You may have guessed by the silence on the blogging front that I have been extremely busy. I have one day left of my 2 week induction at school, and it has been good, but really overwhelming. Information overload. I have done some of the following things since I was last in touch:
- found my way around the building
- observed 21 English classes
- followed an S5 for a day (including double chemistry, physics, and double geography!)
- followed a group of S1's for a day (including standing by the side of a rugby pitch for an hour and managing not to get hit by the ball)
- spent a day in Primary school (with P2/3, P4 and P7)
- sorted out my timetable (I will be teaching two S1 classes, one S2, one S3 and one S5 class - with solo teaching for 5 weeks in 2 of the groups and an additional 3 weeks with another group)
- found out about the school's context, reported on the catchment area and demographics of the school
- had 2 department meetings, 2 mentor meetings, 3 meetings with the regent, meetings with Support for learning and a meeting about restorative justice
- met some lovely teachers and heard a lot of gossip in the staff room!
Its been interesting noticing the divide between teachers who seem to embrace Curriculum for Excellence, and the methods that seem to go along with them, and then the teachers who think its all a 'trendy' waste of time and not very well thought out - far from excellent. in fact its even been suggested that some teachers just use the active learning to curry favour with the senior staff, and that their lessons are all 'showy methods' with less substance than the traditional style
They haven't dissuaded me from my newbie idealism yet, and the most impressive teaching I've seen is the interactive kind. I am convinced that the pupils have deeper learning through this method (usually because at the end of the lesson they can actually articulate what it is they have learned). Dialogue and open questions, not using questions that the teacher knows the answer to always seem to engage pupils more. And those are the kind of methods I'd be most comfortable using.
Its so easy being 'backseat' teacher! I wonder if I'll be able to do what the best teachers manage to? I'll of course keep you updated about my feedback and let you know.
Today was my first day because yesterday was a holiday in my school. It was quite a long drive and I planned to get there with loads of time, but got there 20 mins before - the drive was longer than expected. There are two other students at the school, both from a different college and different subjects. We all met with the school regent, who seems lovely and very approachable. I didn't get a timetable and there are lots of questions still about my time, but its getting there and by Thursday I think I'll have a better idea. I sat in 3 classes (one was a double period, 2 hours long!); had a meeting with my mentor; sat in a departmental meeting over lunch; and joined the other students and Probationers for a session on 'Restorative Practice'. A good day, but I am very tired.
What caught my attention was how much the teaching and talk seemed to be focused on exam results (both on class and the meeting) - its a high achieving school re exam results, quite like a private school in many ways. There was mention of the pressure coming from parents to get good results. And I was a little taken aback at how casually the teachers told me information about the pupils' backgrounds, exam scores etc while they were in the room with the pupils (effectively labelling some of the kids). Also I found the unashamed description by the teachers of some children as 'neds' and 'numpties' more than a bit uncomfortable. There was open dismissal of active learning, groupwork and cross curricular literacy ideas - so a major difference already with my college's approach to learning. Not altogether positive, but I don't want that to put me off.
Hope tomorrow is a bit more inspiring....
Now I've got to grips with blog-basics (a big learning curve but seems fairly straightforward) I can share my thoughts and experiences as I delve into new territory - Teacher-land!! Three weeks ago ended a 10 year stint with the NHS, left the world of sexual health, and embarked upon a new career in teaching Secondary English.
I've now done three weeks on the PGDE course in Glasgow. It has been amazing. The lectures have been really interesting and thought-provoking. I have seen some excellent teaching from my lecturers and tutors - really interactive with loads of good tips for us to use in class. I also think that they have a very sound value base: they are very committed to using collaborative teaching, both with the students and with other teachers; lots of whole school focus and lots of consideration for inclusivity. Our tutors highlighted how much things had changed since they trained - they showed us the belts they used right up until the 1980's, and talked about how we can wound children even more by horrible things that are said in sarcasm, really highlighting the power we have and urging us to use it well. We had another brilliant lecture yesterday about enterprising learning. Motivating words from someone who LOVES teaching. We've yet to have a lecture from here that isn't funny, entertaining, interesting and passionate about teaching.
The programme of lectures looks great with topics such as bilingual learners, challenging behaviour, voice protection, looked after children, differentiation etc. Lots of reading so far about different theories of learning, lots of Curriculum for Excellence already, and discussion about talking for learning. Good stuff. About half of my classes are with all subjects and Primary students too , so I am getting a good feel for education more broadly. Two of the three tutorial groups will be will students from other disciplines and sectors.
My first placement begins on Monday. I've been given a largish school in a small town with a rural catchment area in the commuter belt for the nearest city. Quite wealthy area, no pockets of deprivation, got a great HMiE report. English department looks pretty cool and has a good website, is obviously using IT and active learning. I think it will be a good place to start.
The workload is completely bonkers!!! I have spent HOURS writing to-do lists, creating online diaries with task lists, planning my work, and re-planning, keeping ahead of the reading for lectures, tutorial tasks, marked assignments, self-study tasks etc. That is on top of getting used to the travel, new faces and buildings. This is going to be a huge amount of work - just like everyone said.
So, now I've spent a WHOLE MORNING working out how to blog, I'd better go and chain myself to some textbooks while the house is quiet.
