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Help! GTP not coping! Lesson plans taking too long : /

Discussion in 'Trainee and student teachers' started by ojibrown, Dec 3, 2011.

  1. Hi GTPwithNOmentor,

    I am a GTP myself, and just read your post. It sounds as though you are working in an environment with a real lack of support. The GTP course is very intense, lots of hard work, and a seriously steep learning curve, but what will get you through, in addition to your own resilience and dedication, which you clearly have in spades, is some more direction and support from other professionals around you. Has your Tutor not yet questioned the lack of support you are receiving in school? In the absence of a mentor, someone in school (a GST?) should at least take responsibility for overseeing your progress. It will be part of the partnership agreement your school have signed with your training college.

    As far as planning goes, I'm finding it takes a long time at the beginning too, but you will get quicker. For some templates that will help you to structure your planning, you could try 'Learning to Teach in the Primary School'by James Arthur and Teresa Cremin, Routledge. Section 3 is all about planning, and there is a website to support the textbook with example lesson plans for student teachers.The sample lesson plan templates can be found through this link:
    http://cw.routledge.com/textbooks/ltps2e/figures.asp

    Do you have a parallel class teacher? Could you perhaps observe one of their lessons and ask if they could spare you a few minutes to go through their plan with you. This could be useful with any teacher who is willing to offer the time. If their written planning is not detailed, perhaps just ask them to show you where they would have written in their questioning etc...

    Can't think of any more to offer at this point, except to wish you the best of luck. It will get easier...

    o brown
     
  2. Hello ojibrown,............................................................................................................................................................................ Thank you for replying. My Tutor has questioned it. But the Tutor is being told by Senior Management at the school that it is "being sorted"..............................................................................................................................................................
    I'm in secondary. Does that make a difference? I searched but can't find sample lesson plans. I don't know what a "parallel class teacher" is. Perhaps we don't have them in secondary? .................................................................................
    The other teachers literally have no time. Two are part-timers and have to rush off to pick up their children. The others are not around (computer games, cigarettes, etc). Is this normal? I don' t want to complain to the Tutor about this unless it is something to highlight...............................................................................................................................................
    I've asked all the other teachers but none of them has a plan, or can show me a sample plan. I guess they keep it in their head. There is nothing on paper. I have nothing to go on and am a bit baffled as to why I'm not coping so early on.....
    Thank you for your support!...............................................................................................................................................
    GTwithNOmentor..................................................p.s. Apologies once more that the paragraph breaks are not appearing!
     
  3. Hello Lottes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . .
    Thank you, I agree that the script causes more trouble than it's worth. . . . . . . . . . . . . . . . . . . . . . . .
    I have a template (proforma) that covers a lot of the periphery detail, like listing the SEN students and L.O.s and previous learning, topic and strand, etc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
    You have given me a good idea to look for another template. The one I have just leaves the starter, main and plenary blank with no structure. I will have a look for another one that has more structure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
    Thank you! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
    GTwithNOmentor
     
  4. terri1972

    terri1972 New commenter

    Hi. I did the GTP last year (primary).
    My first 2 or 3 lesson plans were almost like a script, but definitely no more than that! It depends how confident you are really. But I would say that you need your LO, a break down of the intro, main teaching and plenary. Plus some key questions, your differentiation and allocation of any adult support.
    That's it. Don't burn yourself out writing loads of things you don't need.
    Hope this helps
     
  5. terri1972

    terri1972 New commenter

    SPECIMEN
    LESSON PLAN <u></u></font>[/b]


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    The
    Trainee may use the school&rsquo;s own lesson-planning template, but must make sure
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  6. Hi GTPwithNOmentor
    I'm sorry to hear lesson planning is proving a bit of a nightmare.
    Phil Beadle wrote an interesting article on the TES New Teachers website about why you don't have to do the full five star plan for every single lesson. Click on the link below to have a read
    A realistic guide to lesson planning
    We've also got a piece on lesson planning shortcuts from Sue Cowley which should be useful
    Good luck with it
    Best wishes
    Gail
     
  7. Hello, I think you need to focus on who and what your planning is for. If no-one in the school is interested then the people you are planning for are your tutor and yourself.
    It sounds like you and your tutor agree that you are spending too long on lesson plans, so you need to reduce it somehow. Ignore advice from anyone else if you don't respect them or the advice. So I would say get concise and precise, if that makes sense!
    As for the 'what' it's for, I think it's to prove you are meeting the standards and particularly that you are addressing any weaknesses identified. If no-one in the school is giving you any feedback you should still be able to show you are making progress on targets you or your tutor have set for you?
    I think a plan needs to show a clear link to the NC in the learning objective (ie you are teaching them something you are meant to be teaching), The planning I like best then states the learning objective in child
    speak (the learning outcome e.g. I can ...) and tells children how they will know
    they've acheived it (the success criteria, e.g. I have ...). give a brief list of resources you will use, how you will use adult support, any relevant S.E.N. info. and the starter, main activities for each ability group and plenary.
    Some info (e.g. SEN) is likely to be the same for every lesson and some info will only change a little. When writing e.g lesson plan 2, I find it easier to start out by opening lesson plan 1 and ammend that (saving immediately as lesson plan 2), rather than starting from scratch. (Why bother retyping the SEN info each time)?
    Apologies if you are already doing all this! Equally, I'm happy to send copies of blank and completed lesson plans if you find any of this useful!
    Good wishes, Jill

     
  8. Hello GTPwithNOmentor,
    I just wanted to add that this is definitely not normal! I am an NQT so in a slightly different situation, but the thought of getting through this year in a department who do not support each other, and even worse lock themselves away from each other is frightening! I have joined a relatively small department (4 teachers 1 who is also an NQT) and we have each needed help from each other at some stage in the term so far. I would have to say you sound like you are doing OK considering the lack of support you are receiving. Also, the fact that everyone has left by 3pm I would say is not normal. The days when I am lucky enough to leave promptly, I think I am the first.

    Again, with the lesson plans, this is not normal. For there not to be any kind of school proforma, or at least a teachers own personal proforma I find very strange. My department is almost compeltely new staff and we have inherited an exceptionally shoddy set up - yet there are still some available schemes of work dotted around in the school system. We are currently writing new schemes of work together and putting them on the system so that they are in place for next year to tweak. I would have to suggest you have found yourself in a very unfortunate postition, and it certainly is not 'normal.'

    Saying that however, if this is the structure of the school and no one else is doing things any differently, you may find it very hard to get any extra support from a faculty who are not willing to share it. Definitely worth discussing with your tutor i think.

    Good luck!
     
  9. wibblymoo

    wibblymoo New commenter

    Hey. I'm GTP as well. It is not normal for teachers to roll in and out of school at the same time as the pupils. Where I work most teachers are in school an hour before the morning bell and at least an hour after last bell, as a minimum. Any teacher who does attend pupil hours is fully prepared and ready. From the little you have said about your school I have an image of under performance, weak senior leadership and low staff morale. You must make your Gtp tutor aware of the REALITY of your school placement as they may be able to move you to a more supportive school. What has been said at your first end of term progress tutorial about your lesson plans, pressumable lack of mentor lesson observations and overall paperwork? This is YOUR training year. You have the RIGHT to be trained and not used as a cheap teacher, which is exactly what it sounds like your being used as by your school. Whoever told you to plan lessons like a script wants shooting. We have been taught to plan and use them like an aide memoir, and while that is a skill in itself and it takes a while to get there its what you should be aiming for.where are your department long and medium term schemes of work that inform your lesson planning? Not to make you jealous but I'm with the North West and Lancashire GRTP, and all of us are in schools with a mentor. We are all being observed regularly and frequently, and given timely feedback. My mentor's office is next to mine and she is head of department with 8 f/t staff, 1 p/t staff, she line manages 4school library staff, is the Professional Mentor for all and any trainee teacher in school whether your gtp, skitt, pgce etc...AND she's my subject mentor too. She operates an open door policy and I see her about five times a day for various training related guff. She teaches a three quarter timetable too. Everyone in my department has been very supportive and in fact the whole school is like this - supportive of one ahe
     
  10. wibblymoo

    wibblymoo New commenter

    The point is you deserve a good school placement where you will be properly trained and supported in this crucial year.
     

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