Supporting your new NQT colleague to THRIVE amidst a global pandemic

Around this time last year I wrote about how beginning teachers could make the most of their final weeks as PGCE students in the classroom.  This year, they do not have classrooms, they only have the virtual PGCE programme to prepare them for NQT in the absence of critical practical experience.  I asserted previously that … Continue reading Supporting your new NQT colleague to THRIVE amidst a global pandemic

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Embracing the space: A journey into training to be a teacher virtually

Photo by Ingo Joseph on Pexels.com Before I begin this blog it is important to establish that I am utterly convinced of the importance of partnership in Initial Teacher Education.  Training teachers ‘outside’ the classroom environment in a purely theoretical realm is just not possible; theoretical knowledge cannot be easily interpreted by teachers into effective … Continue reading Embracing the space: A journey into training to be a teacher virtually

A shape-sorter understanding: Why mentees find changing teaching placements so hard

We're approaching that time in the ITE year when our students prepare to move to a new school setting for their second teaching practice. Having just settled into their placement school, having just found their feet as beginning teachers, we uproot them and transplant them into a brand new context, with different children, staff team, … Continue reading A shape-sorter understanding: Why mentees find changing teaching placements so hard

Worrying about Wanda: Supporting your mentee’s well-being and workload

Photo by energepic.com on Pexels.com Wanda had started to struggle.  It was small things at first, a partially completed lesson plan with the promise that the full version would follow and a set of books she’d taken home for marking accidently left in her kitchen on the day they were due to be returned.  Finally, … Continue reading Worrying about Wanda: Supporting your mentee’s well-being and workload

Creation not Emulation: Developing teacher persona

Photo by Pixabay on Pexels.com Edward was a quiet, some might say timid, chap.  When he started his teacher training it was hard to imagine him standing in front of a hardened year 8 class, let alone 'managing' them during a wet and windy Friday period 5.   Edward was great when working with pupils one … Continue reading Creation not Emulation: Developing teacher persona

The Power of Partnership in Initial Teacher Education

Photo by Pixabay on Pexels.com One of our history ITE mentors likes to talk about the way she and I often perform a ‘pincer movement’ on the beginning teachers we share.  This sounds much more aggressive than the reality!  Our ‘pincer movement’ most often involves both of us praising the student for the same achievement … Continue reading The Power of Partnership in Initial Teacher Education

Optimistic, Observant and Open: What makes a successful PGCE/ ITE student?

Photo by Nikolay Draganov on Pexels.com "Come on then, what makes someone a good PGCE student?", I was asked by a friend during the summer break. The faces of those successful beginning teachers I've supported over the past few years flashed through my mind. How do you answer that question? All of those people successful, … Continue reading Optimistic, Observant and Open: What makes a successful PGCE/ ITE student?

Galloping into the final furlong: Supporting your mentee to make the most of their final weeks as a training teacher

We are entering that often tricky period in the ITE year when most students know if they have done enough to meet the teacher standards and are very much in the final furlong with the finish line in view.  They now face a decision - do they gallop to the finish line, driving forward, attacking … Continue reading Galloping into the final furlong: Supporting your mentee to make the most of their final weeks as a training teacher

Quinton’s Questioning: Unleashing historical discussion in your mentee’s lessons

Photo by Pixabay on Pexels.com Quinton is a good questioner.  On one level he is able to present the pupils with a task and draw out the salient historical facts through his questioning feedback, ensuring the pupils ‘get it’.  He feels confident in his ability to do this, and yet his mentor and university tutor … Continue reading Quinton’s Questioning: Unleashing historical discussion in your mentee’s lessons

A Tale of Two Mentors: Mentoring with perspective

Photo by rawpixel.com on Pexels.com Fernando is a new mentor.  He is enthusiastic and keen to be supportive and to work with the university based tutor.  He is also realistic, and has taken time to understand his mentee and their needs and to become the ‘critical friend’ discussed previously in another post: Matey Mentor . … Continue reading A Tale of Two Mentors: Mentoring with perspective

Pulling Priya through the plateau: supporting your mentee to continued progress

Photo by eberhard grossgasteiger on Pexels.com For Priya, whilst it didn’t feel like it at the time, Teaching Practice 1 was a time of steady progress and success.  Teaching Practice 2 started well; it’s been a long term and she’s tired, but she is also grateful that her classes are cooperative and seem to enjoy … Continue reading Pulling Priya through the plateau: supporting your mentee to continued progress