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What happens in your school when people aren't happy with where they've been placed?

Discussion in 'Personal' started by impulce, Jul 15, 2011.

  1. Every year we have issues when staff structure is given out and teachers/TAs find out where they will be. I personally am more comfortable in KS1, but if I were asked to be in a different year group I would do as I was asked and grasp the challenge with both hands. I might express nervousness, but I would not be distraught or ask to be moved elsewhere etc.
    This seems to be more and more commonplace where I work - with teachers and TAs kicking up a fuss, crying in the toilets etc. Are other places the same? I appreciate people have preferences, but just think these extreme reactions are bizarre. Were professionals and should respond to these challenges in a professional way.
     
  2. The people who throw a tantrum are told to suck it up or they know where the door is! (in a nutshell)
     
  3. jellycowfish

    jellycowfish New commenter

    Tell the people who don't like it to get out and give me the job instead!
     
  4. lilachardy

    lilachardy Star commenter

    Nothing.
     
  5. bizent

    bizent Lead commenter

    I get it evey year when the timetable comes out - usually the same person who needs to realise that if she keeps throwing her toys out the pram she won't have any classes at all!
     
  6. sleepyhead

    sleepyhead New commenter

    One particular person works herself into a frenzy so serious that I think she might have a heart attack, and then HoD takes a class off me to give to her to calm her down.
     
  7. In my place (secondary) it seems to be that if you explain your concerns in a professional manner, listen to their explanation and then resign yourself to whatever it is that they want you to do, they will actually try to change things, and explain again if they can't.
    If you stamp your feet like a spoilt brat, moan loudly at all and sundry and generally throw your toys out of the pram then nothing will happen and you're stuck with what it is you don't want to do.
    If only somebody in my department would learn to do the first instead of the second then she'd be a lot happier...
     
  8. Mangleworzle

    Mangleworzle Star commenter

    We always start by asking for people's preferences some time in advance. That way there are always some voluteers for the less popular groups and then we try to accomodate other requests. By the time the t/t comes out people can see that generally their requests have been met and are accepting of what else they have been allocated.
    It also helps that we don't have drama queens who try to get their way by having a strop.
     
  9. lilachardy

    lilachardy Star commenter

    I specifically requested not to have a certain class.
    I am getting that class.

    Why do they bother asking if they then do the opposite?
     
  10. Nobody asked me who I wanted or whether I was happy with what they gave me in 29 years of teaching.
     
  11. paulie86

    paulie86 New commenter

    In my school if your face fits with the deputy you get what you want. For some unknown reason my face has fit this year and I got more or less what I wanted! Some poeple never get what they want. e.g a primary trained teacher teaching only KS3 Drama, who is wanting to go primary when we close.
     
  12. paulie86

    paulie86 New commenter

    And in answer to op. If certain people strop and moan they will get things changed others can wwhinge all they want, but will be stuk with what they are given!
     
  13. I think that there are a couple of issues here that need to be considered:
    <ol>[*]If a staff member is to have a drastic change to current circumstances, how much notice the HT gives them. Many schools leave it until July to tell teachers this, primarily du to either disorganisation on their part, recruitment being easier to offer new teachers wht they want and attract them to the school and due to ultimately accepting that they know teachersare going to be miffed so leave it as long as possible, when teachers have no real alternative except to put up and shut up.Where as if all schools let staff know in April/May for example, many could then opt to resign...[*]Often HT/SMT do purposely put teachers/stasff with certain groups to provoke failure/resignations.... [*]Some members of staff come to the school being told that they are employed as a certain key stage/subject teacher to then get "dumped" in another... [*]Often preference is given to HT's "pets" choices/career aspirations...[*]Don't belittle the shock that some teachers feel when faced with perhaps such changes, change unnnerves many especially if it is totally new or perhaps with groups that are known to be very challenging etc. Not everyone immediately sees a new situation as an oppriutnity to thrive and be positive about.</ol>Though I am saying the above, teachers do need to accept that they need to be flexible etc, there are times that personal preferences do not meet the school's needs at that time. And sometimes that change can be amazing for the teacher.

     
  14. miss pious

    i woud question your use of the term "often"
     
  15. Think many that have been in Primary will have seen the situations you outlined.
    Though I agree that you are right about teachers being able to teach all phases etc, but we have to understand that for some that have spend long periods of time - often years - in certain phases, this may not only be them out of their depth but also initially out of their capabilties at that point. For arguments sake, if a teacher had been Foundation/KS1 for let's say a decade, would you think their subject knowledge necessarily would be right for Y6/7? Let alone be up to speed on the current initiatives etc?
    Reality is that though they should be able to do the job doesn't mean that they will, confidently and competnetnly. Likewise such a drastic change doesn't mean that the teacher wouldn't be able to do it nor indeed relish the challenge.

    Certainly in my career I have taught from Nursery to retirement age. And relished the challenge and thrived on it.....but I know others that it has pushed them over the edge....(mainly primary though as in secondary most complain that they haven't been given a good spread of groups).
     
  16. In my school HT leaves announcing where staff will be really late, changes little or nothing unless directly approached.
    You get your way by making a fuss or being a favourite. The rest of us just do what we're asked.
    I would happily change year groups if asked, or co-ordinator role. I would make it my business to fulfill that new role well, even if there was a period of finding my feet.
    Our HT has recently promoted people internally. I asked if I could change from Maths to Literacy, as a fresh challenge and as I am currently the lead teacher for phonics in KS1 and FS.
    Before the promotions he told me it was a good idea and there was a strong possibilty of this happening. Then he promoted one of his golden girls and she stamped her feet about being asked to do Maths so he gave her Literacy, which is what she wanted, (even though she pronounces 'th' as 'f').
    He hasn't yet had the courtesy to tell me that he has made a decision about the request I made. I am totally p*ssed off, more about this lack of good manners than about the decision itself.
    OK, done moaning now! Happy with Year group I've got, happy with staff I've got, quite like being Maths co-ordinator so I'll shut up!!
     
  17. lilachardy

    lilachardy Star commenter

    Yes, but then they're not teaching a subject they know nowt about!
     
  18. Sorry, you've lost me. I appreciate that the subject specialist would be the first person to put in place, the point I raised earlier was what happens when they are not an option?
     
  19. I think leaving someone in the same place for a decade is why these problems arise in the first place. One of the key things within any teaching team is flexibility. If you have allowed someone to teach exactly the same thing for a decade then you should expect them to be adverse to change and have lined yourself up for problems IMO. I would be bored to tears if I had no room for development and change in such a long period of time. I always ensure that my teaching teams get repetition when timetables change yearly to avoid excessive workload for them but we also discuss what new aspects/classes we can alter about their role and they are always keen to take something fresh on. By doing things this way you gradually develop a team that can happily and competently move around most areas.
     
  20. When I read the title of this thread I thought " Oh good, some of the pupils/parents aren't happy with where they are placed".
    Might have known it would be a winge about bad teachers not feeling comforrtable with doing something a little difficult.
     

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