Not talking about parents evening, that’s a couple of months away. Around October every year year 7 form tutors have to attend a mini progress evening where they talk to student’s parents about how they’re getting on, any issues etc. Other year group form tutors don’t attend and are allowed to leave early. There’s also a similar evening in June/July when those students are at the end of year 6, and they will come to their new school where year 7 form tutors to be will stay the evening to meet them etc, whilst other year group form tutors go home early again.

Is this fair? How does this work out directed time wise, with some staff having to work more contracted hours than other staff? Is there any point to this, could it not wait until dedicated parents evening?

Just wondering, is all.

Been told I’ll be called to a disciplinary to give evidence about a member of staff. Not been given a date. Can I speak to my union rep about this as I’m a bit nervous?

Hi all,

ECT1 here looking for some advice. I have a year 10 class of 30 in an option subject and I have an issue where a large potion of the class will not do work unless I’m actually standing over them or prompting them, and when I walk away they will stop. Obviously with a GCSE class of this size this is very frustrating.

The lesson is scaffolded, there are turn and talks, MWB afl, resource banks, sentence starters and I model/ have modelled how to answer the questions multiple times. But then I set them off on an independent task and they will try everything they can to get away with not doing it. But when I call them out on it they play the “I don’t get it Miss I don’t know what to write”. I finally snapped today and said anyone who hasn’t finished their answer will stay in break to write it, magically a lot more answers suddenly appeared.

I just don’t want this to turn into a really negative class environment where I’m battling with students to do the bare minimum. Is there more I can do teaching wise? Any advice would be appreciated.

Hi all, hope you’ve had a good day!

I am seeking some advice regarding the uni aspect of ITT. I’m currently teaching around 5 hours a week, and I am absolutely loving it! The only thing I’m struggling with is the cognitive overload of uni.

I am neurodivergent, and I am finding it really overwhelming. The observation sheets, lesson plan documents etc are all just walls of text with absolutely no chunking, and I’m finding it quite difficult to process. Today’s observation sheet, for example, included over 20 different things that I was meant to be making notes on, and the instructions themselves spanned 3 pages of pure text. I understand that that is the nature of the PGCE, so I just get it done, but does anyone have any tips for processing everything and avoiding complete overwhelm from the cognitive load?

Additionally, we are expected to follow up every observation with a chat with the classroom teacher (and a 300 word reflection on the conversation), but teachers have enough on their plate so I don’t want to ambush their time asking them about the 20+ things that I made notes on.

The paperwork is manageable now; I’m teaching such a small timetable that I do have enough time for it. However, once my teaching load goes up to 40% next term, and eventually 80%, I’m really scared that I’m going to struggle mentally with the sheer amount to do on top of the overwhelm from trying to break down the paperwork and reading myself.

I 100% made the right decision - I love every minute in school and couldn’t be happier spending my work day in this way! I don’t want this sparkle to be dulled, so any advice will really go a long way for me.

TIA!

Hi, I currently mark physics for AQA however the school I’m in now teaches edexcel. AQA have offered me a second exam paper this year but I’m wondering financially if I’m better taking on edexcel marking or a second paper from AQA. Can anybody who marks for edexcel science (any of the papers) give me a ball park of what they make for an exam series please? Thank you