*This blog is written within the context of the secondary phase. Photo by Anna Tarazevich on Pexels.com Since Hakim started at Skyview Academy, high levels of staff absence have meant he has been working alongside a number of supply teachers and cover staff rather than the class teachers to whom his timetable is attached. Recently, … Continue reading Let’s work together: Supporting your mentee to work with support staff *
Within the pages of every teenage girls’ magazine you'll find a flow chart quiz which, if taken, will allow you to work out what your ideal pet/ band/ TV Soap character/ boyfriend would be. As a younger teenage girl who had laid her hands on a contraband 'Just 17', I would avidly pour over the … Continue reading Finding your way with Questioning: A practical approach for getting better at questioning
Photo by Vojtech Okenka on Pexels.com I love baking and all things cake. So, having recently written about what mentors might learn from Strictly, I now turn my attention to what beginning/ early career teachers and their mentors might learn from Bake Off and the nature of the three baking challenges included in each episode. … Continue reading Showstopper Lessons: What Beginning Teachers and their Mentors can learn from GBBO.
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
Photo by cottonbro on Pexels.com Low level disruption (shouting out/ whispered conversations/ persistent clicking of pen lids/ ignoring instructions) 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. There is nothing really 'low level' about disruption - it impedes learning. … Continue reading ‘I predict a riot!’ Supporting your mentee to notice and deal with low level disruption*
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
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
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
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
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
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?
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
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
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
Considering how we approach reference writing for those at the beginning of their teaching career