation, I sat in the library with the 4 interviewers at the back of the room with their clipboards. After some chat some small anxious looking children were led in and lined up in front of me. I introduced myself and read the book. I clean forgot to ask questions while reading, and realised that the children might have trouble seeing the pictures. I could see from some of their faces that the children were enjoying the book (it was 'Something Else' by Kathryn Cave, btw) I finished reading it and asked a few questions. 2 children squeeked some answers and at a loss for what to do next I just kind of said 'that's it' and was led out.
It didn't feel great. I was expecting some time in the classroom from what the letter said, and I was so nervous at the start that I'm not surprised it didn't go so smoothly.

Presentations

When we had all finished our readings we were to do our presentations.
One woman was using Powerpoint, so she went first. Pretty much all the presentations were basically actual maths starters but with us pretending to be the kids (the applicants lined up in chairs in the front and the interviewers and their clipboards at the back). We were asked to clap our hands a lot and count up in 2's, 5's and 10's on the number lines. I was beginning to worry that I'd got it wrong with my interpretation of the of what they wanted from the presentation. Mine was about the why's and how's of a maths starter - not a real one!
After 2 people had gone up and done similar things I decided to volunteer and get it out of the way. I glanced at the clock at the start but have no idea how long (or short) I whittered on for. I remember my voice trembling slightly, but I made sure I looked into everyone's eyes and cracked my 'here's one I made earlier' gag when I brought out my shape fan. At the end of all the presentations I realised that I had forgotten to hand out my handouts so I offered them informally. The other candidates all wanted one as they liked the sound of some of my ideas, and one of the interviewers took one too.

Lunch - sandwiches (all with pickle, bizarrely) and fruit and biscuits. Tea and coffee.

Left to carrying on our tests until we were called in for the actual interview.

The actual interview....

They were very nice, and the guy was the one I gave the handout to, I was pleased to see.
Trying to remember the questions:
- Why do you want to be a teacher?
- Tell us about a good teacher you've had.
- Tell us about a bad one.
- Tell us about your work history.
- Now tell us a bit more about your time as a TA.
- During your time as a TA, tell us about a time when something happened that was rewarding.
- This doesn't happen very often anymore but we like to ask it as we can see how well you can think on your feet: If another teacher was off sick and the head brought round 5 children for you to have in your class for a morning, what would you do?
- Why did you choose our course?
- Which age would you prefer?
- How much support do you have at home?
- If you were given a great big pile of work to do, how would you cope? (I'm not sure how my answer went down, I said things about prioritising, and then having a bottle (i meant to say glass) of wine at the end of the day! I also mentioned how my OU degree while working and with kids was good practice at handling stress and large workloads.
When asked: Have you got anything to ask us? I said: Are there any qualities in a teacher that you are looking for that you do think you've seen in me today? (I got this cool question off of the TES forums). They seemed taken aback, and possibly impressed. They answered that they would have to discuss that later but they were really impressed with the interview (YEAH!) but my book reading showed my lack of experience. However (she said) they often give offers on the condition that the candidate gets more experience before the course starts (Sounds promising).
I also asked about which school I would train in and expressed a preference to the ones closer to my home.
Phew. Then it was over. They said they'd gave me a ring at the beginning of next week (interview day was a Thursday) and I went back and finished my tests.
When I finally left the building at 2:20 I began to shake with relief.

The story so far...

Right, well, I've always wondered about teaching. When I was in secondary school I did work experence in a primary school and really enjoyed it, but I was too shy and not confident enough then.
After I had kids and grew up a bit I kept thinking of it but didn't do anything about it. I completed my degree with the OU (psychology with science and IT) and realised this was something I could actually do.
Thought about it for a while and in the meantime (Oct 05) I got a Christmas temp job at Ottakars bookstore, which turned into a permanent job. When we were taken over by Waterstones I once more began to think about my career options, having realised that I couldn't, and wouldn't want to, be a bookseller forever.

September -
It just so happened that this decision came to me in September (2006), right at the start of when DRB's start giving out info on their GTP's, and even start accepting applications. I found that my local DRB asked you to find a school first, and then applications needed to be in by the end of Feb.
I thought the hardest bit would be to find a school willing to train me so I began in a panic to work out how on earth I was going to convince some poor school that they wanted me.
My first and most obvious choice was the wonderful primary school that my youngest son attends. They had already taught my eldest, and helped him in such an amazing way through his learning difficulties, and I love the school and really believe in it.
I decided my best course of action was to write a CV emphasising my school and children experience (I ran the village toddler group for two years) and created a cover letter in the form of a kind of personal statement. I emphasised my knowledge of the school and why I picked them, then went on to say why I wanted to teach and why I thought they would be a great place to be trained.
I took the letter into the school office intending to leave it with the receptionist. Luckily, the head stopped in the office and I took a deep breath and grabbed her (not physically, that would be a bad start.) and explained what I was all about.
Amazingly, she was really positive and was more than happy to look over my letter and CV. From then on it all just rolled, she was happy to take me on, the governors were happy so long as it didn't cost too much, and I was happy, happy, happy!! Almost too easy!
So then I knew that the DRB needed 'at least 5 days experience in schools'. My job pattern means I work Sun-Thurs with Fri and Sat as my weekend. So every Friday for 6 weeks I volunteered in the school. I started in yr1 (bypassing Reception because my little one was in there and it might disrupt things) and spent a day in each year group until I had gone all the way up the school.
This was great because it gave me a chance to see if I preferred any particular age group but to my surprise I enjoyed all of them! Yrs 3 and 4 were lovely, and yr1, but that might also be because I knew quite a lot of them from my 'running the toddler group' days.
So far, so good.

November-
It was early Novemeber and I realised that in the neighbouring county was another DRB which found a school for you. I really, really wanted a place in my chosen school but decided that I needed to try as many options as I could since, if I failed to get in this year, I'd have towait a whole year just to get an interview again, never mind start the course!
So I emailed and to my surprise and panic I was told that they would be interviewing in the next two weeks and that they'd send me an appliation form out!
Argghh.
So the form was duly filled in and sent off. I heard nothing. The week passed and I convinced myself I hadnt been up to scratch so emailed to check, and ask for any help with further applications.
To my delight the emailed reply was that they simply ran out of places at that interview but would be in touch about interview dates in January. Wow. Practically the promise of an interview.
And then the worry - what if they accepted me? I wanted to work with my chosen school and couldn't do that with this DRB. It slowly dawned on me that an offer shouldn't and couldn't be sniffed at, and any interview would be valuable experience. So I tried not to worry about it and continued to get work experience and fill in forms for the first DRB.
I also found out that in another area of the county was another DRB. These lot also find a school for you, but applications need not be in until March, so I figured that when I had been turned down by the first two DRB's I could apply to them!
By now I was reading TES every week, reading everything I possibly could that was even vaguely to do with teaching, watching Teacher's TV on the internet and borrowing and buying loads of Teacher's Resources books from work. I shall list these in a later posting, at least the useful ones!

December -
A week after Christmas I got my offer of an interview. Ohmygod! Panic.
The instructions were really clear:
Bring a book to read with some children,
10 minute presentation on 'maths mental and oral starters'
ICT, Maths and Science tests, and a written test.
And the actual interview bit.
Lunch provided!
Starts at 9:15, finishes about 2pm!

My application for the original DRB wasn't even completed by the school yet, and I'd spent all Christmas writing personal statements and the application form, and now I had to write a presentation on maths starters and work out how to answer any possible interview question!
Stress!!!!

How to get on the GTP

Okay, so there's a few things you need.
Firstly, everyone needs GCSE grade C in Maths and English (or equivalent). And if you are doing primary (like me) you also need GCSE grade C in Science too.
This link: http://www.tda.gov.uk/upload/resources/pdf/g/gcse_equivalents.pdf will give you official info on equivalent qualifications.
Luckily I did my degree with the OU so one of my courses was equivalent to the Maths 'C' I didn't quite get when I was a daft kiddie.
As I mentioned before you will need some amount of experience. Personally, I was a TA for two months, five years ago. I then went in and volunteered in my local school every friday (my day off) for 6 weeks.
From what I've seen DRB's all vary in the amount of experience they expect. At my interview I was told I needed more experience but they gave me an offer with the condition that I completed an extra three weeks work experience before the course starts. So lack of experience need not get in your way. But it might.
More important, I think, is that you can show that you've learnt from your experiences and that you are vaguely intelligent and with professional promise.
Blimey, how'd I manage that then?
Well, your guess is as good as mine but I'll tell you all about my trials and tribulations that led me to being offered a position in the next few blogs.

What is the GTP?

Hey there! Welcome to my GTP blog.
There's loads and loads of info out there about PGCE's but precious little about what it's really like to do the GTP so I thought I'd have a go at blogging my experiences to help others.
Aren't I nice?
So, the GTP...what is it?
The Graduate Teacher Programme (GTP) is a teacher training programme for..er..graduates. It's a learn on the job type thing where you are employed by a school as an unqualified teacher and trained by the school and the training provider (the Designated Recommending Body(DRB)).
You can train to go into Primary or Secondary schools. Primary places are hard to get into (that's what I'm doing) and so are non priority Secondary subjects.
Secondary priority subjects change yearly and by region.
You are paid to train (around about £14k PA) so it's a great way in for those of us with families and mortages etc.
Unlike the PGCE or SCITT routes there's no golden handshakes at the end, but then there's no course fees or student loans either.
It's also extremely intensive (so I'm told since I haven't started yet) and definitely hands on.
What better way to learn a 'hands on' kind of job than to actually do it?
Generally to get on the GTP you need to have experience in schools since you will hit the school running, so to speak, and within a few short weeks (or days, or hours, god help me) will be planning and taking whole lessons by yourself. So, it's handy to be a Teaching Assistant (TA) before hand.
Me? I'm a bookseller. Hmmm. Okay, so I was a TA for a couple of months five years ago but that was ages ago. Most DRB's expect you to have at least 2 weeks work experience in schools recently in order for them to invite you to interview. More about pre-requisites in the next blog...