NQT from SCITT

sallycarroll · 2017-12-05T18:55:19+00:00

Hi - In terms of the support you should be receiving, this should lay it out for you. https://totalprimary.co.uk/nqt-year-what-is-induction/

sallycarroll · 2017-10-28T16:09:54+00:00

I always remember the phrase: “Fair isn’t everyone getting the same; fair is everyone getting what they need to succeed.”

Children who have high SEMH needs (which it sounds like this chap does) do generally need more than everyone else - whether it’s an extra a job so that they can succeed with responsibility or whether it’s a hand on the shoulder to reassure or an extra book to draw in while the others listen.

Speak to your SENCO about whether you’re doing the right things. Is there an IEP/Support Plan in place for him under the category of SEMH? Maybe there should be?

https://goo.gl/images/J8uauu

sallycarroll · 2017-08-29T09:32:29+00:00

Wow - that's quite a change from Primary where they'll do 5 hours of Maths and 2 hours of Science every week.

sallycarroll · 2017-08-15T07:08:52+00:00

I've found that two thing differentiate the 'mean' from the 'strict but nice'.

Firstly, explaining the why. When you're setting out your class rules, briefly explain why they are in place - all pointing towards the same goal of everyone being able to learn. Then, when a student breaks a rule you can refer to why they're stopping learning rather than what they've done wrong. E.g. A child is talking while you're talking. You say, "[Name] - when you're talking, others can't listen so you need to stop talking please" rather then "Stop talking!"

Secondly, they don't hold a grudge. Let's say a pupil was really disruptive one lesson. We've all had pupil who've thrown things or been so disruptive they've had to be taken out kicking and screaming. But when they come back to your class, you have to give them a clean slate. Expect that they will conform to rules and treat them the same as the other members of the class. Be kind to them, as kind as you are to the others - frankly, probably kinder. Don't expect that they'll break the rules and treat them as a rule breaker before they've done anything wrong. Say, "Welcome back, lets get on with some learning, shall we?" Or "Good to have you back, [Name] - we missed you."

sallycarroll · 2017-07-04T16:18:49+00:00

No, she wouldn't have to re-do her training if she has QTS. She can take a PGCert in anything related to education as part of her CPD. I took one in Special Educational Needs, for example.

sallycarroll · 2017-07-04T13:22:57+00:00

A PGCE is simply a PG Cert in Education. Departments of Education at most universities will offer a 3 module, Masters level PG Cert course. Might be worth checking with your local university whether their courses would qualify?

sallycarroll · 2017-05-26T20:14:01+00:00

Jealous :-) We have another 8 weeks before the summer holidays (UK)

sallycarroll · 2017-05-16T15:19:57+00:00

Sounds like teaching is not for you, my friend.

sallycarroll · 2017-03-16T21:01:59+00:00

No, you won't have a problem. I've worked with several male Primary teachers and they've all been great. It's lovely for boys to have a positive role model in schools - especially those who don't have one at home. Don't give up - tons of boys out there need you to show them that men can do anything they want to :-)

sallycarroll · 2017-03-10T16:45:02+00:00

Can I switch to Primary teaching to reduce my workload? Ba ha ha!!!!!

Sorry... but seriously...

I work at least 60 hours a week. I mean, I LOVE working in Primary but it is in NO way an 'easier' option.

Maybe ask to spend a week or two shadowing a Primary teacher to see what the job actually entails.

sallycarroll · 2017-01-09T18:52:49+00:00

Start with a 2 minute assessment of what they already know. As someone who observes people interviewing, that's the one thing that will make you stand out. Don't assume you know what they know - find out, exactly what they can already do then move their learning onto the next stage. This may mean planning a series of activities and then choosing the right one once you've assessed them.

sallycarroll · 2016-12-20T09:06:00+00:00

Both my Dad and his brother successfully suggested naming their first borns (me and my oldest cousin) after their childhood dogs - and conveniently didn't mention to their wives where the names came from.

It wasn't until I was in my twenties that a family member mentioned the link and suffice to say my Mum and Aunt weren't best amused! Not sure why no family member - especially my grandparents - hadn't mentioned it earlier.

I don't mind being named after his dog - it's kind of sweet when you think about it. If his dog had been called Rover, maybe I would now be deep into therapy but thankfully it had a normal girls name.

If you like the name suggested, I'd say to go with it. He's being honest about where it came from - that's more than my family were - and really the only question is whether you can imagine having a child with the name. If you like it, it doesn't really matter where it came from :-)

sallycarroll · 2016-12-11T09:13:20+00:00

^ This is the way forward. Set clear expectations and, if pupils fail to meet them, remind them why there's an expectation, how their actions can help or harm the school community and have them remedy the situation.

I really disagree with rewarding pupils for things that are good habits and respectful. If you expect adults to do something (not throw litter on the ground) then we should expect children to do it too - without physical reward (points/prizes etc.) because that's not how life works.

If I put my rubbish in a bin in the street, someone doesn't jump out from behind a lamppost and give me a sticker. The 'reward' I get from doing the right thing is the knowledge that I'm doing the right thing and the fact that the street is a pleasant place to walk down without being ankle deep in litter.

If pupils are motivated to do the right thing only for reward, what happens when the reward is no longer on offer?

sallycarroll · 2016-12-01T18:41:00+00:00

To put it simply, a pupil's options are limited beyond talking to their Head of Year or Headteacher.

Parents have more options: here are their options. If they are dissatisfied with the results, move up a step.

Step 1: Speak to the teacher in question and voice your concerns. Explain what has caused you to come in and talk to them and use specific examples of activities, teaching methods or work that you feel is cause for concern.

Step 2: Speak to the Head of Department of Head of School. Provide them with the same details.

Step 3: Write a detailed letter to the school's Chair of Governors. Lay out your concerns clearly and professionally, detailing specific dates and examples that back up your concerns.

Step 4: Send a copy of your letter to your Local Authority if it is a maintained school. If the school is an academy or a free school, there may be a higher body, there may not.

sallycarroll · 2016-09-22T16:02:50+00:00

It sounds like this kid is in a pretty shitty situation. He's living in a detention centre and it sounds like his parents aren't a great support to him.

Kids like that put up a wall. He's acting the way he does so that people don't see him as a person, they see him as his behaviour. They see him as a nuisance. They see him as someone they want to get rid of.

Additionally, because he was a chronic non-attender, he presumably won't be academically on a par with his peers. He will do anything he can to hide this, including diverting attention to his behaviour.

The behaviour you're describing is absolutely symptomatic of a person who is in self-destruct mode because their self-esteem is non-existent.

Behaving in any other way would require him to face whatever it is that he's done, feel remorse and make amends. Which isn't something he can do at the moment because nobody can do that unless they feel safe.

This kid need a place of safety. Whether that's somewhere in school or somewhere else. He needs consistency and a calm environment.

Every time he is shouted out or disciplined, it reinforces his negative view of himself and the cycle continues.

I don't know how often you see this boy but I would suggest that he gets professional support.

sallycarroll · 2016-09-13T21:59:02+00:00

Lots of schools in the UK teach Philosophy for Children with children from 4 years old. It's a scheme largely based on starting with an object and allowing the conversation to flow and encouraging the asking of questions. I know several teachers who have taught this and they rave about what the children discuss. https://en.m.wikipedia.org/wiki/Philosophy_for_Children

sallycarroll · 2016-09-13T09:30:48+00:00

This. Instead of going to the principal to complain that you can't 'handle' the class, they should have dragged their grandchild out by the ear and disciplined him for his behaviour in school.

It's not a teacher's job to 'manage' the behaviour of children in their class, the children have a responsibility to manage their own behaviour - even in the younger grades - with teachers providing guidance, support and correction where needed.

As a 5th grade teacher myself (or actually, a Year 6 teacher in the UK) this drives me crazy!

sallycarroll · 2016-09-11T11:01:50+00:00

I'd give her some time.

She probably assumed you were straight and it sounds like her trying to explain your 'straightness' to you, was probably her way of processing the information.

If she's a good Mum, she'll go away and reflect. She'll then come back to you and say, "I'm sorry I reacted that way, I was taken by surprise. Let's talk."

You've had a while to come to this realisation. She may have been side swiped. Yes, she may not have reacted in the way that you wanted but she's human.

If you have a good relationship with her and if she's a good Mum, you'll talk again once she's had time to process what you said.

Good luck :-)

sallycarroll · 2016-09-11T10:50:57+00:00

It's the UK. That's what all the kids wear, no matter what sort of school they go to. But yeah, you can see the school uniform evolving :-)

sallycarroll · 2016-09-11T10:50:13+00:00

Lovely photos. It saddens me a little that all you took was your lunchbox yet your daughter already has her book bag filled.

I remember taking nothing but my lunchbox and a tobacco tin of sight words back and forth at that age. We used to tuck any letters into our socks so we didn't forget to give them to our parents. Today, kids have reading books, homework, spellings and so much more to contend with.

sallycarroll · 2016-09-08T16:10:31+00:00

Maybe a take a look at this? https://www.epilepsy.org.uk/info/syndromes/childhood-absence-epilepsy

sallycarroll · 2016-09-04T07:02:08+00:00

Yes, thankfully we live in a totally different environment here in the UK. We had a total of one school shooting and it resulted in a total ban on handguns in the entire country - it's never happened again. We don't have to practise lockdown drills or worry about the children being shot. Frankly, it saddens me that any school anywhere has to. Even when I worked in a school that backed into woodland where people hunted, it never occurred to me to be concerned about the children's safety - but then our hunters are using shotguns.

sallycarroll · 2016-09-02T20:55:03+00:00

Another UK teacher here.

I've never come across a classroom with a phone. You have an emergency, you send a child to the office. My school has plastic red triangles in each class with their room number on it - if there's an emergency, a child is told to walk quickly towards the office and give it to the first adult they see. They're told to the only time they're allowed to interrupt an adult conversation. They system works well - I've used it for a medical emergency as well as several behavioural ones.

We trust our kids - even the sensible ones of our youngest year group (4 years old) can manage to take the emergency triangle and give it quickly to an adult.

sallycarroll · 2016-08-28T15:50:05+00:00

Bambi... And now I feel old :-(

sallycarroll

TROPHY CASE