Welcome back to the diary of a tired and procrastinating Schools Direct student. If you think I am writing this post to avoid starting my assignment, well then, you would be correct! However, the first (and longest) half term is done. 8 weeks past already!
Has it been as bad as people said? No. It is a rollercoaster but it definitely has not all been horrendous. Many nights I haven't even done work. Don't get me wrong, the teaching work load is increasing in terms of planning but since the first assignment is due in soon and will be my work focus in half term, it's not really going to impact massively on AP1 (assessed placement 1).
Last time, I touched on the assignment approaching. Having seen some examples, it's not so daunting but time consuming, due to reading and planning. I've done some level of reading too so that part is reduced. Our first assignment is a two component essay. The first part is a 1500 word case report on data from one of our schools and the second part is a 3000 word essay on assessment so actually, given all the issues surrounding assessment, it shouldn't be hard to write.
What I have found to be my challenge is the transition into AP1. Having just done an observation week, I found it really difficult for a few reasons. I need to say firstly, the school is lovely, the kids in my class are a delight, and my mentor is so eager to help and be supportive so there are no issues there at all. It is the lead school in the partnership so the heart of this particular SD program. The downsides, however; I miss year 6/KS2. The year 2s are very cute and my senior mentor, C, at the host school taught me well. I knew all 29 names in one hour. It's just such a transition from the top of primary down to year 2 and a completely different skill set. That said, the behaviour management side hasn't been as hard because they are (seriously) little darlings. Year 2 seems to be that real transition from concrete and visual methods in maths to formal, such as going from numicon/partitioning/number lines, etc to formal methods like column addition and subtraction. It's bridging the gap between being little and moving into KS2. In year 6, you just take it for granted a bit that column addition/subtraction is 'the' thing. Also, phonics is new to me and its all been a lot to take in.
It's also a shock to the system when you've been ramping up your teaching and taking the lead a bit and then you end up back at the start, re-learning names, routines, taking small intervention groups and acting as a TA. TA work is great, its more the 'I really do not know what I'm supposed to be doing' kind of thing, when you are new to a school and you haven't found your feet. My new mentor, E2, is lovely but I hate to keep asking and bothering and I feel unsettled, like I don't know where I stand. I know, if I did something wrong, E1 from my host school would just say and I think because I get on with her really well, its made the transition harder. I'm 'school-sick'. Despite the year 6 class sometimes having my life, I miss them. I left my host school on a real high and it was almost as if I dropped off the cliff. Maybe its a good thing for my resilience. Well, not maybe, I know it is despite not being overly keen. I've felt my anxiety through the roof this week - it could subconsciously be stress but I'm awaiting a (non-urgent) medical appointment and I always get a bit of white coat syndrome anyway so I think that may have blighted the week for me a bit.
The bright side; after half term, my first two weeks consist only of 3 days in school. The first week, I have my Open Uni graduation on the Thursday and a study day on Friday. The following week has CPD and a uni day. Then after that follows 4 weeks of 4 days (1 CPD/uni day each week). I feel a bit guilty counting down, as I know E2 really wants to help and its nothing to do with the placement. I'm not determined to dislike it and I think maybe things will look better after half-term when I've had a rest, spent some time with the boys and am back into teaching. I'm going to give it my all and just do the best I can and maybe I'll change and think KS1 is for me. Maybe I am KS2 through and through. I'll find out either way. It's going to get a bit full on so its nice to have two cohort members in the school with me too.
So, first, half term, assignment, time with the boys, and a few days off. But after that, AP1: let's be having you!
Saturday, 27 October 2018
Thursday, 25 October 2018
Girl in the Window - Penny Joelson
Publisher: Electric Monkey
Publication Date: Aug 9th 2018
ISBN: 9781405286169
Age: 11 +
Synopsis
Nothing ever happens on Kasia's street. And Kasia would know, because her illness makes her spend days stuck at home, watching the world from her bedroom window. So when she sees what looks like a kidnapping, she's not sure whether she can believe her own eyes . . .
There was a girl in the window opposite – did she see something too? But when Kasia goes to find her she is told the most shocking thing of all.
There is no girl.
I was gripped from the outset with this book, it throws you straight in. Kasia's frustration with her condition is easily felt without the tone of the book being too heavy or depressing. Having been diagnosed with M.E/ CFS (chronic fatigue syndrome) following a bout of tonsillitis, Kasia is unable to even go downstairs for weeks at a time and other than her parents, only sees her friend, Ellie, when she gets time to visit. Her life is in her room but following an alleged kidnapping, she forces herself to get to the phone and call the police. From that point, the book weaves between Kasia's struggles with CFS and the mystery of the girl in the window.
I don't have CFS but Joelson just makes it so easy to sympathise with Kasia - just the act of being able to go out to school or even next door can be incredibly difficult and have consequences for Kasia the next day. However, we don't get the sense this is all there is to her as we discover her crush on a boy at school and her talents in writing. Kasia is also caring, looking out for her elderly neighbour, which leads to a friendship with the neighbour's grandson, Navin. I felt like I got an insight not only into CFS but also other cultures, given that Kasia's family are Polish immigrants and her neighbours are Hindu. I always think books are a gateway to new ideas, concepts and things to be explored so I enjoyed the little details that were tied up in these themes. Invisible illnesses have also come to the forefront recently and it highlights the need to not be kind or judgemental-we don't always know what a person is going through. This book is full of empathy, resilience and compassion from beginning to end.
Girl in the Window was realistic and written in such a way that it is easily accessible by young adults. I've said 11+....it is advertised for 12 and up but more mature 11 year olds could deal with this I think. There are some heavy themes, including child trafficking and child protection, with prostitution being alluded to, but unlike some YA fiction, there is nothing explicit, no swear words, etc which I think is great as it bridges that gap for more mature pre-teens into the YA 'library'. I'm not going to go into much detail because it's an intriguing and well thought out plot and I hate spoilers but the mystery is resolved well and I will definitely be looking to read Joelson's other novel, I have no secrets.
Saturday, 20 October 2018
The Trouble with Perfect - Helena Duggan
Publisher: Usborne Ltd
Publication Date: Sept 6th 2018
ISBN: 9781474949514
Age: 8-12
Synopsis
Having uncovered the secrets that lay behind the spookily pristine town of Perfect, Violet and the townsfolk are enjoying their new freedom from the maniacal rule of the evil Archer twins. But have they really seen the last of Edward Archer? Why is Boy acting strangely? And who is masterminding a scary zombie army? Another quirky, creepy and unforgettable adventure, perfect for fans of Roald Dahl, Neil Gaiman and Tim Burton.
As with A Place Called Perfect, the cover of this sequel is gorgeous. Karl James Mountford does not disappoint and the books both compliment and contrast each other perfectly.
On opening the book, the first thing that really made me smile was the recap. In a series of books, it is easy to forget exactly what went on, especially if some time has elapsed between publication so this really filled the gaps in my mind.
It really just served to remind me how amazing and unique the first novel was so I was really excited to get stuck in. Quite quickly, we are drawn back into the world of Violet and Boy as a thrilling new mystery begins. Things are going missing around town and people say they saw Boy do it-he completely denies it. Then children start going missing too. Before long, even Violet begins to question Boy and the strange happenings.
Duggan paces the novel really well. We get a bit of a lead in but it really is a quick throw in to the story. Those who have read the first novel will remember the creepy eye flower beds and I love how these are now being used for good by serving as Town's CCTV system. It's all very Tim Burton! We get to meet a few more characters or expand knowledge on some of the bit players from last time, including Macula, who plays a much bigger role, and some of the 'orphans' from No Mans Land.
As expected, the Archers are back! I won't tell you how or why because I hate spoilers but guaranteed, they are up to no good! They are not the only villain, however, and the new one has a bit of a zombie army up her sleeve. I would say it is a little bit darker than the first, but not overly so and absolutely suitable for KS2 (year 4 and up).
If I'm honest, the original has my heart just that little bit more but again, Duggan hits the spot with a quirky, intriguing novel and I can't wait for the next installment!
Tuesday, 16 October 2018
Ella on the Outside - Cath Howe
Publisher: Nosy Crow
Publication Date: May 3rd 2018
ISBN-13: 9781788000338
Age: 8-12
Synopsis
Ella is the new girl at school. She doesn’t know anyone and she doesn’t have any friends.
And she has a terrible secret.
Ella can’t believe her luck when Lydia, the most popular girl in school, decides to be her new best friend – but what does Lydia really want? And what does it all have to do with Molly, the quiet, shy girl who won’t talk to anyone?
Sometimes it is really hard being 10 years old, it is something I see daily in year 6, the falling outs, the precarious friendships and the prelude to adolescence. I loved how straight-forward the writing style of this book was. It was an authentic pre-teen voice and I really felt for Ella as a girl who is dealing with serious family issues, has noticeable eczema that she worries about and is new in school.
I always enjoy a flawed character because it helps children to realise it's fine to not be perfect and its normal to make mistakes. Ella realises she isn't doing the right thing but is desperate for the friendship of the popular girl, Lydia. We have probably all been there at some point in our lives. Cath Howe really draws out the empathy and challenges the reader to consider how they should treat other people and the consequences of our actions.
Another gorgeous and poignant feature are Ella's letters to her dad throughout. I don't want to spoil the story but there is the sense that she is coming to terms with things without always fully understanding the situation.
Although it is easily accessible for the younger reader in terms of style, there are some pretty heavy themes in the novel: bullying, the loss of a parent (in different ways), e-safety and the need to be responsible with mobile phones as well as depression (this is never stated explicitly but it can be inferred as an adult having read the book).
The thing I struggled with was the lack of adult support. Ella and her brother, Jack have been dealing with a lot for children and their mum often shuts them down or doesn't want to talk about things. Sometimes this is what happens, I get that but neither Ella or Molly, who (without spoiling anything) has no adult at home to rely on, receive any support from their teachers. Perhaps it would be easy to overlook Ella, with her being new in school, but the circumstances of Molly's life are known to staff to an extent and still, she is just left with no-one really checking up on her, despite traits and behaviours that would be concerning. I am completely conscious I am coming at this from an adult point of view but for a child reader, it might have helped them to realise that there are many adults they can turn to and they don't have to suffer. That said, it is important that children are aware that adults are not perfect either, and that sometimes fears and flaws get the better of us too.
I read this in a night and I think it is a perfect addition to any year 5/6 book shelf. The values of friendship, compassion and empathy are some of the most important things a child can learn and I think Howe has produced a novel that is perfectly relevant to today's pre-teens. A well paced and thought provoking story that would work well in PSHE sessions.
Saturday, 13 October 2018
School Direct: the first month
If you are reading this, you might want to be a teacher or you might be at the same point as me in your training. I've thought for some time about setting up a trainee teacher blog and I'm doing it because when I chose to apply to train, everything I read was negative. Everything anybody told me was negative. Teaching in the UK: education is broken, OFSTED care only about the data, your management will not care about you, you will burn out, the workload is ridiculous, you will never see your own kids, etc. You will read all of this as I did. Some of it is true, I can't lie but I'm starting this blog because it hasn't all been like that.
Context
I was studying through the Open university while I raised my first son. We had lost a child to a rare genetic disease, which significantly changed who I was. I didn't know what I was going to do with my life. I started teaching beginners piano and singing while raising Theo and we ticked along. Theo is a high flyer and quite academically orientated and it was reading with him and teaching him maths and reading that started me thinking. I'd wanted to be a teacher when I left school, secondary languages or music I'd thought, but somewhere along the line, I'd changed my mind. I tried children's nursing but the sights I saw and dealing with Ellie and her short life, it really wasn't for me. Too much pain. By 2015, I had quite a few students and then got pregnant with son no. 2, Euan. I had PTSD (pregnancy related) during the pregnancy and quite severe health anxiety but after his birth, it all settled. I knew there would be no more children and started to look forward.
Euan had horrible silent reflux and it was a nightmare when trying to teach so I stopped teaching private music lessons but did a lot of volunteer work in Theo's school, which I loved. I started with choirs and drama groups, moved on to volunteer TA work and a governor role and then, alongside my distance learning degree, took up a distance learning TA qualification (I like a challenge). I crammed a year's worth of work into four months and passed, by which time, I had already secured a TA job for the September in year 6. I struggled with guilt, having stayed with Theo for the majority of his birth-5 period, as Euan was only 18 months, but much more clingy and harder work than Theo. As it happened, the time with his childminder did him the world of good and for my part, my heath anxiety massively went into remission after a battle of several years, including some very difficult periods.
That year taught me so much about schools. It was a year full of highs and lows and it was only a month and a half into the job when I received three PGCE offers: one SCITT, one School Direct and one part-time uni based course. I accepted the School Direct, as it suited me best. The interview processes were incredibly different but the SD one sat well with me and for our partnership, it meant being tied to one school for the year, other than a seven week stint in a contrasting school and key stage. It was a long wait from acceptance to starting and I wasn't the best fit for the school I was in. However, despite all the hard times, I have many good memories from my time there and some friends I carried forward. I feel it has made a huge difference to the start of my teacher training and resilience in a positive way. It took me a long time to build up my confidence and so, moving school and starting again has been very difficult but much easier to cope with this time than it was first starting out in a school.
Fast forward and here we are, a month and a half in! And here begins the SD part of my life.
Selecting the right course
If you are considering teaching, you may or may not know there are so many different routes and more on the way. My uni are talking of an apprenticeship next year, which sounds promising. However, here are some of the routes I looked at:
University based: this is the most traditional and the first month or so is spent learning about pedagogy and curriculum/learning styles, etc. Having worked in a school for a year, I didn't feel this was the route for me but lots of people like block sessions in uni. Also, you don't know where your placements will be and they may include a lengthy travel. Still, many people have had great experiences with this route.
Teach First: this one is pretty extreme. I know two people who successfully got through this course, but both came from a teaching background. It focusses on getting high flyers with good degrees and putting them in schools in deprived areas with only a 5 week summer school course as pre-training. They then get given their own class. I think it has quite a high drop out rate, higher than other routes and I kind of see why. I would have felt like I was failing my students by not knowing what I was doing. Again, you can set a preference for a certain area but they reserve the right to send you to any area of the country.
SCITT (school centred initial teacher training): I was accepted to one of these. SCITTs vary but are quite popular. The one I applied to, they are accredited by a local university and students have to attend a few days at uni. The rest of the training is provided by the SCITT provider and the one I was offered had three placements. It had several partner schools so you know the general area but not where you are going until nearer the time. This particular SCITT has an outstanding reputation and a very good OFSTED report but it just wasn't the fit for me.
School Direct: this can be salaried or unsalaried. Mine is unsalaried and I am funded by Student Finance/SLC. The partnership I accepted just felt right....I always believe you just know when things fit for you. I knew from June where my host school would be and found out with a month's notice my contrasting placement. There are eight schools in the partnership and the furthest is half an hour away so I knew commuting wouldn't be hard but they have been really considerate geographically anyway. My host school is 10 minutes away and my first assessed placement is 20 minutes away. This course can vary, no SD programme is the same, it is very much dependant on what each partnership wants and needs and based on local demographics, local specialist training etc.
The people
The lead school mentor is such an important part of SD. I can't speak highly enough of A, our LSM, he just really has his finger on the pulse and keeps us rounded up and on track. School mentors are also key players (see below in school based training). Then your cohort: there are 7 of us together this year but we get most of our school based CPD with another local partnership so it is increasingly feeling like 14. Whatsapp has truly been our friend, and that support system is such a necessary part of day to day life. You just pull each other through the hard times and celebrate the good times together. The staff in my school really lift me as well. There are two SD graduates in my school who went through my partnership and they have been so helpful and also, one of our NQTs, G, has been great and its definitely a friendship I'd like to cultivate further when I return. I already feel like I've made some friends for life and that is one of the highlights of this course.
School based training
My PGCE began with two and a half weeks SBT before we had to attend university. My named mentor, C, has a wealth of experience in training student teachers and when I met her in June, I knew I had made the right choice. She is very warm and nurturing, the perfect balance of supportive and letting you take your time whilst at the same time, giving the push you need when you need it. I'm not based in class with C but in the other year 6 class with E. At first, I wasn't keen on being with someone other than my named mentor, I'm cautious of a lot of things since Ellie and the anxiety days, and this was one of those situations. Now, I'm glad. That's an understatement actually. E is everything I ever could have hoped for in a mentor, she is very real and down to earth and the confidence she has given me, I can't even really say. The school as a whole is so welcoming (it has a great reputation) and I've never been made to feel like 'the student'. Its just not like that. No school is perfect but as far as training schools go, this school is what I need right now.
That said, despite all the right ingredients, the beginning of my SBT hasn't been smooth. The class I am in are challenging in the best possible sense. They are energetic and endearing and I am going to miss them in the seven weeks I am gone. But, as with anything, things sometimes go wrong. For one week, I was predominantly with a supply teacher: the upside is that I was pushed to teach more and it has done me the world of good. Yes, I have cried (twice in fact but once was following some bad news) but I am learning not to be so hard on myself. Even truly established teachers have rough days, their lessons go wrong and they feel like crap. So let yourself feel it, think about what you would do differently and move on. When similar situations have happened subsequently, I have then found myself better equipped to deal with it. Things will go wrong, you will cry in the toilets and that is OK but use it to your advantage. Background circumstances make things hard too. For me, this has been the administrative side of the university. I have not been alone in this but not getting your money on time, having to enroll three times, having your university email address deleted because you apparently haven't enrolled when you have, it gets frustrating and can impact on your day. It's nobody's fault, technology is usually the problem but you can feel like you are going round in circles. Ask for help. It all got sorted for me when I got the programme leader from the uni involved.
I've been hugely out of my comfort zone but I have grown a lot in a short space of time. It took me about three weeks to realise this isn't all on my shoulders and I have to trust C and E A LOT! And so, now I do and it has worked out. The biggest thing I was frightened of was the planning and I still think 'I'll never be able to plan amazing lessons and long term plans' but actually, its not so bad! You don't need to plan from scratch until AP2 (assessed placement 2) but when I spoke to the lead school mentor, my maths lessons lean more towards that and I didn't even realise. It has served me well but I don't think I could do it for many other lessons at this point. Baby steps.
I was lucky enough to go on a residential trip in week 4, which was a big challenge and I loved it. I really missed my boys but seeing the children push themselves and spurring them on was fab. I even surprised myself at what I was willing to try in order to encourage the kids on! If you get this chance, take it!
Overall, the highs massively outweigh the lows. For me, getting the harder to reach children to connect with me has been quite moving at times. I've been told by one student's mum that she talks to her mum about me. That's a great feeling. I also used a maths approach that I picked up at a maths training course and it was really successful, the kids were so engaged and one child told E he really loved the lessons I had used it it. Moments like that carry you through.
Above all, prepare to be tired! All the stories I read about never having time to read to your own kids or do anything fun though, that hasn't been my experience. I mark my books through lunch or before I leave and help E with hers where possible. Granted, I'm not at that 80% timetable yet but you have to make it happen and you need to be organised. It doesn't always happen but I feel like not much has changed....you just make it work. The most important thing to remember is to communicate. If you are struggling, ask for help. It's not a failure.
I'm preparing for AP1, which will see me move from year 6 to year 2, massively out of my comfort zone. I'm looking forward to it though. Its just another mountain I want to climb and a new experience. Again, its exactly the kind of school you would want to be in (the whole partnership is great by all accounts) and our lead school mentor is brilliant at preparing us and keeping us on track. We laugh about a graph he showed us in June (we call it the graph of disillusionment) that shows the general trend of a student teacher's resilience across the year. We are approaching the disillusionment dip but so far, we are pulling each other through and there are no casualties yet! The thought of being assessed properly is daunting, I can't deny. Watch this space on that front.
University based training
I thought this bit would be the bane of my life. Turns out, it is really interesting and makes you question a lot. I surprise myself with the questions I ask and contributions I make and I take a lot from it. Also, you come to treasure the time with your cohort and peers, and the coffee shop on site! Sometimes you think 'why am I doing this?' when it comes to questions and the realities surrounding assessment and the curriculum and the politics of education can be depressing. However, from what I have seen, there are ways to teach children to love learning and inject creativity into the national curriculum. Maybe I'm too idealistic but my host school seem to do a good job.
The assignment part is scary. I'm used to academic writing and getting really high marks. Time will tell with this. I will write more about this next time as this process is just starting for me really.
CPD
The school provide a lot of training too and I usually find these heavy and full of info but extremely useful and enjoyable. Again, it is time to be with your peers!
Class/workload/Maintaining any sort of life
Yes the workload is big and increasing daily. Is it hard? Yes. Is it manageable? Also yes. Use your time well. My school is family friendly and C repeatedly reminds me about protecting family time, as do friends who were teachers. Last night, my husband had booked for us to go for a meal and I didn't really want to go because I was so tired but sometimes, it is better to just do it. I really enjoyed it and it was what I needed. Same goes for friends. Sometimes, you need to just binge on that boxset. You can't always do what you want and I have had to suspend my own music lessons for this year and decided to just play for fun. I just can't commit that time to the practise.
When it comes to the kids in your class, learn their names quickly. C was strict about this and she is so right. It makes a hell of a difference in how you interact. Names are so powerful. I had mine down within the hour! Try not to be overly friendly, you need them to know you are in charge but my class like to hear about my boys and my interests and its great to share that. I won't profess to be amazing at behaviour management. I'm learning. Its hard. This is C's area of expertise, or one of them, so I'm lucky but doing it yourself is difficult. It really comes from those relationships you build. Its progressing slowly and thats a step in the right direction.
So, to round up my first month and a half, its been a rollercoaster but all in all, a really positive experience. It's just about to ramp up but I'm feeling ready, for the most part (let's say 80%). For now, I am glad I decided to go for it. I'll update this section in a few weeks and we'll see where I am at then!
Context
I was studying through the Open university while I raised my first son. We had lost a child to a rare genetic disease, which significantly changed who I was. I didn't know what I was going to do with my life. I started teaching beginners piano and singing while raising Theo and we ticked along. Theo is a high flyer and quite academically orientated and it was reading with him and teaching him maths and reading that started me thinking. I'd wanted to be a teacher when I left school, secondary languages or music I'd thought, but somewhere along the line, I'd changed my mind. I tried children's nursing but the sights I saw and dealing with Ellie and her short life, it really wasn't for me. Too much pain. By 2015, I had quite a few students and then got pregnant with son no. 2, Euan. I had PTSD (pregnancy related) during the pregnancy and quite severe health anxiety but after his birth, it all settled. I knew there would be no more children and started to look forward.
Euan had horrible silent reflux and it was a nightmare when trying to teach so I stopped teaching private music lessons but did a lot of volunteer work in Theo's school, which I loved. I started with choirs and drama groups, moved on to volunteer TA work and a governor role and then, alongside my distance learning degree, took up a distance learning TA qualification (I like a challenge). I crammed a year's worth of work into four months and passed, by which time, I had already secured a TA job for the September in year 6. I struggled with guilt, having stayed with Theo for the majority of his birth-5 period, as Euan was only 18 months, but much more clingy and harder work than Theo. As it happened, the time with his childminder did him the world of good and for my part, my heath anxiety massively went into remission after a battle of several years, including some very difficult periods.
That year taught me so much about schools. It was a year full of highs and lows and it was only a month and a half into the job when I received three PGCE offers: one SCITT, one School Direct and one part-time uni based course. I accepted the School Direct, as it suited me best. The interview processes were incredibly different but the SD one sat well with me and for our partnership, it meant being tied to one school for the year, other than a seven week stint in a contrasting school and key stage. It was a long wait from acceptance to starting and I wasn't the best fit for the school I was in. However, despite all the hard times, I have many good memories from my time there and some friends I carried forward. I feel it has made a huge difference to the start of my teacher training and resilience in a positive way. It took me a long time to build up my confidence and so, moving school and starting again has been very difficult but much easier to cope with this time than it was first starting out in a school.
Fast forward and here we are, a month and a half in! And here begins the SD part of my life.
Selecting the right course
If you are considering teaching, you may or may not know there are so many different routes and more on the way. My uni are talking of an apprenticeship next year, which sounds promising. However, here are some of the routes I looked at:
University based: this is the most traditional and the first month or so is spent learning about pedagogy and curriculum/learning styles, etc. Having worked in a school for a year, I didn't feel this was the route for me but lots of people like block sessions in uni. Also, you don't know where your placements will be and they may include a lengthy travel. Still, many people have had great experiences with this route.
Teach First: this one is pretty extreme. I know two people who successfully got through this course, but both came from a teaching background. It focusses on getting high flyers with good degrees and putting them in schools in deprived areas with only a 5 week summer school course as pre-training. They then get given their own class. I think it has quite a high drop out rate, higher than other routes and I kind of see why. I would have felt like I was failing my students by not knowing what I was doing. Again, you can set a preference for a certain area but they reserve the right to send you to any area of the country.
SCITT (school centred initial teacher training): I was accepted to one of these. SCITTs vary but are quite popular. The one I applied to, they are accredited by a local university and students have to attend a few days at uni. The rest of the training is provided by the SCITT provider and the one I was offered had three placements. It had several partner schools so you know the general area but not where you are going until nearer the time. This particular SCITT has an outstanding reputation and a very good OFSTED report but it just wasn't the fit for me.
School Direct: this can be salaried or unsalaried. Mine is unsalaried and I am funded by Student Finance/SLC. The partnership I accepted just felt right....I always believe you just know when things fit for you. I knew from June where my host school would be and found out with a month's notice my contrasting placement. There are eight schools in the partnership and the furthest is half an hour away so I knew commuting wouldn't be hard but they have been really considerate geographically anyway. My host school is 10 minutes away and my first assessed placement is 20 minutes away. This course can vary, no SD programme is the same, it is very much dependant on what each partnership wants and needs and based on local demographics, local specialist training etc.
The people
The lead school mentor is such an important part of SD. I can't speak highly enough of A, our LSM, he just really has his finger on the pulse and keeps us rounded up and on track. School mentors are also key players (see below in school based training). Then your cohort: there are 7 of us together this year but we get most of our school based CPD with another local partnership so it is increasingly feeling like 14. Whatsapp has truly been our friend, and that support system is such a necessary part of day to day life. You just pull each other through the hard times and celebrate the good times together. The staff in my school really lift me as well. There are two SD graduates in my school who went through my partnership and they have been so helpful and also, one of our NQTs, G, has been great and its definitely a friendship I'd like to cultivate further when I return. I already feel like I've made some friends for life and that is one of the highlights of this course.
School based training
My PGCE began with two and a half weeks SBT before we had to attend university. My named mentor, C, has a wealth of experience in training student teachers and when I met her in June, I knew I had made the right choice. She is very warm and nurturing, the perfect balance of supportive and letting you take your time whilst at the same time, giving the push you need when you need it. I'm not based in class with C but in the other year 6 class with E. At first, I wasn't keen on being with someone other than my named mentor, I'm cautious of a lot of things since Ellie and the anxiety days, and this was one of those situations. Now, I'm glad. That's an understatement actually. E is everything I ever could have hoped for in a mentor, she is very real and down to earth and the confidence she has given me, I can't even really say. The school as a whole is so welcoming (it has a great reputation) and I've never been made to feel like 'the student'. Its just not like that. No school is perfect but as far as training schools go, this school is what I need right now.
That said, despite all the right ingredients, the beginning of my SBT hasn't been smooth. The class I am in are challenging in the best possible sense. They are energetic and endearing and I am going to miss them in the seven weeks I am gone. But, as with anything, things sometimes go wrong. For one week, I was predominantly with a supply teacher: the upside is that I was pushed to teach more and it has done me the world of good. Yes, I have cried (twice in fact but once was following some bad news) but I am learning not to be so hard on myself. Even truly established teachers have rough days, their lessons go wrong and they feel like crap. So let yourself feel it, think about what you would do differently and move on. When similar situations have happened subsequently, I have then found myself better equipped to deal with it. Things will go wrong, you will cry in the toilets and that is OK but use it to your advantage. Background circumstances make things hard too. For me, this has been the administrative side of the university. I have not been alone in this but not getting your money on time, having to enroll three times, having your university email address deleted because you apparently haven't enrolled when you have, it gets frustrating and can impact on your day. It's nobody's fault, technology is usually the problem but you can feel like you are going round in circles. Ask for help. It all got sorted for me when I got the programme leader from the uni involved.
I've been hugely out of my comfort zone but I have grown a lot in a short space of time. It took me about three weeks to realise this isn't all on my shoulders and I have to trust C and E A LOT! And so, now I do and it has worked out. The biggest thing I was frightened of was the planning and I still think 'I'll never be able to plan amazing lessons and long term plans' but actually, its not so bad! You don't need to plan from scratch until AP2 (assessed placement 2) but when I spoke to the lead school mentor, my maths lessons lean more towards that and I didn't even realise. It has served me well but I don't think I could do it for many other lessons at this point. Baby steps.
I was lucky enough to go on a residential trip in week 4, which was a big challenge and I loved it. I really missed my boys but seeing the children push themselves and spurring them on was fab. I even surprised myself at what I was willing to try in order to encourage the kids on! If you get this chance, take it!
Overall, the highs massively outweigh the lows. For me, getting the harder to reach children to connect with me has been quite moving at times. I've been told by one student's mum that she talks to her mum about me. That's a great feeling. I also used a maths approach that I picked up at a maths training course and it was really successful, the kids were so engaged and one child told E he really loved the lessons I had used it it. Moments like that carry you through.
Above all, prepare to be tired! All the stories I read about never having time to read to your own kids or do anything fun though, that hasn't been my experience. I mark my books through lunch or before I leave and help E with hers where possible. Granted, I'm not at that 80% timetable yet but you have to make it happen and you need to be organised. It doesn't always happen but I feel like not much has changed....you just make it work. The most important thing to remember is to communicate. If you are struggling, ask for help. It's not a failure.
I'm preparing for AP1, which will see me move from year 6 to year 2, massively out of my comfort zone. I'm looking forward to it though. Its just another mountain I want to climb and a new experience. Again, its exactly the kind of school you would want to be in (the whole partnership is great by all accounts) and our lead school mentor is brilliant at preparing us and keeping us on track. We laugh about a graph he showed us in June (we call it the graph of disillusionment) that shows the general trend of a student teacher's resilience across the year. We are approaching the disillusionment dip but so far, we are pulling each other through and there are no casualties yet! The thought of being assessed properly is daunting, I can't deny. Watch this space on that front.
University based training
I thought this bit would be the bane of my life. Turns out, it is really interesting and makes you question a lot. I surprise myself with the questions I ask and contributions I make and I take a lot from it. Also, you come to treasure the time with your cohort and peers, and the coffee shop on site! Sometimes you think 'why am I doing this?' when it comes to questions and the realities surrounding assessment and the curriculum and the politics of education can be depressing. However, from what I have seen, there are ways to teach children to love learning and inject creativity into the national curriculum. Maybe I'm too idealistic but my host school seem to do a good job.
The assignment part is scary. I'm used to academic writing and getting really high marks. Time will tell with this. I will write more about this next time as this process is just starting for me really.
CPD
The school provide a lot of training too and I usually find these heavy and full of info but extremely useful and enjoyable. Again, it is time to be with your peers!
Class/workload/Maintaining any sort of life
Yes the workload is big and increasing daily. Is it hard? Yes. Is it manageable? Also yes. Use your time well. My school is family friendly and C repeatedly reminds me about protecting family time, as do friends who were teachers. Last night, my husband had booked for us to go for a meal and I didn't really want to go because I was so tired but sometimes, it is better to just do it. I really enjoyed it and it was what I needed. Same goes for friends. Sometimes, you need to just binge on that boxset. You can't always do what you want and I have had to suspend my own music lessons for this year and decided to just play for fun. I just can't commit that time to the practise.
When it comes to the kids in your class, learn their names quickly. C was strict about this and she is so right. It makes a hell of a difference in how you interact. Names are so powerful. I had mine down within the hour! Try not to be overly friendly, you need them to know you are in charge but my class like to hear about my boys and my interests and its great to share that. I won't profess to be amazing at behaviour management. I'm learning. Its hard. This is C's area of expertise, or one of them, so I'm lucky but doing it yourself is difficult. It really comes from those relationships you build. Its progressing slowly and thats a step in the right direction.
So, to round up my first month and a half, its been a rollercoaster but all in all, a really positive experience. It's just about to ramp up but I'm feeling ready, for the most part (let's say 80%). For now, I am glad I decided to go for it. I'll update this section in a few weeks and we'll see where I am at then!
Monday, 17 September 2018
The Everything Machine
Publisher: Scholastic
Publication Date: Feb 2nd 2017
ISBN-13: 978-1407138558
Age: 8+
Imagine receiving a 3D printer that can print anything you want....this is what happens to 11 year old Olly when he orders a rabbit hutch on an auction site and 'Russell' is delivered instead, marked PROPERTY OF M.O.D and BRITISH SPACE AGENCY. And so, Olly, like any child who receives a big scary product that he shouldn't use, uses the top secret printer to do extremely important eleven year old type things. You know, like creating endless sweets and an indoor swimming pool! Encouraged by his younger brother, Stevie, and his older sister, Bird, an aspiring scientist, Olly takes us on a whirlwind adventure, particularly with the invention of Dad-bot, a robot that looks just like their father, who left them two months ago. However, with drones and robots on the loose, trouble soon follows and Olly and his siblings find themselves realising that the freedom to make whatever you want isn't all it is cracked up to be
One of the things I struggled to connect with was the game that is adored by almost all of the characters, MAZZO, because I am not a big online gamer. However, we are living in the age of Minecraft, Fortnite and Roblox, so for children reading this, it is a fantastic plot device. We see the children use the game to cope with the separation of their parents, particularly Stevie, who is addicted and while the humour of the novel is non-stop, from mum's big pant business to the creation of Dad-bot (warning: willies are mentioned but in a age appropriate and hilarious manner), it is often laced with sadness from the children and their mum about dad leaving the family home.
Kennan seamlessly connects reality with a far-fetched story line and the relationship between the three main characters is so relatable, from Bird's bossy nature to the scuffles between Olly and Stevie.
My favourite character was definitely Bird. In an age when we are trying to get young girls geared up to love science and engineering, Bird is exactly the type of character to do so, with her wacky inventions and experiments. She is seriously smart and a force to be reckoned with!
The Everything Machine is a story that will keep kids laughing and dreaming about what they would make with their own 3D printer, whilst highlighting the importance of family and looking out for one another. Kennan's novel is so relevant to today's kids and she hits the mark about the growing dependance on technology and online gaming without being overbearing or lecturing. A perfect addition to any KS2 bookshelf!
Friday, 24 August 2018
The House with Chicken Legs by Sophie Anderson
Publisher: Usborne Publishing Ltd
Publication Date: May 3rd 2018
ISBN-13: 978-1474940665
Age: 8+
Welcome to my first review on my new blog and I have a fantastic book lined up for you!
This book caught my eye when I took my son to the library Lego club and went off for a peruse. Never judge a book by its cover but in this case, it really drew me in as Melissa Castrillon’s design just screamed ‘PICK ME UP, I’M MAGICAL’ and it wasn’t wrong!
The story tells of Baby Yaga, a character from traditional Slavic folklore, who guides the dead through their return to the stars. Baba has a granddaughter, Marinka, who is on course to become the next Yaga but who wants so much more than the lonely Yaga life can offer her. She wants to walk amongst the living and change her destiny, fighting against what is expected of her.
What I love about Marinka is that she is so flawed but essentially, knows this and wants to be better. She is rebellious, knowing how to hide from the house and Baba and defy them and often makes selfish choices to fulfil what she is trying to achieve. However, Anderson takes us into Marinka’s thoughts and shows us it isn’t easy for Marinka and she struggles with the conflict of what she wants and what she needs. She is a good person, intelligent and caring and one of my favourite protagonists to date.
If you research Baba Yaga, it is really difficult to find a definitive answer to who she is and what she represents, which adds to the mystery. Anderson paints her as a stern but incredibly caring and joyous woman and while creative with her portrayal, I recognised so many traits from the traditional ideas, particularly the grotesque appearance and the fact that Baba attempts to live a life away from civilisation in a house with chicken legs. The house is a character in it’s own right and, without spoiling too much, a lot of fun and full of magic.
(Image not from book)
The narrative bursts with traditional references and food stuffs that will leave you desperate to know what Kvass and Borsch taste like and the beautiful illustrations by Elisa Paganelli throughout the book just capture the essence of Marinka's lonliness and the wonderful adventures of being a Yaga. The tale twists and turns and you never know where you are going to end up next, whilst the imagery is breath-taking and conjures up some truly beautiful scenes in your mind, a stark contrast to the barren, desolate descriptions of the locations in which the house settles.
The House with Chicken Legs is such a unique tale and I don't think I could find any fault with it, other than it ended (Come on Sophie, sort it out! 😉). It draws no comparisons in my mind, but I did often find myself thinking of the Disney movie Coco, probably for no other reason than the subject of death and such fantastic traditions surrounding it. The idea of a life celebration and returning to the stars is so serene and heart warming, I really hope it is true.
Overall, I cannot wait to share this book with the children I meet while on my training and hopefully in my future career! I will definitely be buying my own copy and hope to see it so well used, I need to buy more! I can't wait to see what Sophie Anderson has in store for us next.
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