Teaching UK

How are you doing? How's your week been? Need to randomly vent about your SLT/workload/cat/people who put jam under the cream? Share a success? Tell us what you're having for tea? Here's the place to do it.

(This is a weekly scheduled post)

SLT are all doing some form of review of their leadership at the minute and various members of staff are being selected to “anonymously” fill in surveys about them. I’ve been picked to do my immediate line manager which makes total sense, but I’ve also had to do the senior deputy which is terrifying!

All the thoughts that run through your head, like (and most pressing) how anonymous is this really, how honest can I be? Can I tell them they’re a super organised person, but also a robot with barely any interpersonal skills especially to the worthless peons on the ground? That we get really irritated when a 2 year project becomes a 2 summer project? That when you were the line manager of my peers you were ok with whats going on, but as soon as you move to the ivory tower suddenly its all wrong and you had no idea about it, which you’d crucify us if we had no idea about the things we’re meant to be in charge of?

I teach English. Last year all the KS3 units were streamlined and every unit had a bank of set lessons which must be taught in the same way - no deviation, hesitation or question.

KS4 is now going the same way. Is this typical of all schools now? I’d like to know because personally this makes me feel a bit low to have to stick to such a rigid framework .

TLDR - I want to back out of being an examiner but don't know a good enough excuse.

I can't do it anymore. I've met every deadline so far, but the final one is Wednesday and not only will I not meet it, I don't have capacity to finish my quota after that day.

I have completely put my life on hold for a month trying to mark whilst still working with a TLR and having small kids myself. My mental health is struggling and I just can't anymore. But I don't want to tell my team leader this, I am a massive people pleaser and feel like mental health is seen as a cop out when I signed a contract to do this.

Are there any repercussions to quitting? Can anyone tell me reasons they have given previously that were accepted and not given a hard time for?

I’ve just finished my teacher training - my placement A had very few behaviour issues and my placement B had even fewer.

I’m starting my new job on Monday in a school with a very different background to what I’m used to and I’m expecting that behaviour is going to be my biggest issue.

I’m quite nervous in particular about my first lessons with my new classes as on placements it’s always been a case of walking into someone else’s class that has routines and expectations in place already.

What is the best way to start my first lessons? I assume there are already seating plans in place but whether the kids will stick to them with a new teacher is another thing. Should I just trust the kids to sit where they should be and adjust seating where required? Or should I start by introducing a whole new seating plan?

Any advice is welcome!

Hi all, I am going to mentor an ECT for the first time in September. I’m really excited and I want to make sure I do a great job. I have not had any training yet and the training doesn’t start until November! Anyone got any tips or things I should make sure I do/remember? It’s a long time since I was an NQT 🤣 I already know and get on well with her as she was with us on her PGCE. If you have recently been an ECT, what did you need from your mentor? Thanks in advance 🙂

I have friends who work in the private sector at quite prestigious schools, they do not seem that worried about the prospect on VAT on fees since they are all heavily oversubscribed and thinks parents will just ultimately end up eating the cost. However something that worries me is SEN schools, many (most?) of the more specialist schools are private, with fees paid for by council. Convincing councils to pay this fee is a huge chore already, with an extra 20% how many more kids does it mean loosing the support they need?

I've been at my secondary school for about a decade and I was wondering if this is the norm across other schools. Each term, the school reviews its SEND plans for all our students which involves our LSAs sending out questionnaires for each one which, on average, have about 6 questions each. The expected responses to these questions (as reinforced in briefings) is that you provide a detailed response including data rather than just 'yes/no' responses. So, for example, they might be:

1) Does XXXXXX have any access arrangements? Are these effective?
2) What is XXXXXX's current working grade at? Is she on track and in line with her peers?
3) What strategies and provisions are used in the lesson to ensure that XXXXXX can fully access the curriculum and achieve her potential? Which ones do you find to be the most beneficial? Are there any you think are ineffective?
4) Is XXXXXX able to self-manage her arousal levels and regulate within the classroom? Do you allow her movement breaks if needed?
5) How often are there incidents of XXXXXX blurting out comments?
6) Where in the classroom is XXXXXX positioned?

Since the start of June, I've had 90 emails (I teach a Humanities subject so see a lot of students) which, combined probably have asked around 540 questions. As you can imagine, responding to these collectively takes hours. Is this just the way of it now or is my school missing a trick, somehow? I'm not complaining because I know how important these reviews are - I just also know they are very time-consuming!

Thanks!

I have just finished my PGCE and secured my first teaching post for September. I’m meeting my new year 4 class in a couple of weeks. I only have an hour with them but I want it to be fun and engaging for them. I was wondering if anyone had any good activities I could do with them? I’ve thought about them decorating their own bookmarks that I would laminate over summer ready for the start of term but realised some of them will take a long time decorating and therefore won’t finish in the time. Grateful for any and all suggestions.

I’m an ECT who just passed. Started my contract this week and getting a feel for the school. It’s very pastoral-based, and that’s reflected around the whole school. I’m being given a Y7 form for September and want to do my best to get them excited to be here as many of them come from difficult backgrounds.

I want to know what I can do to make form something to look forward to from the start. What activities build relationships, with both me and between each other? What is something we can do over the year, maybe a competitive activity (not including their achievement points)

Also, I need decoration/board ideas. I don’t know what to include. My fellow ECT is buying his form an ‘important dates’ wall hanging and filling it with their birthdays, but I don’t wanna steal his idea haha.

Thanks in advance for advice!

Been working in a school since spring. I leave in 2 weeks. I made a passing comment in private about being paid for inset days to a TA who replied saying we never get paid so good luck. A child heard this and told the head and also said I swore which is untrue. The head said a child accused me of swearing which she wouldn’t have cared about but he told the context and the TA also said I made a passing comment which I agreed I did. She said if you want to continue working she will need to launch a formal investigation, union will be involved, hr etc or I can leave now with a clean reference and no union involved. Any advice?

I finished my pgce a couple of weeks ago and have started teaching in a new school already. My placement school was a grammar school where every single kid made some sort of effort, and every kid that I taught actually cared about science!

My new school is an inner city, deprived school with lots of disadvantaged kids. ive been given mainly lower set classes but I've marked some end of year tests and mocks and im just shocked at how almost every single page of the test is empty. How do I motivate kids like these?? They hate science and find it extremely difficult and so they just dont care. i know i haven't been teaching them very long but it would be nice if anyone has any advice on anything i can do with them. so far, ive been giving lots of positive points on classcharts, lots of praise, and just general positive reinforcement but not sure what else to do.

im finding this really disheartening, ive never experienced a school like this because i went to school in a different country where students are nowhere near like this!

Hey,

I'm an ECT1 in September and have started early at my new school for this month.

I've taught a few lessons and the behaviour has been really poor with kids constantly talking over me. When observing others (sometimes with the same class i taught), it hasn't been anywhere near as good. I came from somewhere with good behaviour, and someone in my new department has said the approach that I've been taught at my training school simply won't work here.

Is it always going to be tough starting in July? Will it get better next year? I'm starting to worry I made the wrong choice not staying!

Edit: I started this week so I know it's early days still but wanted opinions

So it is clear that the Labour party has won. I am feeling really hopeful that Labour will take funding more seriously for state schools. Unfortunately under Austerity, funding has been cut for state schools.

Right now Labour will likely tax private schools which will raise additional money for state schools. Bridget Phillipson will likely be our new education secretary.

Do we think our pay will be restored under Labour? Will funding go up? I think it might increase but will be limited because of the strict Fiscal rules that Labour is committed to.

Edit: It has just been confirmed that Bridget Phillipson has been appointed Secretary of State for Education link

Hi all,

I start a new job on Monday as a Lecture in Brickwork. My practical capability to teach the subject is strong. However, on the Wednesday, only a few days after starting, I have to put on a welcome day for multiple groups of students. I won't have a workshop to do it in, we are classroom bound due to renovation.

I've got a few ideas on how I can keep groups of 16-19 year olds engaged for a few hours in a classroom. For example, I have a bricklayers took kit which I can circulate round class and talk about, then play a memory game. I've also got a box of tape measures, they can be instructed to measure things around the classroom and record their findings. Obviously, this will give me an insight into their level of ability and personalities, but I'm unsure of how interesting this will actually be for them, and what other activities I can plan to keep them engaged.

Do you have any ideas on activities and suggestion on how to successfully structure the experience? This is likely their first experience in a chosen vocational subject, I'd like it to be at least somewhat engaging on the day and motivating for the future.

Today was my first day as supply, secondary mixed lessons throughout the day. I have been sober for eight and a half years, today I questioned that choice.

It was insane. It was like a pack of rabid wolves. That cannot be normal? They don’t talk, they just scream.

I knew it wasn’t the best school but they just didn’t stop shouting all day.

Is this what it is?

Context: https://www.reddit.com/r/TeachingUK/s/d017fKFk4f

Under the circumstances, is it possible to work under other agencies? Because there are messages and calls from other agencies requesting for support.

Since we are new in the country, really confused how things work, and would like some advice.

It’s my first year teaching in England. When I was at overseas, usually we don’t teach after the end of year exam. I feel so annoying that students now keep asking do we have any fun, the exam is over, why don’t we do kahoot!, why we should have the lesson, etc. I plan to watch some videos or activities in the last two days, but absolutely not now. May I know what will you do in the last two weeks?

Hi all. Wondering where people stand on using AI to help with report writing?

Title says it all. I think I have a good handle on finding out overall approaches, medium term plans etc. But for more experienced teachers here who've taught in a variety of places, what do you look for to tell you whether you'll be supported in a well run school, or whether you're about to walk into something you shouldn't?

What is it called when someone is leaving the school and they act all pissy? I’ve seen some people leave before and act all blaze and demob happy, but this is something else. It’s almost like they’re trying to convince themselves that we’re all losers and their going is the best for them (even though secretly they’re maybe in two minds). Is there a word for that?

35% of our pupil body voted for Reform with students openly bragging about how they themselves were more homophobic / racist than their peers and going around insulting people who voted for Greens.

How did yours go?

So I’ve been working as a teaching assistant in a secondary school for about 4 months now (not my first time) and it is awful beyond belief. So many kids are SO awfully behaved and the behaviour management policy is utterly useless; the kids know it doesn’t work and that they will get away with pretty much anything so they keep pushing the limits. My colleague recently had tables thrown at her by a particularly volatile student and when senior leaders were called on the radios, nobody came. Luckily other staff were around to assist. Even low-level stuff like having mobile phones out in lessons isn’t really challenged-teachers tell them to put their phones away but very rarely take them off them so there are no real consequences and I, as a TA, am not given these powers.

Senior staff are pretty useless and don’t seem to care about getting to the root of the problems. The same with the headteacher. She sits in her office for the vast majority of the day and only comes out occasionally to have a walk around the school but does nothing of real substance. No joke, I didn’t even meet her until about 2 months into working here.

I feel like it’s such a disservice to the kids who do want to learn and come away form school set up well with good qualifications. I just feel so helpless because what can I really do as a TA to help make these fundamental changes?

The school has been open around 10 years now and was rated as ‘Outstanding’ by Ofsted shortly after it opened and has not had an Ofstead inspection since-is this normal? I thought schools had to have inspections every few years?

Anyway, sorry for the rant but I’m only working here until the end of term but is there a way to suggest to Ofsted that this school needs seriously looking at and improving? (Starting by getting rid of the headteacher, I’d suggest).

Over 10 years in the profession and here wondering when teachers will really rise up and demand better!

***experience of a inner/outer london secondary school teacher

*working hours - we teach children but apparently shouldn’t have children as flexibility on start/end times is so rare, part-time work is frowned upon in the one industry that should understand *pay - nobody gets paid for the amount of work they do, maybe 1/3 or 2/3 of the work they do. The rest is after/before school, weekends and holidays. Often people don’t get adequate pay increases for added responsibilities either. *work-life balance - taking time off is frown upon even if family commitments/bereavements. Wellbeing is giving free tea/coffee in the staffroom *support - classrooms lack resources and support especially with some of the crazy-awful behaviour in some secondary schools these days. Department heads n subject leads so micromanaged they cant do their job *employment terms - funny how we need to give 3 months notice from the start of our contract but a school can give you a week’s notice during probation. Also going to interviews, negotiating pay, working from home all these totally normal concepts in pretty much all other industries are seen as completely insane.

I don’t know. I love teaching for the passion for my subject and for the kids, but the system is broken.

Bonus: What's the worst one you have ever seen?

Apologies if this isn't allowed, I saw a similar discussion about The Wire over in r/Teaching and I wondered what the UK equivalent would be.

Sorry for the long post, But I am writing this as a bit of a plea for support and advise as I feel that the mix of emotions I am stuck with are too complicated to deal with alone.

A while ago, it was announced that a colleague of mine was given the promotion that I have been desperate for for years, while I was given a partial promotion which I feel was just to shut me up and ‘keep me happy’. I have nothing against this colleague who was promoted over me and consider him a friend, further making the situation a hard one to process.

For context, we have both worked for the same school for years, him two more than me, but in that time I have turned around the leadership of 3 subject areas which were poorly led before me, become a governor, mentor, worked across the key stages and am co-chair of the PTA. Meanwhile, my colleague has led one subject, with some issues along the way and has shown zero interest in anything else. In terms of teaching I have always done well while my colleague has had a fair share of issues, but is now doing better. I also support at every after school event, while my colleague does so around half of the time.

This year we both went for a promotion which everyone believed was guaranteed to go my way, but to everyone’s surprise he got it over me. In the same email this was announced, I was told I would be made science lead, which was categorised as ‘also a promotion to a core subject leadership’

I’m embarrassed by how pathetic it all sounds but I have been absolutely devastated by this all going on and can’t seem to process it, I hate to sound big headed or as if I’m entitled to promotion, but I’m paralysed by questions of ‘why wasn’t it me?’ ‘Why aren’t I good enough?’ ‘What did I do wrong?’. I have gone numb to the world around me and can’t find happiness in anything at the moment, I can barely sleep as I find myself flashing between anger and upset all the time which has affected by my professional and personal life.

I think the worst part is that I can’t be angry with my colleague who got the job as he is a good friend, and all my other colleagues can’t see why I feel so down as I ‘got a core subject and two other subjects to lead’ Which means I really have nobody to talk to who gets it. I just feel like I have been given the bare minimum to tow me along and I can’t just pretend like I’m okay with that just because it’s more than I had before. As if I should be grateful for a scrap of something I didn’t want in the first place.

Has anyone else experienced this or similar in their schools who can offer me advice as I feel that jealousy, angry and upset are going to consume me if I keep spiralling alone. I’d even like to hear from any people with leadership responsibility as to why you might do this to a member of your staff so I can understand the reasoning.

TLDR: devastated because I was passed over for a promotion and seeking advice before the jealously and anger I’m feeling turn me into something I’m not proud of.