One week to go of the Spring Term and I feel as if I'm on the verge of reaching a tipping point, upon which everything will become much easier (or possibly much harder, but in other ways). Planning has become quick, easy and relatively stress free. While not every lesson goes to plan - several Year 9 students are still trying to test my resolve to make them work, by hook or by crook - the majority do. My marking work load has grown, but I'm getting quicker and more focussed in that area too. My do list is gradually shortening, with a few long-standing items finally ticked off. I feel that I am not bending the the truth when I reply in the affirmative to yet another query from a random pupil as to whether I am a 'real' teacher. It's all starting to gel.
So much so in fact that I felt able to take most of yesterday off: I spent the morning baking with Rosie while Kate hit a newly new sale, then we all headed off for a delicious brunch with Tom and Claire in Long Ashton, followed by a walk in the beautiful sunshine to the local play park. My life is slowly returning. Fabulous.
Sunday 25 March 2012
Sunday 18 March 2012
Language choice - by Theo
Conversation No 1: Kate and Rosie in the car
R: Hay barcos!
K: Donde? No hay agua aqui.
R: Si. Hay lago.
Conversation No 2: Theo and Roise at home
T: Que hiciste hoy?
R: Fuiste al parque, con mama.
T: Tienes que decir "fui al parque."
R: Fui al parque.
T: Bien. Jugabas sobre los columpios?
R: Y el tobogan!
Conversation No 3: Theo and Rosie in the park.
T: Quieres bajar el tobogan?
R: No, I want to sit on the swing-swing.
T: Quieres jugar sobre el columpio, de acuerdo. Y pues, quererias ir al lago para ver los patos?
R: Go and see the ducks! OK!
It's interesting that Rosie seems to have a worked out that, when in public, it is better to speak English even when spoken to in Spanish, as it increases the likelihood that she will be understood.
R: Hay barcos!
K: Donde? No hay agua aqui.
R: Si. Hay lago.
Conversation No 2: Theo and Roise at home
T: Que hiciste hoy?
R: Fuiste al parque, con mama.
T: Tienes que decir "fui al parque."
R: Fui al parque.
T: Bien. Jugabas sobre los columpios?
R: Y el tobogan!
Conversation No 3: Theo and Rosie in the park.
T: Quieres bajar el tobogan?
R: No, I want to sit on the swing-swing.
T: Quieres jugar sobre el columpio, de acuerdo. Y pues, quererias ir al lago para ver los patos?
R: Go and see the ducks! OK!
It's interesting that Rosie seems to have a worked out that, when in public, it is better to speak English even when spoken to in Spanish, as it increases the likelihood that she will be understood.
Friday 9 March 2012
interview - by Theo
On Tuesday I went for my first interview, at a school I'd barely heard of before applying. To be honest I'd actually be holding out for a job at my placement school, but they still hadn't gotten around to advertising the post, so I thought I'd apply anyway, for the practice.
I headed up to the school, arriving nice and early, clutching a bag bulging with lesson plans and documents, plus my computer - I was hoping to have some spare time to do some planning for my Year 8s the next day. First impressions of the school were good - the building was attractive and modern and the students were smart. Appearance wise that is - ties actually being worn closer to the neck than the waist, a rarity where I am at the moment. I began to like the place. However, once I met the other candidates, all thoughts of me getting the job vanished: I was the only student - the others were already qualified - while one was working at the school in another role and a second was second-in-department up North and looking to move back to Bristol. In a rapidly expanding school needing a teacher who could hit the ground running, I figured I stood no chance. Still, it would be good practice and at least I'd get some feedback on my lesson.
I got to teach first. Year 9, top set, with a wide brief of teaching 'engaging and descriptive writing'. I also had to teach to OFSTED's 'good' standard ensuring all students progressed. Gulp! I'd decide we would use onomatopoeia to create either cacophony or euphony; I was pretty certain nobody else would have done anything similar with them recently. When I met the class I realised this was definitely true: what was I thinking! However, despite a class full of faces that screamed 'how is this relevant to me?', everyone did in fact, progressed. So at least I wasn't going home at break-time. Phew!
Next I had a tour from two charming Year 11 students who happily admitted that they found English dull and irrelevant, an impression I also got from the five student panellist who interviewed me after my tour. They quizzed me about how I might make lessons fun - I resisted responding with 'fun for whom?'
A marking task followed - grading two GCSE coursework pieces against the assessment criteria and leaving feedback on how to improve. The standard was pretty high: the students may not enjoy English, but they do ok! So all that was left was the big interview....
I had about an hour off, during which time I did actually manage to get some lesson planning done, before I was called in. I was lucky to be the first called through, and the 45 minutes whizzed by. I felt I'd done OK, though inevitably I immediately thought of the about 10 better answers I could have given as I drove home. I'd also wished I'd had something more impressive to say than "'Heartstone' by CJ Samson" when they asked what book I was reading. Still, at least they knew I was honest. Anyway, I was done by 2pm, a bonus as it meant I was back in time to take Rosie to the park: it was a beautiful sunny day.
They said they would call everyone, regardless of whether they had been successful or not, the following day - they had four more interviewees to see - so I was expecting a call. Right in the middle of Year 8 parents' evening.
I got it....
Thrilled!
I headed up to the school, arriving nice and early, clutching a bag bulging with lesson plans and documents, plus my computer - I was hoping to have some spare time to do some planning for my Year 8s the next day. First impressions of the school were good - the building was attractive and modern and the students were smart. Appearance wise that is - ties actually being worn closer to the neck than the waist, a rarity where I am at the moment. I began to like the place. However, once I met the other candidates, all thoughts of me getting the job vanished: I was the only student - the others were already qualified - while one was working at the school in another role and a second was second-in-department up North and looking to move back to Bristol. In a rapidly expanding school needing a teacher who could hit the ground running, I figured I stood no chance. Still, it would be good practice and at least I'd get some feedback on my lesson.
I got to teach first. Year 9, top set, with a wide brief of teaching 'engaging and descriptive writing'. I also had to teach to OFSTED's 'good' standard ensuring all students progressed. Gulp! I'd decide we would use onomatopoeia to create either cacophony or euphony; I was pretty certain nobody else would have done anything similar with them recently. When I met the class I realised this was definitely true: what was I thinking! However, despite a class full of faces that screamed 'how is this relevant to me?', everyone did in fact, progressed. So at least I wasn't going home at break-time. Phew!
Next I had a tour from two charming Year 11 students who happily admitted that they found English dull and irrelevant, an impression I also got from the five student panellist who interviewed me after my tour. They quizzed me about how I might make lessons fun - I resisted responding with 'fun for whom?'
A marking task followed - grading two GCSE coursework pieces against the assessment criteria and leaving feedback on how to improve. The standard was pretty high: the students may not enjoy English, but they do ok! So all that was left was the big interview....
I had about an hour off, during which time I did actually manage to get some lesson planning done, before I was called in. I was lucky to be the first called through, and the 45 minutes whizzed by. I felt I'd done OK, though inevitably I immediately thought of the about 10 better answers I could have given as I drove home. I'd also wished I'd had something more impressive to say than "'Heartstone' by CJ Samson" when they asked what book I was reading. Still, at least they knew I was honest. Anyway, I was done by 2pm, a bonus as it meant I was back in time to take Rosie to the park: it was a beautiful sunny day.
They said they would call everyone, regardless of whether they had been successful or not, the following day - they had four more interviewees to see - so I was expecting a call. Right in the middle of Year 8 parents' evening.
I got it....
Thrilled!
Subscribe to:
Posts (Atom)
Posts
