...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!
Sunday, 15 July 2007
Tuesday, 10 July 2007
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!
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!
Saturday, 16 June 2007
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!
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!
Tuesday, 22 May 2007
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!
Wednesday, 9 May 2007
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!)
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!)
Saturday, 5 May 2007
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!
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!
Saturday, 31 March 2007
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!
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!
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