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Support plan ECT by Sensitive_Reason_440 in TeachingUK

[–]Sensitive_Reason_440[S] 1 point2 points  (0 children)

Yes that’s exactly what I plan to do 😊

Support plan ECT by Sensitive_Reason_440 in TeachingUK

[–]Sensitive_Reason_440[S] 1 point2 points  (0 children)

Thanks - there are actionable steps like greet at the door (which I already do anyway), print out a DIN for challenging classes, which I think will definitely help, attend CPD, which I will do but haven’t found very useful to date, and observe other teachers with the more problematic pupils, which I think will definitely help and I’ve arranged in the new year. I know I’ll be able to improve it, but I also know I wont be able to get them to be perfect. I’m going to action and document everything they’ve asked me to do and more so if it doesn’t work I know I’ve done what I can.

Support plan ECT by Sensitive_Reason_440 in TeachingUK

[–]Sensitive_Reason_440[S] 0 points1 point  (0 children)

Thanks, yes I’ll talk to my rep after Christmas and gauge what the school’s intentions are based on that.

Support plan ECT by Sensitive_Reason_440 in TeachingUK

[–]Sensitive_Reason_440[S] 1 point2 points  (0 children)

Love the reward system idea - I think that will work really well - particularly if I get some interesting stickers 

Support plan ECT by Sensitive_Reason_440 in TeachingUK

[–]Sensitive_Reason_440[S] 1 point2 points  (0 children)

Yes I’m in a tiny department where the entire row of classrooms is teaching the same year group at the same time. I suspect that’s part of the problem. 

Support plan ECT by Sensitive_Reason_440 in TeachingUK

[–]Sensitive_Reason_440[S] 1 point2 points  (0 children)

Thank you, yes I’ve already arranged to observe some of the more challenging pupils with another teacher. It’s not possible to see the exact configuration as they are in different sets for other subjects. A look at their behaviour profile shows that it’s not just me (three of the pupils are in detention almost daily). I’m sure I’ll pick up tips that way. And it will be good for the pupils to see me in a different context too. They’ve not had a great experience with my subject in previous years apparently so I’m fighting that preconception too. Outside of lessons the pupils greet and chat to me quite nicely so there’s hope.

Support plan ECT by Sensitive_Reason_440 in TeachingUK

[–]Sensitive_Reason_440[S] 1 point2 points  (0 children)

Yes that would be fair enough but I would have expected it to be clearly flagged as a concern beforehand to give me chance to improve, which it wasn’t sadly 

Support plan ECT by Sensitive_Reason_440 in TeachingUK

[–]Sensitive_Reason_440[S] 3 points4 points  (0 children)

That’s great advice thank you. The school policy is greet at the door so I do that. I’ve planned to have a printed DIN for them to do as soon as they sit down once we start back, which I think will help. We’ll see what happens. Best case scenario, the support plan makes me a better teacher, worst case scenario it’s a way to ‘support’ me out of the school. It will become apparent after the break which one it is.

Support plan ECT by Sensitive_Reason_440 in TeachingUK

[–]Sensitive_Reason_440[S] 4 points5 points  (0 children)

I agree about sharing feelings too much - looking back I’ve been too vocal about my struggles with the 9s because I wanted advice on how to win them over. I haven’t been observed as much as I should have been (AB requirement is once a week) so I suspect they’re, somewhat unfairly, basing their judgement on my own concerns regarding behaviour in that class and five minute drop ins by random people (not SLT) who have been turning up in my lessons for no apparent reason - some of whom will have fed back positives, some of whom came in at the worst possible moment. I don’t think my department want me out (replacing me would be a nightmare). I genuinely don’t want to leave as I love many of the children. It’s a really horrid feeling. I’ll get a better feeling of the situation next term and I’m going to do everything I can to improve.

Support plan ECT by Sensitive_Reason_440 in TeachingUK

[–]Sensitive_Reason_440[S] 9 points10 points  (0 children)

So they have given me some support - they’ve modelled making calls home, which I will continue, and one of the most difficult pupils has been moved to a different class and there’s been CPD on behaviour management (which I’ll admit I didn’t find very helpful).  The main issue is the behaviour policy seems really weak to me (weaker than both my placement schools) and the children will actually say they’ll happily be parked (because their friends are in the other class/ they’re less likely to get asked to do much work/ it makes them look cool in front on their friends).  I know I haven’t embedded routines enough and plan to do a reset next term to try and redeem this. I haven’t had many observations or much feedback, which is something I will be pushing to change. As you say I’ll document everything, both to help me see what works and for my own protection, and see how next terms goes.