Memoirs of a Teacher: Part 3 by @TeacherToolkit

These are memoirs of my trainee-teacher placement from 1996. This is part 3.

During the process of writing my second book about teacher-resilience and what keeps teachers stuck in the classroom, I have delved into my teaching practice file to rediscover my reflection journal from a 12-week teaching practice in 1996. I am reading the notes to see what issues have changed (if any) in teaching over the past 20 years. I am also keen to understand if there are any indicators in my own memoirs to suggest a certain type of character or resilience is needed for the classroom.

Reflections Journal:

These memoirs are taken from the 4th school that I was placed in during my BAEd at Goldsmiths College, University of London. This was a comprehensive school in Hextable, near Dartford in Kent. I believe the school is now an Oasis Academy.

In my journal there are over 20 handwritten pages that I kept as part of my teacher training. My tutor regularly asked me to write my reflections after a very long commute home; what I was totally ignorant of, was that during my 4-year teacher-training degree, I was laying the foundations for me to become a reflective teacher; something that I still (thankfully) withhold today …

These are my memoirs.

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1st October 1996:

7G – Period 3: A very enjoyable (quiet) lesson in which one of the department teachers observed me. One thing he did point out, was that he noticed I said ‘okay’ 37 times in 15 minutes. This made me laugh and I was very astonished that this was relevant to my teaching: so, now I am very conscious of this. I noticed throughout the rest of the day when I was saying it, and tried to change it. He pointed out that I could be known as ‘Mr Okay’. I should try to vary my words and monotone. Again a problem I have encountered each teaching practice, is that I lack confidence until I become comfortable with the pupils.

My introduction in the lesson was basic and straight to the point. Perhaps I should have prepared a more detailed approach and questioned the pupils? I tend to rush my input because I have always been lacking in confidence when teaching electronics. However, it seemed to be pleasant and the pupils understood everything I said, providing plenty of feedback and providing answers to my questions.

I made sure I walked continuously around the class, checking the progress of each individual. I thought it was a clever tactic to read student names on their desk/ book work before I spoke to them. They found this alarming! Most of the class were very co-operative and there were no major problems. A new girl entered the group too. She needed paper and a new book. But guess what? I had forgotten the most basic and essential part of the preparation for any lesson. A supply of paper!

I should also have used the blackboard to emphasise student problems. This would have aided the group and diverted attention elsewhere, arousing interest. I was rather monotonous keeping information limited to visual and verbal aid. Besides this and minor problems that are typical, the group is very quiet and hardworking. I have learnt here in my first week of teaching – once more – to be prepared and ready for anything. Stay one step ahead of the pupils!

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8D – Period 5: In this lesson, I led a graphics input which I thoroughly enjoyed. This lesson is my subject-strength, so I walked in with an air of confidence. After spending 10 minutes setting up I explained a drawing that I had previously prepared to the pupils. The task was to complete an orthographic drawing of a ‘truck’ design the students had already started making. I took the class through various steps explaining techniques and problems; taking time-out to walk around the class answering questions.

There were a few problems concerning discipline. I had to break a minor fight and reprimand a pupil. I talked to him and he wrote a comment home to his parents after the lesson. Once he was sitting on his own, he caused me even more problems seeking attention in his work. He just wouldn’t listen – so I eventually lost my patience with his futile questions. I am sure he is quite capable. He just wasn’t listening.

The group worked fast than expected and I had problems keeping the mixed ability class focused. It seems my input on techniques worked as it was evident in their graphics – although most of my time in this lesson is spent correcting their work – they seem to lack a little confidence in their work. I will bring in my graphics portfolio in to class to stimulate their enthusiasm.

9E – Period 6: Well I suppose one group like this has to come along. A tough group of 14-year-old which have so little discipline and manners. I think I suspected misbehaviour when the ‘real’ teacher taught the lesson. I was thrown in at the deep end not knowing what I was really teaching. I eventually found out that they had started the work already. I was repeating myself and thinking of strategies to waste lesson time. Not ideal, but what else can you do when you lack experience and planning?

I lost count of how many reprimands I made and how often I needed to shout. I will definitely go away from this lesson planning thoroughly and revising strategies and disciplines. I even had to keep a girl behind to reprimand her off for her behaviour and lack of respect to me as a new teacher. I told her that I didn’t want us to get off to a bad start. I wanted the lesson to be meaningful to her and that I didn’t want her to do this again, or I would take further action.

This definitely was a learning experience. I have 3 other groups who are similar. But then, I guess it is my final teaching practice. It’s suppose to be this tough, isn’t it?

After school I helped out with year 7 soccer practice for 1 hour before helping select a year 11 + 12 soccer team for a future fixture. I got used to my first after school hours participation and I was very tired. I didn’t arrive home until 7pm. Part and parcel of the job!

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End of extract.

You can read more about my teaching memoirs in my forthcoming book, released in the autumn of 2015.

TT.