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Source: (consider it)
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Thread: tales from the staffroom
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Taliesin
Shipmate
# 14017
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Posted
There was a teacher's support thread but I think it went to oblivion. ?
I've started a new job, 2 days in the local comp, alongside my old job, 2 days in an EBD special school.
Oh dear God, frankly.
And my 13 year old diabetic is off school sick.
![[Help]](graemlins/help.gif)
Posts: 2138 | From: South, UK | Registered: Aug 2008
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QLib
Bad Example
# 43
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Posted
Dear God, indeed. Can't think of anything sensible to say. Hang on in there...
... as long as you feel that hanging on in there is what you want/need to do. There are times when I've found it helpful to list all the other ways there are of making a living.
![[Votive]](graemlins/votive.gif)
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Tradition is the handing down of the flame, not the worship of the ashes Gustav Mahler.
Posts: 8913 | From: Page 28 | Registered: May 2001
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Curiosity killed ...
Ship's Mug
# 11770
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Posted
What support and training do you have for working with EBD?
Have you had training in handling and management techniques? What is the school behaviour policy and how well is it in place?
I find that I need every ounce of patience and that I have to get enough sleep and eat properly. (Currently working with ASC students who have fallen out of all provision - and that ranges from physical out of control behaviour to school phobic, but did 5 years before that with mainly behaviour students.)
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Mugs - Keep the Ship afloat
Posts: 13794 | From: outiside the outer ring road | Registered: Aug 2006
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Chorister
Completely Frocked
# 473
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Posted
You are very much entitled to ask for training, by the school and also by the Local Authority - you cannot be expected to perform as an expert in this specialised area with no prior experience. Go to a senior member of staff and ask them what they are going to provide.
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Retired, sitting back and watching others for a change.
Posts: 34626 | From: Cream Tealand | Registered: Jun 2001
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Taliesin
Shipmate
# 14017
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Posted
Bless you all for responding - thanks.
Thankfully, the EBD school is my regular job - I've been the music teacher here for 6 years. When I came as an NQT it was hell on earth...
Came home the first day so exhausted I couldn't get out the car.
No, the new job is the local comp, an all boys school that is, from what I understand, quite nice. But it's still new and exhausting and different, 3 times more people to manage, inappropriate classroom, and inaccessible resources.
And sorry, I meant it to be a general 'gather ye all, teachers, and unburden yourselves' rather than support for me, oh woe.
I love teaching.
And, it's a bit scary and exhausting just now.
And, I'm a music therapist on the 5th day. My boy is much better today tho, hurrah!... but my husband went down with it. boo.
Posts: 2138 | From: South, UK | Registered: Aug 2008
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Curiosity killed ...
Ship's Mug
# 11770
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Posted
If I start moaning, I won't stop!
But ... I'm part of a small team working in the community. In this particular team we all work with all the students and follow on from each other. We are, at my nagging, trying to put in place planning and schemes of work so that there's some consistency in teaching. Yeah, right! Currently I plan the scheme of works for all the students because no-one else seems to have a clue. The team leader comes up with ideas and asks me to find things to fit his idea, but I don't think he's found any packages on his own yet. I can usually find something on the TES site or am reusing things I've put together in the past for some of the students, but one student is so low ability there is nothing out there to use so the whole damn lot needs writing. (Early Years and Foundation goes through concepts too quickly to do the overlearning for a teenager on P levels.)
Currently I plan my sessions in advance and as we're imminently due OFSTED I e-mail them for filing (we're in the community - so travelling around all week), mostly because I want to give the students what they need and know I need to plan to have the right stuff with me, to follow on from where we've got to, reinforce things and generally teach. The other two tutors copy my plans and change the date, without really understanding what I've planned, and don't actually follow on - or tell me what they've done so I can follow on ...
Is it really mean to be hoping OFSTED comes soon and spots the copying and pasting and points it out the powers that be?
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Mugs - Keep the Ship afloat
Posts: 13794 | From: outiside the outer ring road | Registered: Aug 2006
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Taliesin
Shipmate
# 14017
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Posted
I don't know... frankly I wouldn't trust ofsted to interpret the instructions on a box of washing powder correctly.
They are never a positive or empowering experience, even when awarding top grades.
It. Sounds grim on all kinds of levels, and all you can really do, is do what you do well.
God knows! ![[Angel]](graemlins/angel.gif)
Posts: 2138 | From: South, UK | Registered: Aug 2008
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Caissa
Shipmate
# 16710
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Posted
I have been working in university student services for 20 years after finishing my B.Ed. This year I am also teaching a first year experience course to 14 new students. Other than teaching at a time when I normally eat lunch, I am having a blast.
Posts: 972 | From: Saint John, N.B. | Registered: Oct 2011
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Arethosemyfeet
Shipmate
# 17047
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Posted
I don't envy you at all Taliesin! I do, however, respect and admire the fact that you're doing a vital job that I couldn't hack. I taught in a mainstream comp for 3 years and... it did not go well. I now work in what may well be the smallest secondary school in the UK and, all in all, it is marvellous. Still doesn't stop me moaning, of course, but I'm well aware of how lucky I am.
Posts: 2933 | From: Hebrides | Registered: Apr 2012
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Sandemaniac
Shipmate
# 12829
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Posted
Having spent six years at an EBD school (only, back then, we were maladjusted - good word, as though you just needed a bit of tweaking to put you right), I just want to say "Thank you!" for putting in the hours, Taliesin.
I'd like to claim I turned out fairly normal in the end, but...
AG
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"It becomes soon pleasantly apparent that change-ringing is by no means merely an excuse for beer" Charles Dickens gets it wrong, 1869
Posts: 3574 | From: The wardrobe of my soul | Registered: Jul 2007
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MarsmanTJ
Shipmate
# 8689
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Posted
Can anyone explain to me the logic of a school where the majority of computers are laptops, when building a new premises NOT putting wifi in? I've run network cables all over the place, and just got permission to install an old (retired from home) wireless-b router into the IT suite so that I don't have to have ethernet cables being a fun trip hazard all over the room I'm teaching in.
Posts: 238 | Registered: Oct 2004
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Welease Woderwick
Sister Incubus Nightmare
# 10424
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Posted
Cables probably come out of the Revenue budget but installing wi-fi would have come out of the Capital budget - yes, I know it is mad but it is often how bureaucrats think.
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I give thanks for unknown blessings already on their way.
Fancy a break in South India?
Accessible Homestay Guesthouse in Central Kerala, contact me for details
What part of Matt. 7:1 don't you understand?
Posts: 48139 | From: 1st on the right, straight on 'til morning | Registered: Sep 2005
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Taliesin
Shipmate
# 14017
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Posted
Hi Sandemanic,
Nice to know it works out, sometimes.
Interestingly, when I got the job, the ex-boyfriend of a friend told me he was an ex pupil. It was great, he said. They let me sit in trees, and changed my life.
Sadly, it's all a bit more OFSTED oriented, these days...
Posts: 2138 | From: South, UK | Registered: Aug 2008
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Mad Cat
Shipmate
# 9104
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Posted
I am a second career teacher and am in my second year fully qualified. I had a reet panic yesterday when The Boss (a rather spiky and unapproachable lady) came in to ask if everything was okay.
She'd heard that I'd emailed the Business Manager about the amount of cover I've had so far this year (4 hours in 3 1/2 weeks - the most he can take me for). Also, she's heard me in the corridor with various recalcitrant S3s. "Talk me through your S3s" says she.
I panicked as in the past I was bullied at work. Luckily I'm in a department that is supportive and wise. I had a chat with two of my colleagues who assured me that The Boss is being genuinely supportive and I have nothing to worry about.
On reflection, I can see that they're right. The Boss has offered to drop into the classroom to give S3 The Fear, and if that doesn't help, the numpties can be isolated with her along the corridor.
It's allowed me to reflect that I've put too much pressure on myself and have got myself rather stressed. I've been waking at 5am and have lost my appetite somewhat. Because the last three years have been such a roller coaster, this have been rather a pattern, but I need to start managing it better.
I want to be a better marker this year, but I can only be as good as time and experience allows. S3 have had me on the back foot, and I've been letting anger get the better of me. I'm not an angry person, so this has been an additional stress.
My S3s are, individually, characterful funny kids who I like and find very interesting (mostly). Collectively, they are a typical second bottom set, just smart enough to know how to pull a fast one, not smart enough to realise that the remedy to boredom is work and the remedy to struggling with reading is to read.
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Weird and sweary.
Posts: 1844 | From: Edinburgh | Registered: Feb 2005
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Doc Tor
Deepest Red
# 9748
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Posted
Shouldn't you be getting regular PPE as part of your regular week? The teachers in my shack get a morning or afternoon per week.
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Forward the New Republic
Posts: 9131 | From: Ultima Thule | Registered: Jul 2005
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Taliesin
Shipmate
# 14017
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Posted
mad cat, it sounds like you're doing really well. I'm glad your boss is helping.
I'm getting stuck with what I can actually do with the kids in my classes when they're such an amorphous mass... the naughty ones I'm learning the names of right fast, but the good ones are just vague student shapes.
I've only been there 4 days, so maybe I shouldn't expect to have learnt 120 names and personalities?
And the kids report back that common critique.... she's all right, but she can't control the class'
[ 14. September 2013, 05:19: Message edited by: Taliesin ]
Posts: 2138 | From: South, UK | Registered: Aug 2008
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Arethosemyfeet
Shipmate
# 17047
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Posted
TES - Times Education Supplement
EBD - Emotional and Behavioural Disorder
OFSTED - Office for Standards in Education (the English school inspectors)
PPE - I think this was meant to be PPA, planning, preparation and assessment time; known as McCrone time in Scotland.
@Taliesin: does your school have photos of students? In previous posts I've either printed direct from SIMS or gone to the office and asked for a print out of each of my classes. Having names with faces can help a lot with learning them.
Posts: 2933 | From: Hebrides | Registered: Apr 2012
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Curiosity killed ...
Ship's Mug
# 11770
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Posted
When I was teaching in mainstream I put them in seating plans (for my own sanity) and drew it, so when I called the register I added the names to the plan (we're talking lines, dots and names) and referred to that as a fast way of calling them by the right names. Meant the register was a bit slow to call to start with, but I put something introductory on the board for the class to be getting on with while I did it - hooks from the previous lesson, a quick quiz to get them interested. With interactive white boards that is quick to get up and running.
If you have names you can put them on the board or note them down for a word at the end or whatever the system is. So long as you follow through and they know they can't get away with anything you will eventually get that message across, no matter how laid back your style.
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Mugs - Keep the Ship afloat
Posts: 13794 | From: outiside the outer ring road | Registered: Aug 2006
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Mad Cat
Shipmate
# 9104
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Posted
Yep, thanks to McCrone my maximum contact time is 22 hours per week (including department meeting).
So my timetable is 20 hours contact and 1 hour DM, so the BM can take me for 1 hour cover per week.
I have colleagues who are on 18 hours a week who are not being taken, so I feel justified in compaining. Last year I got cover every other week-ish, which is deal-able-with. The fact that it's a new term and I've been totally slammed with cover is a bummer. The Boss had the cheek to say: "Well, you go off and do Duke of Edinburgh, and people cover for you....." Yes, sorry about trying to participate in the wider life of the school, and do those people have to cover for me EVERY WEEK??!!
Huh. ![[Disappointed]](graemlins/disappointed.gif)
I had lunch today with my teaching buddies from probation year, and it was a real tonic. The message was, give yourself a break, and let people help you. Yus.
Edit: splelling.
[ 14. September 2013, 16:34: Message edited by: Mad Cat ]
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Weird and sweary.
Posts: 1844 | From: Edinburgh | Registered: Feb 2005
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Taliesin
Shipmate
# 14017
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Posted
is that full time, Mad cat? (and to Patdys, sorry about the acronyms, sometimes we drown in them. At my EBD school, the adults who helps in the room sometimes is a TA - teaching assistant - at my new school they are LSA - learning support assistant. Broadly same job.)
so that leaves you with 3 hours PPA? all week? Are you primary or secondary?
it's either a massive compliment (you are a favourite with the children and seen as 'able to cope') or bullying. Or perhaps laziness on the part of the BM? no way should you be pulled for cover without rotation.
[ 15. September 2013, 08:49: Message edited by: Taliesin ]
Posts: 2138 | From: South, UK | Registered: Aug 2008
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Arethosemyfeet
Shipmate
# 17047
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Posted
In Scotland we get at least 1/3 of our contact time as preparation time - it's 22.5 max contact time plus 7.5 preparation time plus another 5 hours as directed by the head to bring us to the magic total of 35 hours a week.
Posts: 2933 | From: Hebrides | Registered: Apr 2012
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North East Quine
Curious beastie
# 13049
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Posted
Interested non-teacher here - what do you think of Curriculum for Excellence, Mad Cat and Arethosemyfeet? Does that create a lot of extra preparation?
As someone with an interest in the history curriculum it looks excellent to me, but wonder how it feels at the chalkface?
[ 15. September 2013, 13:39: Message edited by: North East Quine ]
Posts: 6414 | From: North East Scotland | Registered: Oct 2007
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Arethosemyfeet
Shipmate
# 17047
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Posted
Putting it bluntly, I teach my subject in much the same way as I ever have. Maths doesn't benefit from being assessed through interpretive dance so I choose to use more effective methods. Like tests. The SQA seem to agree with me on that score as the new maths qualifications continue to be assessed by written examination, the only subject at National 4 level where that is the case.
The real problem with CfE at the lower levels is not the style of delivery anyway, it's the fact that the standard expected is poorly defined. As in, beyond a few sample question there is no way of knowing what precise skills and knowledge are expected or how well they have to be mastered. For instance, one of the maths outcomes for level 2 says something like "can identify 2 dimensional shapes". This could mean anything from knowing what a square and a triangle are, right threw to knowing the names of the first 20 polygons and all the special types of quadrilaterals and triangles along with their properties.
Posts: 2933 | From: Hebrides | Registered: Apr 2012
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North East Quine
Curious beastie
# 13049
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Posted
Do you think those are teething problems, Arethosemyfeet? My younger one has just started sixth year, so we're too late for it. I'm glad about that because, although what I've seen looks impressive, I wouldn't have wanted either of mine to be the guinea pig year. ![[Hot and Hormonal]](icon_redface.gif)
Posts: 6414 | From: North East Scotland | Registered: Oct 2007
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Arethosemyfeet
Shipmate
# 17047
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Posted
Sort of. I think what we will end up doing is working backwards from the standards of the Nationals. If someone is in S1 and we would expect, from their work, that they would eventually do National 5, then we would say that they were consolidating 3rd level, and by the end of S3 we would be saying they're secure at 4th level.
Posts: 2933 | From: Hebrides | Registered: Apr 2012
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Mad Cat
Shipmate
# 9104
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Posted
In English the lack of definition is terrifying. We attempted some moderation on S4 reflective writing using N5 criteria and there were nearly tears.
I remember from PGDE year, the motif in our curriculum studies seminars was "Yes, but how do we assess this?" It was always the same guy who stuck his head above the parapet to ask. The tutors didn't know, but couldn't bear to 'fess up.
The other motif was "Build a shed. Do some sums."
To be really CfE, your should probably then write a poem about how you feel about the shed. Or the sums.
Oh shed,
You are perpendicular
(Sort of).
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Weird and sweary.
Posts: 1844 | From: Edinburgh | Registered: Feb 2005
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Taliesin
Shipmate
# 14017
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Posted
In my new job, I have already spent hours doing a set test with the new kids, to allegedly assess their level. And further hours filing it.
I'm sorry, I sez to my dept head, but I don't think there is any meaningful information here. She was a bit offish about it and I wondered if I was missing something.
Thank you for reassuring me that I'm not!
Posts: 2138 | From: South, UK | Registered: Aug 2008
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Curiosity killed ...
Ship's Mug
# 11770
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Posted
Depends what the test is. The KS2 SATs are worse than useless for assessing students and predicting their ability for end of year 11. They're great at assessing how good the primary school is at getting students through tests and the results have more relationship to the feeder primary school than the ability of the student. And secondary schools are assessed against their ability to add value to students. So most secondary schools get all new year 7 students to sit something like CAT tests (Cognitive Ability tests) to get a baseline measurement
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Mugs - Keep the Ship afloat
Posts: 13794 | From: outiside the outer ring road | Registered: Aug 2006
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Mad Cat
Shipmate
# 9104
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Posted
quote:
Originally posted by Taliesin:
is that full time, Mad cat? (and to Patdys, sorry about the acronyms, sometimes we drown in them. At my EBD school, the adults who helps in the room sometimes is a TA - teaching assistant - at my new school they are LSA - learning support assistant. Broadly same job.)
so that leaves you with 3 hours PPA? all week? Are you primary or secondary?
it's either a massive compliment (you are a favourite with the children and seen as 'able to cope') or bullying. Or perhaps laziness on the part of the BM? no way should you be pulled for cover without rotation.
For me it works out at 1 hour most days and two on a thursday, although S1 - S3 rotate between us and Maths for an extra hour a week.
The BM is a good guy, and I have a horrible feeling I keep getting taken (same period, same day) because he hasn't got anyone else to ask.
I have colleagues on the same hours as me who have done no cover yet this term, and I suspect it's because they have complained in the past. I'm usually someone who just gets on with things, and I don't like complaining. Seems to be though, if you don't complain you get lumbered.
I'm still pissed off that The Boss suggested tthat a: I'd had a pop at the BM when I totally hadn't and b: she trotted out the whole 'no-one likes a yufty' as if I didn't want to do my share which is a feckin cheek.
I'll do my share, but it's feeling like more than my share.
[ 16. September 2013, 00:32: Message edited by: Mad Cat ]
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Weird and sweary.
Posts: 1844 | From: Edinburgh | Registered: Feb 2005
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Taliesin
Shipmate
# 14017
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Posted
My friend and I, teachers in different schools, spent yesterday in tears. I'm leaving my job, because if I don't, I'm going to muck up my primary job. She feels she can't leave hers. But basically, she's working full time for part time pay. Far too much responsibility, and far too much 'can you just' going on.
What is going on in our schools? I'm actually glad I've had this experience, I'll never be critical about what teachers do (from a parent's perspective) again. In the classroom, so little seems to happen, but 70% is under the surface, the structure, the sanctions, just to keep control of the room.
That might not make sense. Sorry, writing on a kindle...
Posts: 2138 | From: South, UK | Registered: Aug 2008
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Boogie
Boogie on down!
# 13538
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Posted
quote:
Originally posted by Taliesin:
My friend and I, teachers in different schools, spent yesterday in tears. I'm leaving my job, because if I don't, I'm going to muck up my primary job. She feels she can't leave hers. But basically, she's working full time for part time pay. Far too much responsibility, and far too much 'can you just' going on.
So sorry to hear this. for both of you.
I feel unsettled about January.
I work two days just now and it suits me very well. Our school was put into Special Measures 4 years ago and my boss brought me in to teach two days and train the staff on behaviour management. Our recent OFSTED cane out Good with Outstanding features.
My boss likes a challenge so, now that all is well here, is moving on to a huge school which has just been put into Special Measures. She said to me "Of course, I'll be taking you with me".
But I don't want to go! I love the present arrangement! I want things to stay just as they are! But I also know our school will go downhill rapidly without her, she is the best head I have ever known in 35 years of teaching. Our kids are very inner city, deprived, needy kids.
Oh dear, I no longer like this kind of challenge - I am easing off towards retirement!
Anyway, we'll see what she asks me to do at the new place, I can always say 'no' and hope for the best at ours ![[Frown]](frown.gif)
Posts: 13030 | From: Boogie Wonderland | Registered: Mar 2008
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Taliesin
Shipmate
# 14017
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Posted
Just to clarify, I am leaving the new job in local comp, because it can't be done in the two days, two evenings allocated.
Everything in mainstream is different. Pick a thing, and it will be different.
My EBD school feels like a bastion of peace and security, in comparison. I've realised that, at B, we're basically a bunch of therapists who teach kids useful skills, and help them integrate. It doesn't transplant to mainstream class sizes.
X posted. Sorry boogie.
[ 05. October 2013, 07:35: Message edited by: Taliesin ]
Posts: 2138 | From: South, UK | Registered: Aug 2008
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Emma Louise
Storm in a teapot
# 3571
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Posted
I'm going to need to return to teaching probably by next September. I've been putting it off each year since having my two children, but financial pressures mean I need to look for part time work.
I'm quite anxious about returning to all the pressures of teaching. I've also only taught 6th form and Grammar School, so I don't have the full bag of tools to deal with a more usual set of children.
I'm considering only teaching psychology part time if a place comes up as it would at least only be 6th form to deal with. I love RS but you end up with so many classes.
I'm also well aware once I return to teaching I won't be able to see my daughter's assemblies, school play or pick her up from school. I need to get my head around childcare too.
Posts: 12719 | From: Enid Blyton territory. | Registered: Nov 2002
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Curiosity killed ...
Ship's Mug
# 11770
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Posted
Emma - teaching is very different. Lots of student based learning, accelerated learning cycles and other ideas imported from industry alongside the huge amounts of following through incidents to have any hope of any discipline to control the class and manage the data, prove that you're planning to meet the needs of the students ....
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Mugs - Keep the Ship afloat
Posts: 13794 | From: outiside the outer ring road | Registered: Aug 2006
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Emma Louise
Storm in a teapot
# 3571
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Posted
Yup - 5 years out and so much has changed! (I don't know about most of that). The structure of GCSEs and A levels have changed a lot and presumably by the time I return there will be a lot more students in 6th forms if everyone has to be in education.
Not sure I want to put myself back on the frontline after a rather fragile few years personally... but I do love teaching when its going well and not sure I'm in a place to retrain.
It will be hard work.
Posts: 12719 | From: Enid Blyton territory. | Registered: Nov 2002
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Zacchaeus
Shipmate
# 14454
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Posted
Emma
In our local school we have a HLTA (higher level teaching assistant) who is a trained teacher, but who had young children and doesn’t want the responsibility of the planning and preparation and all of the hours outside of the school day.
It works very well, the HLTA is very flexible and doesn’t mind ‘keeping her hand in’, for when she wants to return to teaching, as long as she can clock off when 3:15 comes. It keeps her up to speed with all the changes etc And the school gets a well qualified flexible person on staff.
Posts: 1905 | From: the back of beyond | Registered: Jan 2009
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Taliesin
Shipmate
# 14017
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Posted
That's a good point. At my school a qualified teacher came back as a TA, and after a couple of years swapped to teaching 3 days a week.
Posts: 2138 | From: South, UK | Registered: Aug 2008
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BroJames
Shipmate
# 9636
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Posted
quote:
Originally posted by leo:
quote:
Originally posted by Emma Louise:
I love RS but you end up with so many classes.
I know how you feel - but we need good RS specialists so why not consider selling your soul and working in a church school where you get decent contact time with each class - like a 'normal' subject?
They can be a bit few and far between. There are only 2 in my county (and only one with a sixth form) (45mins to 90 mins travel each way depending on school, weather and traffic), and the Diocese of Oxford covering 3 counties only appears to have six. So if you have childcare things to sort and need to be close-ish for that reason it may be out of the question.
Posts: 3374 | From: UK | Registered: Jun 2005
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Taliesin
Shipmate
# 14017
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Posted
thought I'd share this with you. Not exactly what I'd have written the song about - I think I'd have focused on targets and sub-levels and the nonsense that is the payscale from now on, but see what you think of this OFSTED song there is one swear so may not be work safe - not classroom safe!
Posts: 2138 | From: South, UK | Registered: Aug 2008
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