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
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with a beginning teacher who, following Christine Counsell’s presentation on ‘The what, why and how of broadening historical content at KS3’, commented that he felt like a teaching toddler: This feeling of not having done enough or learnt enough or not … Continue reading Discovering Lego: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
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
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?
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
As we pop into school in the next two weeks for results days, it's worth giving a thought to how we can support new colleagues (whether NQTs or more experienced teachers) joining our departments and schools in the new academic year. How can effective mentoring and induction support them and benefit your department?