As any teacher will tell you, your PGCE (or other training route) is only the start of you learning to be a teacher. Most trainee teachers heave a huge sigh of relief at finishing their course and securing their first job – and rightly so, but the way ahead is steep and difficult. I would be lying if I didn’t say that your first teaching job makes your PGCE seem, relatively, easy.
I attended three interviews before I secured my first job. It was in an 11-16 school in my home county of Somerset, a rural school, totally different from the inner city I trained in. I was so pleased to be offered the job I almost cried – most unlike me. Then it was back to finish the course and graduate.
September 2001 arrived and I started my first term as an English teacher and form tutor. Luckily, I had a Year 7 tutor group who were as nervous and wide eyed as I was, which meant that, for the first day I didn’t really have time to worry. My timetable was a mixture of groups including Year 10 and Year 11 GCSE groups, some ‘nice’ and some ‘challenging’. Having this mix is important. Sometimes, new teachers are kept away from exam groups and difficult classes – this isn’t helpful as they have to learn to teach these groups at some point. All it does is put more pressure on those who end up with large numbers of exam/difficult groups and creates a situation where these groups are taught by a select few due to the fear of a dip in results.
The department was small, a head of department who started at the same time as me, three part timers and two NQTs. There were filing cabinets full of ‘resources’, many of them printed on Banda machines (one to Google if you have never heard of it) and newspaper articles from the early 80s. Schemes of work were almost non-existent. This was a blessing and a curse as it forced me to produce my own resources and schemes – tough work but I believe it set me up for my teaching career. My planning and lesson delivery improved (to see the gaping chasm between these two read @tstarkey1212‘s blog post on planning).
Being part of a small department, and a small school meant that I got the opportunity to take on extra responsibility. This included being the first in the department to get an interactive whiteboard in my second year. A classroom was built from a section of corridor and part of a toilet block (I kid you not) and the board was installed. As is often the case, it didn’t occur to anyone that I might actually need a traditional board as well – especially with a relatively new, untried piece of equipment (this was eventually sorted out). I had to teach myself how to use the board and its software, as well as having back up lessons for when it broke down. I learnt to wing it, when necessary, and rely on my subject knowledge and my teaching ability.
I eventually moved to another school, for promotion, after three years and was genuinely sad to leave.
So, what did my first job teach me?
- There is no substitute for doing it yourself. Although there was support and guidance, most of the schemes I taught were created by me. This made me a much better teacher and improved my subject knowledge. I am all for sharing resources, but I think there is a danger of going too far, with whole schemes produced on powerpoint, lesson by lesson. Teachers need to make the lesson their own and the danger with this is that they don’t. I have observed a lesson power point, which I had produced and shared, being taught by someone who thought all they had to do was show the slides to their class – they hadn’t even read the text fully – needless to say, the lesson was a disaster. Yes it takes longer to create new resources or tweak existing ones, but that is what a good teacher does.
- ‘Bad’ groups have sometimes been short changed. My first GCSE group was one which was a terrifying prospect. Year 11, lots of SEN, challenging behaviour – you know the type. I was given them, I suspect, because if I didn’t manage to get results out of them it wasn’t the end of the world. The class had had three teachers in Year 10, one of whom had walked out mid-lesson never to return. When I looked at their ‘coursework’ I was horrified – none of it was acceptable and mostly there were just a series of posters made after watching films. The group had been failed – by their teachers and by the previous head of department. Over the course of a year we worked hard to complete the missing work and prepare for the exam. It was not plain sailing. I had to convince the group that I was going to stay and that they were capable of GCSE work. There were tantrums and upturned tables (a pupil, not me), but eventually it was done – all but one achieved a pass, and two got a C grade. Those C grades mean the world to me as I know just how hard the pupils worked for them. From that point on, I was careful not to judge a class by their data and reputation and knew the importance of high expectations.
- Sometimes you have to go with your instincts. The more observant of you will have noticed that my first teaching position coincided with a tragic time in world history, 9/11. My new Year 8 class were doing a scheme of work on the media. We had covered the difference between a tabloid and a broadsheet, looked at the layout of a front page and the questions an article aims to answer. Homework was to bring in a tabloid or a broadsheet newspaper for analysis in the next lesson. I went home that night to see the news full of the horrible events in New York. The next day, I met my Year 8 class again – almost every child had brought in a newspaper, some had brought in two. At the start of the lesson I had had a vague plan of getting the group to write a newspaper article on a completely unrelated topic, or to pull out the textbooks. However, the group wanted to explore the front pages, naturally they were shocked and frightened by what had happened but also curious. Nervously, I decided to go ahead with the planned lesson. We looked at the front pages and the way the headlines were written, the choice of images and the difference between the tabloid and broadsheet coverage. The class were brilliant – fantastic, probing questions; thoughtful comments and a solid understanding of how newspapers cover a major international event. When I spoke to other members of the department about the lesson some were shocked and suggested that parents would complain – not a single one did. It was a tough lesson emotionally for all of us, but I’m glad I went with my instinct.
- Life sometimes gets in the way. The danger with teaching is that it can be all encompassing. However, sometimes you need to prioritise ‘real’ life: your family and friends. During my first teaching position, this was reinforced by three events – my father having a (thankfully non-fatal) heart attack, my grandmother dying while I was on an overnight school trip and a friend being shot and killed in the local pub. What I learnt from these three incidents was that you need to let someone in school know (however private a person you are), and that ‘good enough’ teaching, whether it be use of worksheets, textbooks or whatever, is good enough until you are in a position to get back to your normal standard of teaching. No one, will criticise or blame you (and if they do then, frankly it is not a school you want to work in) if your lessons are less than brilliant and the books not marked for a while. Concentrate on what is important and let HoDs and SLT deal with the rest, after all, that is what they are paid extra for.
- School politics can be bizarre. Schools can be a hotbed for all sorts of odd behaviour – you probably have all kinds of stories (real and exaggerated) from your own school days. My first job reinforced that: the ‘reserved’ seats in the staffroom, mugs and the all too common rivalry between the Maths, Science and English departments. However, I also experienced the minefield that can be departmental politics. My new HoD was in the unenviable position of having to work with his predecessor, a lady nearing retirement who had given up the head of department job to teach part time (not entirely voluntarily, I suspect). They did not see eye to eye. She wanted to hoard the old resources (Banda sheets and all, many of which hadn’t been touched for years) and was reluctant to make any changes to ‘the way things have always been done’, even when a change was desperately needed. Pupils had been set in Year 7 and then remained in the same class throughout their school career, she never saw the problems this caused in the lower groups as she only taught the top ones. In departmental meetings, she was vocally against any suggestions that were not her own – it was clear that she had become totally disillusioned with teaching and did not enjoy what she did. Eventually she made the decision to resign (to the relief of the rest of the department, who were sick of the tension) and left after giving a speech to the whole staff about the awful state of education and that children should not have to attend school after 14 years of age. My advice, if you find yourself caught in a similarly bizarre situation, observe, listen but keep your own counsel (in public at least).
Your first teaching job, good or bad, is something that helps shape you as a teacher. It will be hard (realistically it should be) and it may convince some that teaching is not for them, but for those who stay in the job it is unforgettable.