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#WBDSeptember

29/9/2018

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September is coming to a close, so it's time for the first Well Being Diary of the new year! But first, how was your summer? Did you take time for yourself?

Every year I really struggle with the length of summer. I know that sounds ridiculous, but I don't cope with the lack of structure, especially when you still have so much to get done. Having said that, it was a great time! 

So let's begin! Let's return to the #Teacher5ADay steps:

#Connect
At the beginning of July, 2 friends and I took ourselves to Madrid Pride for the weekend. It was a classic story of racing to the airport on a Friday evening, unheard of on a usual week, and returning Sunday night, after a hectic 48 hours of colour and music. While waiting to come home, feeling adventurous, I tweeted about wanting to meet new people over the summer. A couple of polls later, with some dates thrown about, IT HAPPENED! #TeacherSocial took place over 2 consecutive Wednesday lunchtimes, before our return to school, and I'm not ashamed to proclaim how much I absolutely loved it! To the lovely people who came to join me in Leicester Square, London, I'm so grateful for the time you took to travel to come and say hello! I know it was a strange thing to do, but I thoroughly enjoyed getting to know you, hearing your stories, and connecting in a way that was more personable than just over Twitter.
#Exercise
Over the summer there were several days where I literally didn't get up from the sofa until about 7pm. As above, I find it hard to organise my own day when so many hours are undecided for you. Perhaps I'm conditioned by such a strict timetable of the working day, that I just don't know what to do without one. I much prefer holiday-days with different errands in different places, because then I can slot jobs and tasks amongst the structure that is already forming for me. Having said that, my return to school has started with a great return to running in the mornings. Thank you for everyone encouraging me. I know the photos are annoying everyday at 5am, but they hold me accountable, and your support means the world.

#Notice
The #TeachingHero team is growing, and I would like to encourage you to read their posts from the weeks gone by! There are still some weeks left, and if you want to have a post all of your own, get in touch! I think it's important we promote those spreading positive messages, rather than listening to complainers constantly. Negativity is equally contagious, and we just can't afford the effect.

#Learn
I'm back to trying to read as much as possible. At the moment, my class and I are studying 'Sky Hawk' by Gill Lewis and we are LOVING IT! It's actually given me ideas for further posts later. Saying that, I also have a bunch of other books to read. I'll review them as usual later on.

#Give
This month I would like to recommend that you sign up for Smiling Mind. It's an Australian site that has LOADS of mindfulness resources and guided meditations, all organised by age group, split into courses. It runs itself, and it's ideal for using in class. Check them out!
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#TeachingHero

26/9/2018

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Our newest #TeachingHero is @samschoolstuff. Read her interview below, with some great wellbeing tips, and get in touch if you've got some answers to share too!

​What motivates you to work hard?
It’s all about the children for me, those moments when they “get it”. You never know what difference you are making to a child, just by turning up and getting on with it. I once ran into an ex pupil on the bus. This particular child had been quite disengaged in class, they had a lot going on at home. One of those children who doesn’t draw attention, does the minimum. For various reasons it hadn't been a great year for me either. Anyway, this is probably seven or eight years later. they get in the bus, recognise me, come over and sit next to me. This in itself surprised me, I expected them to scoot off to the top deck. They tell me that my lessons made a real difference to them, they are doing maths at college because of my maths lessons, the first ones they had enjoyed. At the time I had literally no idea. I’m filling up just recounting it now.

Where do you go for personal and professional support or advice?
I’m really privileged, in my current role I don’t have to worry about lots of the most pressurised things about being a class teacher. Even so, I can get down from time to time. When I've had enough I try to keep things in perspective. It’s human nature to dwell on the negatives and gloss over the positives, and so often in school the 95% of the time when everything was fine is overshadowed by the 5% that wasn’t. I've got a tendency to ruminate and get sucked into negative thought spirals, so if I feel one setting in I make a mental list of the things that went well that day. Helps to drown out the negativity a bit!
What strategies do you use to manage workload and protect your well being?
Set a cut off point for work and stick to it. Use @fit2teachapp to monitor wellbeing and identify patterns. My school facilitates joint planning time which saves hours of work. I was amazed when I found out that not everywhere does it.

What advice would you give anyone who felt like giving up?
Contact the Education Support Partnership @EdSupportUK . They have trained counsellors who can really support you. Don't struggle on alone.

Sum up our profession in 5 words.
No two days the same.
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My Terrible Lesson

22/9/2018

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For all sorts of reasons, the world of Social Media can be a myriad of fairground mirrors: a filtered land of perfection. For many, especially for those starting out, it gives a false impression of whatever the subject of the post is, leading to greater feelings of anxiety and failure when we are - unsurprisingly - unable to match the quality we see.

teachmrn.com has always been a true reflection of my life as a teacher. Granted, always with a positive spin (because that's simply the way I choose to live), but transparent nonetheless. So today I'm going to tell you one of my biggest fails. There's no doubt that this could eventually become a series! 

​THE MATHS LESSON
I'm unsure where the idea came from. I'd like to blame the system, but I also don't like excuses. It was most definitely my responsibility. My NQT year featured an observed Maths lesson. It was definitely before the October Half Term, so it was easily within my first few weeks of teaching. The objective was something to do with identifying regular and irregular polygons. I can't honestly say I'd spent much time on routines and expectations, as I was likely too focussed on getting them to like me, so it's safe to say they weren't ones to settle to work quickly, yet! With all this in mind, I created a lesson where: they were to work in pairs, drawing around a limited number of shapes (due to lack of resourcing efficiently) on a single sheet of A3 paper, which featured a carroll diagram on it. 
Looking back now, the mistakes were clear:
  • Expecting a 'bubbly' class to work in pairs calmly, when I hadn't even prepared them suitably for working alone, was a ridiculous thing to do.
  • Asking them to draw in a Maths lesson was far too exciting a task for a group that were, so far, unable to complete the most basic task to a reasonable level of success.
  • Not supplying a suitable number of shapes meant that many 'finished' quickly, and I didn't yet have the management skills to arrange a further challenge.
  • Asking them to use a carroll diagram should have been a whole separate lesson, and by using the ability groups I had back then, I ended up with tables of no clue, and tables of too much clue, about what to do, with no adjustments for achieving in any direction!

All considered, I'm so pleased it happened. It was a necessary step in my journey that I most certainly learnt from. All mistakes are. 

When browsing through various feeds that we so happily gorge on, likely torturing ourselves, please remember that it might not be all you see. They too would have had a bad day, a terrible lesson. Their airy-fairy quotes and wise tweets may have got a tonne of likes, but they still have a pile of marking they're ignoring, or are nervous about a meeting tomorrow.

We all have imperfections.

One more?
Just this week, undeniably the prompt for this post, I came to the haunting realisation that I was trying to cover too much, too soon. For those in the know, I've gone to Year 6, from Year 5. It's a blessing and a curse, because you're aware of the exact coverage of the previous year: often a topic of contention for the new teacher. However, it became clear to both my Year Partner and I, that we have expected far too much in the first two and a half weeks of our time together. An extensive list of Success Criteria for our first pieces of writing, should have at least been revision on the itemised features first, before any expected application. I fear I've skimmed some important steps. I actually sat my class down to apologise for the pace at which we have been moving, finally taking note of their panicked expressions. This isn't to say, however, that they haven't risen to the challenges set. I still believe in high expectations, and have been exceptionally proud of their efforts. It was a lapse in judgement as I moved away from my fundamental beliefs around teaching in a stepwise, specific manner to ensure understanding over an obsession with coverage. Process over performance always. 

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#TeachingHero

19/9/2018

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Our brand new #TeachingHero is @jesslucyleigh! Check out her inspiring advice below, and get in touch if you want to be featured yourself!

What motivates you to work hard?
There is nothing more motivating than building relationships with young people and knowing you are making a difference to their lives. Some of our students do not have stable relationships in their personal lives, so being a constant safety net for our young people helps me get out of bed in the morning (even when I’ve had 2 hours sleep!)

Where do you go for personal and professional support or advice?
Twitter is a huge support for me. Networking with likeminded people has really helped me. I have a small group of friends at work and we all meet at the end of the day and have a good vent. We also have a group chat which we use on a daily basis! I think the worst part of the profession is the rollercoaster of emotions every single day is. I can go to work in an amazing mood and leave in tears (and vice versa). The way I get through it is knowing that for some students, school is the safest place for them and I am partly responsible for that. That’s what makes me happy and content with my job.

What strategies do you use to manage workload and protect your well being?
To manage my workload, I ensure I have set time to do work. I block out my calendar and hide in classroom away from the hustle and bustle. I try to stay at work instead of bringing work home. Even if that means staying until 6pm. That means I don’t have to bring work home too often. When I do bring work home, I ensure that I do it early in the morning rather than late at night. There is nothing worse than work wizzing through your head at 11pm!! We finish work early on a Friday and our line managers always ensure we go home to enjoy our weekend. It is always something to look forward to during the week.

What advice would you give anyone who felt like giving up?
There are times that I feel like giving up but then I think about certain teachers that I’ll always remember, even now as an adult. I strive to be one of those that my students remember in years to come. It’s easier to be negative than it is to be positive sometimes. I always try to go to work with a smile even if I am crying inside. A student once told me that I always looked moody. I made it my mission to make sure I looked more positive and made a positive learning environment. There have been occasions when students/staff or even parents have made me cry. I have a little cry and then draw a line. Sometimes you can’t help but feel overwhelmed and you have to let yourself get upset once in a while. We’re all human after all.

Sum up our profession in 5 words.
Amazing, exhausting, fulfilling, rewarding and emotional. But the best job EVER.
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My Top 5 - Training

15/9/2018

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Today, I want to share with you my top five tips for succeeding during your teacher training course:
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1. Discuss
There will be so many seemingly endless debates and open questions; you'll be challenged to support your opinion with some form of evidence, and many questions will have no definitive answer. But take the chance to discuss everything. When you leave the course, it's these discussions that subconsciously inform all of your decisions.

2. Read
Although you may find some of them boring, the readings you are given are there for a reason. They work in a similar way to the discussions above; they inform your decisions and give you the fuel for seminars. It sounds silly, but it's genuinely important that you have some idea of what you're talking about. Granted, right now it's a room of likely unresponsive hangovers, but later it'll be an interview panel.

3. Contribute
Now, if you're in a room full of people following 1 and 2, you need to take part. Too shy? Start small (like number one). Feeling ill-informed, or like you might embarrass yourself? Should have followed number two! If necessary, play a character and be devil's advocate. Everyone will secretly enjoy it and you might even learn something. Outside of the lecture hall, join social groups and perhaps even volunteer yourself for whatever student council there is. 
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4. Prioritise
Although there are many jokes about the laziness of students these days, you must understand that you're within a certain percentage of the population because you are deemed to have the capability to achieve something they're offering you. Do everything within your power to reduce the prevalence of such stereotypes. Choose the right time to knuckle down, and tell people you've done so. We know that an embarrassing club story is usually more entertaining, but don't put yourself down by pretending that's all you do. Celebrate the library too!

5. Laugh
Even if you go on to further study, you're only going to do this for the first time once! Make the most of it, both professionally and personally. Make close friends from all walks of life and create memories that you'll laugh about forever. Enjoy yourself and tell people all about it. It'll be difficult at times, because I firmly believe, if you're doing it right, your university days will actually be the busiest time of your life. For now at least...
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#TeachingHero

12/9/2018

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Our newest, inspirational #TeachingHero is @mrbeeteach! Check out his interview below, and get in touch if you feel like taking part yourself!

What motivates you to work hard?
I have a strong sense of social justice and want to the best from the children in my care. To do this, I need to be the best I can be, always. One of the best things I have done recently is to start a master’s degree in Education. It is allowing me to become a critical thinker while allowing me to understand my own pedagogical approaches. This keeps me motivated.

Where do you go for personal and professional support or advice?
I seek professional support from a variety of different people. Many of my friends are teachers and this, I think, has allowed for a strong network of honesty, openness and empathy. Personal support is given from immediate family.

What strategies do you use to manage workload and protect your well being?
I ensure I leave work twice a week by 4pm, I actively plan days which require minimal marking (which usually means lots of opportunity for valuable verbal feedback in lesson times), I gym three times a week, I always have a book, unrelated to education or my studies, to read.

What advice would you give anyone who felt like giving up? 
You learn a lot about yourself when teaching. I often find writing therapeutic and allows for the essence or for a summary of my thoughts. I normally follow this with critical action of how to improve. Perhaps, it is a mind-set or way of being.

Sum up our profession in 5 words.
Creative, imagination, passion, learning, hope.
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Book Review - MEPLC

8/9/2018

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18 months ago I had the most wonderful FaceTime call with @mrspteach, one of the co-authors of the brilliant Making Every Primary Lesson Count. For those unfamiliar with the series, there is already a book aimed at secondary school, and this one was written by Jo and Mel for the primary phase. 

Jo and I went to university together, although in such a large group of trainees we rarely crossed paths. Yet, I was delighted to hear from her! I love a good teacher chat, and I was honoured to have my thoughts included.

This easily understood teaching guide promotes 6 simple foundations on which to build your classroom to make the best progress possible with your class. It avoids jargon yet is still packed with the research that makes the suggestions relevant for today's teaching climate. It's realistic and practical.

The 6 principles are Challenge, Explanation, Modelling, Practice, Feedback and Questioning, and each chapter gives a range of strategies for how to promote each principle. Relatable scenarios and real-life examples perfectly illustrate each suggestion, which makes this book ideal for every stage of a class teacher's career.

Often, university booklists are filled with stuffy texts written by dinosaurs who use larger words than necessary just to feel important. This book is written by teachers, for teachers. I'd highly recommend it (and not just because I'm in it!).
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#TeachingHero

5/9/2018

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Our latest #TeachingHero is @Anthillel! Check out his interview below and get in touch if you want to spread a little positivity yourself!

What motivates you to work hard?
I’d say the motivation to work hard is to make a difference to the kids I teach and make their learning come to life. A success story of mine was seeing a gamble in terms of a topic pay off. I’d decided to do a cross curricula project about Gandhi as a game changer and the children really engaged with it, learned lots about him and India and the children were passionate about issues of equality and freedom.

Where do you go for personal and professional support or advice?
For personal advice, my family have been fantastic listeners and have been on hand to give advice when I have faced difficult situations. My TA has always been a gem for bouncing ideas off and also being a shoulder to cry on when things get rough.

What advice would you give anyone who felt like giving up?
I’d say the advice is to remember that you are making a difference, that for these kids, you’re bringing learning to life. Also remember that some schools are more supportive and when you find a supportive school, it makes all the difference.

Sum up our profession in 5 words.
We make a difference everyday.
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The 2018 Office

1/9/2018

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The fourth year of teachmrn.com is upon us, so it's time to show you my classroom! Due to some back end programming, last year's post never reached you, but you can catch the previous years here and here.
In preparing today's post, I ended up scrolling and scrolling through my phone to find my classrooms of the past too! I'll keep a little slideshow to the right, but you'll notice I've always been pretty plain.

Often, in a bid to all share, sometimes we can be bombarded with Pinterest-perfect rooms with that whispy-black font, fairy lights and a clear budget higher than reasonable. When I look back over my career so far, I was definitely working in the same way; spending money I shouldn't have done on things I didn't need. In fact, in the times when I've moved classrooms, or rearranged my cupboards, I continually find purchases from my NQT year, many moons ago - mostly craft resources that I'm still yet to open because I haven't YET found the right task.

Over the years, I've seen my classroom designs keep a similar theme, with learnt adjustments along the way. It's clear to me that there are things I keep consistent, and things I try differently each year, all while seemingly more minimal each time. I assume it's experience that eventually teaches you what you can do without, and what has the most impact in real terms, rather than the first time walking in. Some of the things I have learnt include:
  • I usually have a base colour, because I believe you can change the colour scheme by what you add over the top (plus it means you only back the boards once and the focus is on the work).
  • There is usually some kind of colour coding. This year, I have borders that match the colour of the respective exercise book.
  • I have tried lots of different ways of organising the books. After keeping them on a shelf in my first ever room, falling all over the place, I quickly sought different storage options. This year, I'm going for my favourite; magazine files split into their teams. I've always found this makes distribution more efficient. It also means that different tables can work on different things more easily, and it breaks marking workload down if they're in easily countable segments - you can fetch a quick slice of books at break time without losing track of where you got to.
  • I have ALWAYS, regardless of age group, had a carpet area. I don't understand how teachers cope without one. Yes, I understand they grow, but I believe you need different kinds of spaces without moving furniture constantly. Sometimes you need them close, sometimes you need them far away. Sometimes you need to pause them, and that carpet area increases the likelihood of them paying attention instead of being too distant. Equally, sometimes you need them there in front of you; that emotional connection and eye contact is paramount. Inputs, specific groups for misconceptions, reading together, etc.
  • I've always got a mixture of working walls and display walls. While a lot of this is often policy driven, I do think you need clear space for the prompts, models and interactivity, alongside area for the finished products, the celebration and so on.
  • I've never really started with lots on the walls already. I believe that whatever the room looks like on Day One, is forgotten by Day Two; it's the changes that they notice. For this reason, I've always started very plain, and built the room up as we go, especially for the working walls. This way, there is a point of specific reference for everything we do. I understand the counterargument that 'I don't like blank walls', but I just don't understand how you expect people to pinpoint something easily if it's already amongst a chaotic puzzle of, so far unlearnt, information - even the 'reminders' need re-teaching.  

The finished product (although is a classroom EVER really complete?) is below. But one question remains, how long will the desk stay tidy?
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