Q&A

Recently I was lucky enough to be invited back to university, to lecture Student Teachers on aspects of Planning and Assessment in practice, just before they embark on their next placement. In a similar way to how  our learners make progress through explanation to their peers, experiences like this have the same effect on me; I learn too (and I simply pray it's somewhat useful for those who have to endure my voice for the hour!)

Thank you to the university for the kind invite, and a bigger thank you to the students for such a warm welcome - you made it so much easier for me, and I'm so grateful. In the days since, thank you for your kind feedback and generous messages of support. I loved meeting you.

Then, having arrived home, I get this message from lovely Georgia, who popped up in my Facebook inbox.

My response is purely my opinion, and you're welcome to comment below with changes you would make. But this is what I'd advise personally:

A specific 'ice-breaker' isn't going to be necessary, especially as you're the new one, not them. Even when you have a class full-time, my advice would still be to get into the learning as soon as possible, setting the long-term standards, and learn about each other along the way. I'm sure there are many teachers that give out a neatly compartmentalised grid with the children's hopes, food dislikes and favourite subjects scrawled across, but I doubt they do anything of any value with it; I'm pleased you're ambitious, I won't be cooking for you anyway, and you can love or hate every subject, it's still going to be taught to you!

You must keep in mind that, at some point, you're going to be responsible for the progress of these children (whether it's a placement or an employed post), so while you obviously want to get to know everyone, and for them to know you, you must ensure that you keep control of your image. By this, I mean that we are so keen to tell everyone our quirkiest talents, best adventures and funniest stories in an understandable bid to be liked, and all these episodes build the picture someone has of us.

With this in mind, consider the picture you want (and ultimately NEED) the children to have of you. Eventually, you're going to need them to feel safe with you, listen to you, in order to create the best outcomes with regards to learning. My advice would be, everything in moderation:

• During your serial days, ask them about themselves, but not in the middle of the assembly line - otherwise they'll associate you with chatting. Maybe pop to the playground during lunchtime for a few minutes each day instead.
• By all means, tell them about your own pets, but not when you're supposed to be supporting the group - or they'll not pay attention in your lessons either. Chat during those random transition moments as an alternative.
• Use humour as often as you can, but let them know you'll be looking out for those who can have a good time, but also stay on task.
• Show them that you value students who are keen to contribute in a positive way, who are resilient, and can manage themselves in different situations. Use simple but meaningful praise, and compliment the one listening well, working hard, being a good friend. Then, once they follow suit, you can start to share some of the laughs we all crave, so that you become their 'best teacher ever'.
• What is it you actually want them to know about you? You're never going to know everything about everyone. Focus on what needs to be known, and then leave yourself open to surprise when the most quiet child turns out to be a martial arts genius, so-and-so keeps pet dragons, or the football mad kid also took centre stage in a musical at the weekend.

Being their friend first, and teacher second is never going to work. They're going to fall in love with you regardless. They want someone who is going to work hard for them, and they'll work just as hard for you. Best of luck!