Teflon Tina: How to support a beginning teacher struggling to act on advice

Photo by Anna Shvets on Pexels.com During her first placement Tina proved to be a good teacher in the making. She has sound ideas about what she wants to achieve in the classroom, is organised and a great team player. She was quick out of the blocks at the start of the course and really … Continue reading Teflon Tina: How to support a beginning teacher struggling to act on advice

‘I predict a riot!’ Supporting your mentee to notice and deal with low level disruption

Photo by cottonbro on Pexels.com Low level disruption in the classroom is the scourge of teaching and learning.  It eats up time and energy and takes away learning opportunities from the wider class.  It is also something which teachers can learn to address and develop strategies for managing in the classroom.  There is an enormous … Continue reading ‘I predict a riot!’ Supporting your mentee to notice and deal with low level disruption

I don’t like Mondays: Advice for beginning teachers on making a positive return to post-lockdown teaching

Photo by Max Fischer on Pexels.com As we stand on the precipice of returning to full classroom teaching after the most recent lockdown I’ve begun wondering how our beginning and early career teachers might be feeling.  It seems I’m not alone in this thought.  Indeed, shortly after having conversation with one of my own PGCE … Continue reading I don’t like Mondays: Advice for beginning teachers on making a positive return to post-lockdown teaching

Writing job references for beginning teachers: Recommending Rahul, the Pandemic Edit

It is a tricky job writing a reference for a beginning teacher who may then be compared with more experienced colleagues, but where to begin in the middle of a Pandemic when their initial teacher education year has been so disrupted and unusual?  I first wrote a blog about writing references for trainee teachers in … Continue reading Writing job references for beginning teachers: Recommending Rahul, the Pandemic Edit

An Ode to our History ITE Mentors: A journey into training to be a teacher virtually, Part 3

Photo by Andrea Piacquadio on Pexels.com The pandemic has demonstrated the strength and versatility of cooperation and collaboration in our ITE partnership.  This has been shown through the support and flexibility of our school partners joining with us to train beginning teachers, and through the ways in which the University PGCE has worked to develop … Continue reading An Ode to our History ITE Mentors: A journey into training to be a teacher virtually, Part 3

Finding your feet with remote (and online) teaching

Helping early career teachers and training teachers to move their lessons into a virtual space Photo by Yan on Pexels.com This week I was contacted by a former tutee who is an early career teacher.  They asked if I could talk with them about the challenges they are facing moving to a live online classroom.  … Continue reading Finding your feet with remote (and online) teaching

From classroom to computer: Equipping training teachers to teach online

by Victoria Crooks and Sally Burnham Photo by Julia M Cameron on Pexels.com This year has been full of technological and pedagogical challenges, not least the speed with which teachers have had to transition to providing remote learning for their pupils.  When schools closed in March 2020 it was all so new to us – … Continue reading From classroom to computer: Equipping training teachers to teach online

Lessons in resilience for early career teachers

Photo by Vlad Cheu021ban on Pexels.com “Why aren’t they just able to cope? They need to be more resilient.” UK National lockdown in March 2020 threw all of us into a land of unknowns.  In education, carefully crafted spiralling curricula was suddenly disrupted and at every level new ways had to be found to fulfil … Continue reading Lessons in resilience for early career teachers

Discovering Lego: Growing as an early career teacher

During the SHP Virtual Conference in July, I got into a Twitter conversation with a beginning teacher who, following Christine Counsell’s presentation on ‘The what, why and how of broadening historical content at KS3’, commented that he felt like a teaching toddler:   This feeling of not having done enough or learnt enough or not … Continue reading Discovering Lego: Growing as an early career teacher

From caveman to concepts: Making history count in the primary classroom

Back in March I wrote this blog for the UoN Primary Team's excellent Blog considering six ideas for developing primary history, along with some practical strategies. I now reproduce it here in case it is helpful to a wider audience. “Mum you’ll never guess what happened today!” These words we’re delivered by my 7-year-old with … Continue reading From caveman to concepts: Making history count in the primary classroom

Why bother mentoring a beginning teacher? What’s in it for me?

I remember the moment I was first asked to be a NQT mentor. The news was delivered as a fait accompli, and my heart sank. It wasn't that I didn't want to do it, I did, but I had just gained my first middle leader promotion and was in the middle of a MA. I … Continue reading Why bother mentoring a beginning teacher? What’s in it for me?

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

Virtual Interviews: How to manage an online teaching interview

Photo by Andrea Piacquadio on Pexels.com In my admissions tutor role I occasionally undertake interviews via video-call.  Those of us tasked with this job agree that, whilst video-calling is an incredible C21st development, it in no way replaces the valuable, nuanced interaction of a face to face interview.  In teaching, where interpersonal skills and classroom … Continue reading Virtual Interviews: How to manage an online teaching interview

Moving beyond delivery: The thorny issue of competency

Photo by Ivan Bertolazzi on Pexels.com It is at around this point in the ITT year when many training teachers begin to get into their stride.  They are no longer complete novices; they have built a familiarity with their placement setting and its rules and procedures, they are understanding how to fit into the departmental … Continue reading Moving beyond delivery: The thorny issue of competency

The Many Faces of Lesson Planning: Part 1 of 2

Photo by Francesco Ungaro on Pexels.com One of the best lessons I taught as a history teacher was conceived as I wrestled with the plan whilst walking down the corridor to the lesson.  In that moment, I realised that my sense of unease meant I needed to re-orientate my historical enquiry question and, therefore, utilise … Continue reading The Many Faces of Lesson Planning: Part 1 of 2

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

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?

Flying the nest: Helping your student to end well

Photo by Arul on Pexels.com One afternoon in June, at the dawn of the National Curriculum, a Year 8 pupil opened her history exercise book to find a handwritten note from her teacher which said:  ‘You are a gifted historian with a keen analytical mind and deep interest in the past.  You should ensure History … Continue reading Flying the nest: Helping your student to end well

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

Matey Mentor? Creating the right environment for our beginning teachers

Photo by freestocks.org on Pexels.com What are the conditions required for a beginning teacher to thrive in their training year?  Since writing my blog on ‘Bewildered Beryl’, I have been pondering upon the idea that ‘the student teacher needs to develop quickly a feeling of friendship with, and trust in, the mentor’, the key assertion … Continue reading Matey Mentor? Creating the right environment for our beginning teachers

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

Bewildered Beryl: Helping your mentee find the end of the rope

Photo by Felix Mittermeier on Pexels.com Beryl came to the PGCE feeling confident.  Due to various experiences working with children in her past, she felt she understood what she was getting herself into and how schools worked.  Surely teaching was just a matter of telling pupils the historical stories she herself had loved as a … Continue reading Bewildered Beryl: Helping your mentee find the end of the rope

Helping a new PGCE Mentee to start well

A cup of tea and a listening ear Standing outside my son’s primary classroom this week, I observed his teacher deep in conversation over a cup of tea with a new member of staff.  When the door to the classroom opened just a few minutes later, this young woman stood (with the class teacher hovering … Continue reading Helping a new PGCE Mentee to start well