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Discussion in 'Personal' started by MrKirby, Nov 11, 2016.
hear hear! (clicked in the wrong place before!)
As I walk the last bit of the journey to the lovely place where I work with kids who have fallen through the cracks, I walk past the entrance to a mainstream school. There remain lots of feelings of belonging in such workplaces. However, I see the teachers buzzing around and even though they do not look particularly stressed, I remember all the grief of my last few years.
News from my old workplace leads me to believe that I would suffer serious threats to my mental health.
twice the pay and half the hours
We're ex teachers, and running workshop sessions as visiting presenters works well for us. We have complete control over content and delivery and there's no paperwork to follow. It's also good fun.
I'd go back to what I did before in FE for £1000 a week cash in hand, no meetings, and no late nights.
A pay scale which recognised the primacy of teaching duties.
I totally agree. It's certainly not about the money!
Moving to lorry driving has all but halved my income, and I get far fewer days 'holiday', but at least holidays are not spent worrying about what to do in the classroom! (or more accurately what to do about data gathering and targets!) Quality of life is far more relaxed, and my skill levels and feeling of self confidence grows with each of the challenges the day throws up. It is quite remarkable how many gaps and gateways are 2-3 centimetres wider than my lorry!
I am also struck, both in this role and in last year's driving for a food service, with how many highly skilled and experienced people, people with amazing customer relations and exhaustive product knowledge still feel they have not succeeded because they have failed at school! Many university graduates could never hope to rise to equal their practical abilities, yet our education system seems to push people into emulating what the upper middle class believe will be the skills required to feed the economy. And one thing we were told as students all those years ago was that no one could predict exactly what would be required when pupils left school! Look how far the mobile phone has come and radically changed the way the world works. When I left college it had just evolved to about a quarter of the size of a brick!
You cannot be serious!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! (Apologies to John McEnroe)
1. An abolition of 'learning walks' and a return to the three hour rule. Three observations per year with no Ofsted grading, no threat of capability on the back of it and constructive, supportive feedback.
2. Colleagues that look out for one another and not just no. 1.
3. SLT that support you with behaviour issues rather than telling YOU off because a kid just told you to '**** off.'
4. 1 hour lunches for staff and kids. Kids need the down time to socialise in an era where most communication seems to be via screen and social media.
5. The finances to have proper resources to teach with.
6. Parents that respect the teacher rather than side with their misbehaving offspring.
7. At least a small break/changeover time between every lesson to allow you to tidy up/prepare the next lesson rather than the next lot of kids streaming in the second the last lot have left.
8. A policy of kids handing in mobile phones on entry to the school which is rigidly adhered to with harsh punishment for non compliance.
9. A clear discipline policy with certain transgressions dealt with robustly by SLT who do not question your classroom management or imply lack of it.
10. The ability to have a pupil removed from your lesson for its remainder for a sufficient transgression.
11. An improved examination /accreditation system. More teaching a subject for the pleasure of teaching/learning it and less teaching to the test.
12. Sufficient support staff to help the school run smoothly.
13. An acceptance that it is physically impossible to simultaneously show every teacher standard and show 'measurable progress' for 30 children in a 5 minute drop in of your lesson.
14. Children that misbehave consistently or severely enough sent to a PRU and not 'managed moves' to cause problems at another mainstream school until they have demonstrated the capacity to improve their behaviour. Why should 1 child who cant control their own behaviour ruin it for the other 29?
15. A respect for staff of all ages and no 'getting rid'/disadvantaging those further up the scale rather than MIllennials making up 95% of the staff (no offence intended to 'MIllennials.')
I am now a supply teacher. What would tempt me back into a full-time permanent job as a teacher?
I have worked in around 80 different primary schools in the last 3 years.
I would consider a permanent position in only three, possibly 4 of them. This is because they have "nice" Head Teachers and friendly staff. The others? No thanks, not for me.
In answer to the OP's question: Sod all!
You hit the nail on the head on one major aspect of this in my opinion. It's about people, not process! Where we are treating each other as friends and fellow humans who inspire and encourage each other, rather than cogs in the wheels of the machine that need constant observation and assessing to see if we're working properly according to the manual, we can create schools which provide a model to children of the ideals of collegiality and community.
We have the same agency. They text me asking if I was interested in applying...they have been paying me for over a year to run a single person department in a school 45 minutes from my house, and I will be there at least until July. why would I want to apply for a temporary job which would entail either a move or a 6 hour daily commute ?? idiots .
A 40-45 hour working week.
Managers who do things with the right intention - to improve the learning experience for children.
The freedom not to do things that are just for show/evidence, when they are of no educational benefit.
Or for a PM target of someone in management.
Like having to take photos of practical activities and sticking them in every exercise book. This doesn't help the children but shows you've done something in the lesson. It takes up valuable time and promotes a culture of fake teaching - a bit like social media- constructing an image of what is happening rather than focusing on the actual activity. It becomes superficial and we begin to pretend all the time.
I don't understand why this is, but I guess it's increased accountability and top-heavy staffing. As Mangleworzle said, managers justifying their jobs by showing what they've done to improve teaching, all this requires evidence.
I'd rather they popped in the lesson, asked children around the school, and looked for evidence of progress in the children's work.
If they were able to retain more experienced teachers (or more of SLT were in the classroom putting their skills to good use) there would be less need for scrutiny and evidence. Teachers would just do their job and do it well in most cases.
There is absolutely nothing which would attract me back into the classroom. I've done 38 years full time and 3 years part time.
For me working in another part of the world where children desire education and want to learn..where my value as a teacher is appreciated, where i can enjoy times of humour and play with those i taught rather than just the completion of a task the priority.
I would want a place where my teaching does make a difference and teachers have time to recount,associate and sort out needs as we used to do in days gone bye. Where above all the presssure is to help children to grow in knowledge and skills rather than be some target reaching abstract on computer spreadsheets powered by fear of a quasi political organisation called Ofsted.
I seem to remember something like this years ago in something called 'school'.