My First Month as a Trainee Teacher
As many of you may know, I decided to pursue a career in teaching after many years of not believing it to be possible. As a maths enthusiast, I decided to jump into secondary mathematics teaching and have been really enjoying the process. This blog explains what i’ve been up to, my programme for the next year and what it takes to be a trainee teacher.
My journey into teaching
After completing my undergraduate degree from a University in London, I had met the minimum degree and GCSE requirements to apply. Due to my school’s accessibility, I never thought that teaching would be possible as a wheelchair user however after my amputation, teaching became a viable option.
Although my self-employment as a speaker was thriving, I missed the ability to make continuous and professional relationships with young people. Combining my love of maths and the development of young people, I decided to start my teaching career.
I say ‘starting my teaching career’ as though it was an easy step or a straight forward route. With so many different routes into teaching, I decided on the School’s Direct Programme with a bursary available for mathematics. This route allowed me to have direct contact with the school and hands on experience while also going to University and gaining a formal qualification with masters degree work.
Stupidly, I submitted my application late - very late. I interviewed at my chosen school just a few weeks before term started and was absolutely thrilled to hear that I had been offered a place at my ideal school. In the few weeks before I was due to start University lectures, I had so many tasks to complete including:
Enhanced Disclosure and Barring Service Certificate (DBS)
Copies of my qualifications, including GCSEs
Medical declaration
Student finance acceptance
Numeracy and literacy skills test
Although these requirements, as well as others not mentioned, seem very easy to achieve, there was a tight time schedule for everything to be ‘ticked off.’ Despite this, I started my course and jumped into something particularly unexpected.
A difference in expectations
It was evident when starting my course that I hadn’t quite realised what I had started!
For the safety and security for myself and my future students, I haven’t listed my University or School but if you’re looking at getting into teaching, please do feel free to email me to ask any advice.
Although I had spent years longing for a career in teaching, I didn’t take into account how much work there would be to achieve QTS (Qualified Teacher Status). At the beginning of the course, I knew very little about the content of the course, when I would based in the school, the topics and titles of my assignment or even the notion that I wouldn’t be a fully qualified teacher at the end of the course.
My timetable was released and I started to piece together my plans for the year. I was going to spend a few weeks at University, starting at 9am and finishing at 5 everyday and then eventually move on to 4 days, 3 days and 2 days at Uni with the remainder spent in school, observing and teaching.
My first week was quite heavy. The first few sessions were focused on general teaching practice and theories. We covered safeguarding, the protection of young people and the legal framework for teaching. The case studies we covered really helped to escalate my reasons for getting into teaching - I want to ensure that no young person has to go through any unnecessary hardship.
Although maths was my passion, I was very nervous as to my ability and whether I was ‘good enough’ to teach. After a few sessions, it was clear that I wasn’t the only trainee with this worry.
Timescales for teaching
Permission given during a visit to a different school, before embarking on my teaching course
The plan was initially very simple. I was due to be observing for a few weeks before starting to take small elements of the lesson. Whether it was a ten minute starter or helping during activities, I was to gently ease myself into teaching with a view to teaching a whole lesson before half term (the last week of October). Having said that, my plans and timescale was somewhat shifted due to my training camp in Bali.
I have to say that I am so grateful for the ongoing support of my School and University as they allowed me to still compete, despite how difficult it was for all parties. While away, I caught up with all of the slides and started to undertake the reading for my first essay: Evaluate the factors that contribute to effective inclusion, with a particular focus on teacher expectations, in maths.
After returning from Bali, I had some significant observations to catch up with, as well as starting my assignment, training, my four competitions at the World OCR Championships and preparing for my first few full lessons. Despite starting almost three weeks behind my cohort, I caught up and taught my first two full lessons before half term.
The first part of my assignment was submitted a few days before the deadline and I will be sharing it once it has been fully submitted with the second section, in the early part of next year.
After half term
Half term has certainly come as a blessing as it has allowed me to catch up on ‘life stuff.’ From picking up my missed deliveries to catching up with clients and training, half term has given me the opportunity to recharge my batteries before going straight back a 4-day school week with one day at University.
When I return, I will be taking over three complete maths group with a view to teaching about 7 full lessons a week. Although this sounds very easy with my teaching/speaking experience, the lesson preparation and associated paperwork is particularly challenging.
In order for me to completely qualify as a teacher, I need to show evidence of meeting certain standards. From motivating students to working with colleagues and progressing professionally, I need to submit and create paperwork to show my skills.
I will continue to teach at my chosen school until January, where I will be placed in a different school to experience alternative teaching, before returning to my initial school after Easter until the end of term.
Next September, i’ll be in my NQT (Newly Qualified Teacher) year, where my responsibilities and pulled back slightly to allow me more time to gather resources and be supported with my colleagues.
My thoughts so far
I have really enjoyed my first 6 weeks of the course, with getting to know my colleagues, students, the school and University life. At the beginning of the course, the tutors spoke of how busy I would be and how little time i’d have for my other commitments. As an organised person, I’m waiting for this to get started as *crosses fingers* so far, I’m very up-to-date with what i’m required to do.
Strangely, my students are not currently aware that I am an amputee. For the first time in my life, I have been able to enter a workplace as an able-bodied person. Although this feels great, I am missing out on the opportunity to inspire my students. When I return from half term, i’ll be performing three speeches to the school, to disclose my amputation history!
I still have a very long way to go with this course but I look forward to a fantastic year!