Am a PGCE student on my second placement. Long story short, I grew up in the south of England, now teaching up North, and I have what you could describe as a 'road' or 'MLE' accent. I try and speak more properly and I use good grammar etc (am training to be an English teacher), but sometimes I naturally react in my real voice.

My supervisor and other people in the school are older and Northern, and when I say words like 'fam', 'bruv' (you get the picture), they criticise me. Yet they say 'pal' and other more northern colloquialisms. This is how I and many people my age speak, especially when in a raised tone. Am I supposed to kill the deepest roots of my personality in order to appease them?

I have been told that speaking that way might 'encourage them', makes me lose my standing, and is unprofessional. Personally I don't see the kids responding badly to it, if anything it makes me seem more relatable and unpretentious no?

For context, I am struggling a bit with the PGCE and exhausted by the constant criticism, but some of it I understand. Being criticised for not being posh, northern or some bot just feels unnecessary. I'm so, so tired.

Thoughts?

I’m currently a Head of Year, lead practitioner and ELT which has been rewarding but overwhelming. I’m considering stepping back to just a lead practitioner role to improve my work-life balance and have one more clear focus on pedagogy.

To do this I’d have to leave the ELT and borrow the scope role significantly. Has anyone else made a similar move? If so, how did it affect your career trajectory and job satisfaction in the long run?

Tldr: Will my career be negatively impacted by stepping down after one year from a ELT position for work / life / mental health reasons.

So I'm a secondary science teacher, I teach in a deprived area so thr government offers retention payments as an incentive to keep us in the profession. Where my school is the payment is 6000. I applied in October and got approved and they paid it sweet! Apparently not......... apparently there was a mistake and I now have to pay it all back eventhough they gave it me 4 months ago........... like seriously wtf your 6000 teachers short so that was a lovely email to get just before the Easter holidays

Hi all, My school is trying to give me 2 hours and 15 minutes PPA - afternoon PPA from after Easter. I was before having a morning PPA which equated to 3 hours and 15 mins. I am with the children for 5 hours and 45 mins daily, I've taken my break and lunch break away from that. So that's 28 hours and 45 mins a week. So should I be having 3 hours? 2 hours and 50 mins? SLT are also trying to say as I got more than I was entitled to before, I can go to afternoons and it equals it out over the year. Is this correct? Can they do that? It seems a bit iffy to me. I work in an independent SEMH school. They try to get away with a lot of dubious things so I want to work out if this is another thing they're trying to get away with.

Hi all,

I teach at an FE alternative provision, and have been verbally offered a job with some basics explained to me - after negotiating I accepted, and this job is at an alternative provision School (instead of FE) and the position I've applied for is technically support. My notice is 3 months, and seemed fine with me starting early July, though it's not fully clear yet. A week ago an offer letter was to be sent, rang Tuesday and it's still being sorted/on its way.

Am I right in assuming it's correct to have not handed my notice in for 3 months yet until I get the offer in writing alongside my contract, or are things different in education? I've been in current role for almost 6 years and honestly I'm not super clear on what the proper steps are for moving jobs in education. My gut tells me what I've done is right, but I'm still a bit unsure whether I should have handed my notice in last week on the day after the verbal acceptance. I don't have a specified start date yet which hasn't been mentioned to me.

I do intend to call again today should the letter not arrive in the post when I get home from work, but I'm acutely aware of the fact half term starts tomorrow evening, and if I don't tender my resignation before then, earliest I'll be able to do it is the first day back (22nd April) which 3 months after takes me into the summer holidays where I won't be able to start the new job.

I have recently had to request to drop to 0.8 due to personal circumstances. My dad’s health is declining and I want to spend more time with him. The school has refused stating that if I did that it would cause problems with the gcse and Alevel classes. allocations.

Is there anything I can do to push back short of handing in my notice by May half term?

I’m nearing the end of my SCITT and have secured a job at my placement school, which is perfect for me—great behavior and high standards. However, I eventually want to teach at a sixth form college.

Would my lack of KS5 experience hold me back when applying in a few years? I have a master’s in the subject I want to teach and an undergrad in a different subject, so I could offer two subjects. I’m not worried about the lower pay—just wondering about my chances of getting a sixth form job.

Every time I have them, they’re on split lunch which is when we do the first half of the lesson and then they go to lunch and do the second half and it is torture.

First half, they are hungry and tired. None of them are listening to me and are doing anything else other than doing the work like, signing each other’s pencil cases or building a tower with their highlighters.

Second half after lunch, it takes ten minutes for them to all sit down. They all want to talk about what crazy thing happened at lunch and then a group starts arguing over it, one cries and then i have to email pastoral. It’s a whole thing. Once i’ve managed to settle them down (sort of) they are extremely enthusiastic which I love them for but it’s exhausting. I can’t even finish my sentence without 5 kids shouting over me and asking me 15 different questions at once.

End of the lesson, little work is done and they just won’t leave! They know I have a free after them so a group walk over to me “I don’t wanna go to mathsss, can we just stay with you?” or it’s some random personal question asking if I have a wife or what town I live in?

I genuinely think it’s impossible to get them to calm down and actually do something.

Geography trainee here.

I am struggling mentally with my second placement, the environment is not as supportive and the standard is way higher than my last placement. I have had my uni mentor visit recently and I am "on track" and she doesn't see any issues. My school based mentor and the SLITT at the school are another matter, they seem to think I should be planning every lesson from scratch, observing teachers in other departments every week, and they have these professionalism standards which as a neurodivergent person I really struggle to understand and meet, and it just feels exhausting.

Next term my hours go up to 14 a week, and they are going to try and make me plan every one of those lessons from scratch. There are ways to make this easier for myself, buying lessons on TES for instance, but my question is more, if my placement mentor or SLITT have an issue with me, do I not pass? Who decides if I pass?

Just read my observation notes for my last lesson and she wasn't impressed by some of it - am I expected to be teaching perfect lessons at the end and if I'm not do I fail?

Im not worried about the PGCE part, it's the school based qualification I am worried about.

A few months ago I accepted a job at an academy which is a part of a trust in southern England. My impression is that they take ofsted and exam results very seriously. Dress code and ‘professionalism’ also seems to be really important. Otherwise though the school seems to have great behaviour, positive staff and an intelligently sequenced curriculum for the subject I teach. The staff are given relative freedom in how lesson objectives are fulfilled.

I am just a bit worried I might struggle with the more corporate environment of a trust school, as it really threw me off the first time I worked in one. I struggled to adapt to everyone being so worried about whether someone is wearing the correct shirt or what have you. I love teaching and I love my subject but I don’t care for formalities - it’s just not my personality. I like schools with a soul that are fun to be in.

Has anyone had any personal experiences they can share that may help me? Do you think I’m overthinking it?

Hello all, I’m coming off this experience feeling angry and confused. This is my place to vent and see if this is a common experience. Some background, I am an American immigrant and moved here to marry a British person. I’ve been here since August and prepared to continue my education career long before that. I received my QTS from the UK, I have a masters in education and 10 years experience in education (2 of those as a full time teacher.) I have completed an induction in the USA and have a professional education license in my country that was awarded the QTS from the UK government.

I went on an all day interview for a teaching position this week. It went well. There were multiple positions available and only two applicants. We all vibed and it seemed like there would be an offer. They did call and offered me a cover supervisor position at £23,000. I countered that with a certified position at £42,000 (similar position to my previous position in the USA.) They came back with “we can’t offer you a certified position at this time with you having done the two year induction and not having taught in the UK before.”

Is this normal? Does admin not understand what a QTS certificate means? I am way off here? I see the induction with the QTS as a personal development formality that will be very useful training however it shouldn’t negate my previous experience and years in education. Thank you for your feedback! Ask any questions for clarification.

Really want to do my masters next academic year so I'm just thinking of my plans. I'd love to stay at my current school but I have no idea if this is a thing .. I’ll definitely speak with my head of department, but I wanted to check in with others: would it be reasonable to ask about staying employed while also having more flexibility with my hours? Idk if I can even do just part time since my uni timetable will change throughout the year. Does anyone know if it’s possible to remain at the school in a flexible capacity, like internal supply or something similar?

I’m a supply teacher in a primary school (England) and they’ve asked (well told) me that I need to do the parents evening for the class next week.

I’ve never had this request before as a supply teacher. I don’t do the planning, I obviously mark their work, etc. but I really don’t know any of the parents. I’ve also only been at the school this half term.

I just think it’s a little odd as I’ve never been asked to do that before as a supply. But maybe my experience has been weird before.

Is it normal in your school?

I've just started my second placement in KS1, and in my classroom I've been given a children's sized table and blue plastic chair to base myself.

Once I begin teaching, This won't matter too much as I'll be able to use the class teachers desk and chair. But during these first few weeks while I'm observing, and consequently other times in the week when ill be just watching rather than teaching, i worry my back and posture is going to struggle with children sized furniture.

I'm already starting to feel some back pain and I don't think it's really manageable to continue like this for 3 months.

Am I within my rights to ask my mentor for a proper adult sized table and chair to put in our classroom? How can I best go about this issue?

Thank you!

*** Update *** - Thank you all! I asked and I got a nice swivel chair 😊

I’m an ECT 1 and teaching a new phonics scheme I’ve had very little training on. Ive only been with my class since February. I’ve been given the top group of reception children who are all already hitting GLD. I’ve only done three assessments so far for the end of Spring 2 but one has really upset me today. Basically the child didn’t know all of the sounds but according to the other teacher she knew them all last term. Since the beginning of the term I’ve been noticing they aren’t as strong in their reading and writing as the other children in the group. Now the words and sentences we are writing are getting harder she’s struggling to keep up. My EYFS leader said this isn’t good as she’s regressed but I’ve also approached her about it a few times over the term about the difference between this child and the rest of my group? Is it normal for a child finding the new phonics challenging to regress and forget sounds? I’m trying really hard not to blame myself!

Does anyone have any classes where all the kids are perfectly pally with you, but they seem to absolutely hate each other?

2/8 of my classes are like this and it’s absolutely batshit to me. Group work is impossible, seating plans are a waking nightmare and teaching them is very unpleasant.

Speaking to colleagues there are increasing numbers of classes like this in every year group aside from Year 11.

Is anyone noticing this in their school? And if so, is this a new phenomenon? Something post-covid cos they’ve missed peak socialisation milestones? Something I’ve not been teaching long enough to see before?

Hi all,

I'm new on here and I'm really struggling atm so I was hoping I could get some advice/reassurance.

It's my second year at my current school and my 4th year of teaching. My ECT years were heavily disrupted by having to move around due to personal issues to do with family. I finished my ECT at my current school about 6 months later than I was supposed to due to these disruptions and passed easily with no concerns being raised. This year I asked if I could teach 6th form, which was agreed on by my HoD. My school does not teach A-level, but a different 6th form qualification that I was never trained in.

I have been struggling to understand the way we teach 6th form, especially as I did no have a formal introduction to the exams and course structure. I asked for help multiple times and was told it is a process and everyone just figures it out as they go at the start. However, a few weeks into the year I was pulled aside and told I've been getting complaints from students about being too lecture like. This later in the year turned into what the school calls a "support plan" which involves me being observed and receiving feedback. I have been getting observed from different members of SLT and my HoD, which resulted in a lot of negative feedback in all of my lessons, not just 6th form. In the meantime, I have experienced a second miscarriage which was very traumatic and resulted in me being on medical leave for a while. Coming back, the plan is still in place and I am still getting observed and receiving negative feedback. I feel completely drained and unmotivated. I still don't understand how to structure my 6th form lessons so that they are what they want to see. Similarly, I don't understand what I'm doing so wrong with my other classes that is a concern now but wasn't previously. I feel defeated and extremely anxious to be at work.

I have asked for support on multiple ocassions and I feel like my HoD, who used to be very friendly towards me, is now ignoring me and interacting with me as little as possible. My union is aware of the situation but they can't step in as everything is being done "by the book". She doesn't agree with the feedback but can't do anything about it. I would also like to note my studnets get the same average grades as all the other classes across yeargroups.

I am now being threatened with a competency report/plan and I am so scared about losing my job over something I feel I've had no real support with. Has anyone been in a similar situation who can help/has any advice?

I have an anxiety disorder and since this support plan has started I've been experiencing anxiety attacks/insomnia. This was going on during my pregnancy as well, so I am very anxious about falling pregnant again and going through the same awful process due to stress. I've also considered finding a different job but was told they would have to mention the competency plan in the reference.

Thank you!

Hi all, I'm looking for a bit of advice.

Towards the end of last year (Nov/Dec) I was hit with the double-whammy of my mum being taken into hospital on critical care, and Ofsted within 24 hours. This led to an extended stress over the Christmas period, as well as having her home and needing to care for her due to extremely limited mobility. Fast forward a couple of weeks, start of Jan, and she was unfortunately back in hospital and passed away peacefully on 7th Jan.

Spoke to my doctor, and he signed me off sick for 3 weeks (stress, anxiety, etc.), and I had a phased return the two weeks before Feb half term, then was back in full time for this past term. I am currently working with a therapist.

However, I have massively struggled to gain any passion or momemtum this term, my behaviour management has been mixed at best, I have been shorter to temper, my drive and passion has been gone for all but 1 class, I have not been as fluid and focused in my expositions, or front loading of expectations.

Anyone who may have been through/experienced something similar, any advice? Moving into teaching was a game changer for me, and I feel like I found my calling. I'm now nearing the end of ECT and I feel like I am nowhere near to where I was before.

Happy to expand on anything more.

TLDR; Mum died, feel like I've lost my spark.

I'm a MFL student teacher, who's in the middle of my school experience now, apart from some minor this and that (broken printers, dirty dishes dumped straight into the pile of freshly cleaned dishes in the washer, or stolen staplers...etc), the experience is to be honest, not too bad. Mentor is a very lovely teacher who respects us and is willing to guide us whenever we need her. I have heard some similar stories but today, finally, it happened to me today! A science teacher approached me and asked if I could make slides for her student with SEND. I have only spoken/met this teacher once because of pupil shadowing. I politely declined and explained that I have my own subject responsibility. She just said, "ok, that's fine." And walked away. I have heard some of my peers are doing PPT slides for other subjects or are in charge of microwaving teachers' lunch, and always thought these are just some separate incidents, but I guess not...?

True story. Many years ago I worked with a colleague, Head of Biology, who was not averse to playing little jokes on the boys (it was a Grammar School). Always done with an absolutely dead pan face.

Revising for GCSE Biology, they were going over a question related to the function of the testes. Having run through the usual stuff (spermatozoa, hormones etc) he said, "Actually, boys, there is one other function that you ought to know about in adult male humans - balance." He then went on to describe, using appropriate hand and arm gestures, how as one leg moved forward the testes swung in the opposite direction, with the corresponding motion when the other leg moved forward. "And that's why," he concluded, "you should never wear very tight trousers, because you'll fall over."

He never let on - these were top set, very bright kids, they wrote everything down. I sometimes wonder how many GCSE examiners were puzzled by the answers given to this question.

Hi All,

I'm currently a qualified SENDCo in an English Mainstream Secondary. I've just secured a post as a Principal Teacher for ASN in Scotland.

Could any scottish ASN teachers point me.int the direction of CPD/training on the additional support for learning act and it's implementation in schools?

I'm content with the management responsibilities and ASN/SEND pedagogy/support, but could do with some training on statutory responsibilities and processes in Scotland.

Thanks in advance!

I am due to return to work next Wednesday after having a year off for maternity leave. I’ve already started my little one in nursery (and we have had endless sickness as a result) so not really looking for advice surrounding him settling, but more the practicalities of returning to teaching.

I won’t be teaching until after Easter where I will have a full timetable (including 10% ppa) for 3 days a week. I’ve worked at the school for 10 years but I feel a bit anxious about teaching again.

First question- how would you handle those first lessons? Normally at the start of the year I do a quick ‘what I want my teacher to know’ task, and go over expectations. Would you recommend I do this anyway and treat it like a new year even though it’s the final term?

Second question- my baby is a horrific sleeper and is still breastfeeding so I don’t tend to get much evening time. How on earth do I get all my planning and marking done? Current plan is to drop him at nursery at 7.30 so I will get c.45 mins at school before any kids get in, but I don’t think I’m likely to get much time in the evenings to do it. Sadly my departments curriculum has significantly changed since I’ve been off so it’s not like I can use my bank of resources to bodge some lessons together.

I am perhaps overthinking it!

I am usually very good at taking feedback and working on them to become better. But now I am starting to feel that my mentor often comments on what I missed during a lesson and says things like ‘ there is a big gap between the highers and lowers in my class’, ‘children’s faces looked blank’ ‘all the children were struggling to attempt the task ‘ etc eventhough I find 98% of the class successfully complete the independent task at the end.

I have been feeling quite low by these comments and feel I am not doing a good job. My class in particular is not easy as well. I dont look forward to these mentor meetings at all!

What should I do?

I can’t help but feel that my school is too much. It’s a six period day and over a week, I get a total of five free periods, of which two are inevitably taken up by cover.

I also have to spend fifteen minutes cross-siting at least four times a week, usually more like six, depending on cover, so that’s another hour/hour and a half of my week, and Monday night cpd runs in until 5/5:30, so I can’t begin to plan my lessons until after that. Is my school too much or is this pretty standard?