Ep 126: Top Tips For New Teachers: How To Thrive In The Classroom

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Hello everyone, and welcome back
to another episode of Teach

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Seek, Repeat.
My name is Dylan.

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And my name is Hayden.
And this week we're taking a

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look at our top tips for newly
qualified teachers starting up

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in September.
We're going to reflect on some

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of the things that we wish we
knew earlier in our careers.

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And go through some of the
things you might not have

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learned at university.
So let's dive straight in.

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And if you enjoy this episode,
leave us a review.

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It really helps us out.
And share it with a friend who

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might find it useful decades ago
in the ether of time.

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I said decades, 1 decade, don't
know that comes a decade, but

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ten years ago we were newly
qualified teachers back when it

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was called NQT back in the day.
It's ECT now, obviously, but

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it's the same thing.
And if people are listening to

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this, they've clicked on this
episode, Hayden, because we're

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going to try and impart some
knowledge.

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Or I think more importantly, the
reason we want to do this

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episode is I thought to myself,
what would I have want to have

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heard?
Yeah.

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In those weeks leading up to my
first year teaching my brand new

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class in September.
How did you feel in those few

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weeks leading up around this
time in August, way back when

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you started teaching?
How can you summarise how you

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felt and how people might be
feeling listening to this well?

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When I felt my head, I had hair
for a start.

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I remember very different time.
Yeah, just just combing my hair,

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brushing my hair.
Is that we want to hear about

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my.
Hair.

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Definitely yeah.
Or.

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Just a general.
I think people are listening to

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this.
I thought so, but I'll treat

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them some other stuff as well.
I remember feeling like complete

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imposter in all honesty.
I was like, I did a one year PGC

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for a start, and obviously some
people done the three-year

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course, all this stuff.
And I was thinking, oh, what

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have they done here?
What have I done?

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Have they let me seriously let
me loose?

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Do I not like to?
Is someone not going to hold my

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hand for this now?
And luckily, you know, find out

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about mentors and stuff later
on.

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But in that moment, yeah, I just
remember thinking, I don't know

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really what I'm doing here.
I am just faking it.

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And I'm very anxious.
So I don't know if you had a

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similar experience.
I know some people go in like

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super confident, but I think
most people probably feel very

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anxious about what they're
doing.

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No completely.
I think it's good to feel

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anxiety a little bit about it
and, and the reason why that is

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a good thing is because I found
and when people are thinking

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those things through and saying,
oh gosh, am I ready?

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Do I have enough of this
knowledge?

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I want to make sure I'm doing
the best job ever.

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It's rooted in that idea of they
want to be really good at it.

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They want to throw themselves
into it and be the best they can

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be.
So anyone listening to this who

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is starting in September, it's
completely normal to be a bit

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worried, a little bit nervous.
But hopefully alongside that is

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the excitement that you're going
to get your own little class.

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There's nothing like it.
There is nothing like walking in

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and meeting your brand new class
that you've know you've got all

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year and you're going to make so
many memories with them.

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And I don't know about you,
Hayden, but I vividly remember

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and will always remember my
first class.

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Oh, absolutely.
Like they are anchored in my

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brain.
Genuinely, I, I, I reckon I

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could name them all Joey, to
that point.

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It's been 10 years.
Yeah, because it's just

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something special, isn't it?
You know, we have had our own

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children as well.
Equally somewhere special

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moment.
I don't know, yeah.

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But it we're genuinely, you're
having your own class and that

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feel, I will just say right now
is a different time period for

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different people.
That feeling of that imposter

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syndrome, it does go away.
It does go away.

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It might not be instantly like I
don't, I reckon in my whole

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first year, it was still kind of
there.

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But Fast forward to 10 years at
some point that went away

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because I felt I felt much more
common as a teacher.

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I really felt like I knew what I
was talking about.

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And to the point where I went to
start a podcast with you and

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talk about the experiences and
get to this very moment where

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we're like, you know what?
I'd actually love to do a whole

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episode where I talk to.
Almost thinking about myself

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from 10 years ago and people
that are in that position and

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say hey, hey, this is stuff I
wish I knew then because I feel

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confident now.
Absolutely.

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So I think what we should do is
to dive into our points that we

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put together and hopefully
everything we say here will be

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something that you can put into
practise or be thinking about in

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this your first year.
Very exciting as a teacher.

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But I want to start off with
something some people might see

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as quite boring, but I think
it's integral and it is

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understanding the curriculum.
So obviously I want to start off

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by saying one of the reasons I
felt myself up as a bit of an

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imposter when I started teaching
as a primary school teacher was

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that I obviously didn't know the
whole of the curriculum ever.

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And what I want people to
understand is that's normal.

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And actually, if you pick up a
teacher of five years teaching

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or six years teaching or even 10
years to a degree, you will

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still not know the entirety of
the curriculum off the back of

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your hand.
No, because you don't need to

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know everything all of the time
immediately when you start.

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But what I'm saying is really
important is as you go through

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your career, whether it's your
teaching you through English or

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whether it's you're teaching
Year 5 science, build up your

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knowledge of the curriculum as
you go.

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Because I worry personally now
in a system where we seem to be

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heading very much towards scheme
LED learning, which has its pros

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and cons.
We've talked about this in the

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past, but this idea of here are
all the lessons in order for you

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already.
And there's a very, very strict

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script we go down because we
need to ensure everyone's doing

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the same thing.
I worry that that means teachers

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understand the curriculum less
and less and less.

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And I'd say it's vital if you're
going to enter this profession

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and do well out of it
eventually, that you are

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constantly building up the
understanding of what is

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actually in the.
Curriculum.

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What might people be surprised?
Because I certainly was and I

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know you were as well.
What might people actually be

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quite surprised to find out
about certain curriculums, for

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example, like the history
curriculum or the OR the

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geography curriculum?
What might people be quite

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surprised to know?
It's essentially it was like

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this for me when I first found
it because obviously I think you

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spend a lot of time when you're
learning to be a teacher.

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You see a lot of the English
curriculum, a lot of the maths

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curriculum that's called
subjects, etcetera.

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The history curriculum for Key
Stage 2 is between two and three

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sides of a four.
Like it's not long whatsoever.

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It's not vast and it's the kind
of thing you can quickly pick

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up.
And I think it's important to do

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that earlier on in your career.
And the reason is because then

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when you're actually teaching
your lessons to your class, if

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you have at the forefront of
your mind, what are the four

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aims of the history curriculum?
It's not too much to keep in

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your head at once, to be honest
with you.

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What it allows you to do is to
prioritise.

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It allows you to skip past
things and still know that

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actually, if I understand my end
goals in this subject, if I know

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the curriculum because I spent a
bit of time just putting the

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legwork in to start with, I can
be more confident in saying, oh,

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well, actually it OK.
It doesn't matter if I cut this

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lesson short and don't do this
task.

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And the reason it doesn't matter
is because I'm still hitting the

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aims of the curriculum that
empowers you as a teacher and it

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makes you a better teacher.
I think in the long run.

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I agree.
And you know what, when you're a

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new teacher, because I fell into
this category, I just wanted to

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do everything right.
I just wanted to do it all by

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the book.
Exactly right.

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And I was just absorbing from
those around me.

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I wasn't I wasn't looking at the
curriculum.

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I wish I did.
I wasn't.

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I was just my another teacher
was telling me, oh, we follow

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this scheme.
You've got to do these lessons.

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And this was like cool,
brilliant.

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Just tell me what to do and I'll
do that.

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So when you get to those moments
where something changes, you

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have to be adapted as a teacher.
Things come in all the time and

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ruin your plans all the time.
Genuinely like every week when

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that happens as as an NQT, as an
ECT, I was really put off by

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that and I was like, I don't
know what to do now because I

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was supposed to do this next.
If I just had a bit of

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understanding that maybe some of
these elements or even whole

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lessons in this unit, they
weren't actually that necessary

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to hitting the curriculum.
They were just nice.

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They were just desirable.
I would have been able to

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navigate that way better.
Yeah, 100%.

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And I think this is where it
comes in not necessarily needing

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to know all the curriculum all
the time, but as part of your

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legwork in preparing for
teaching or whatever unit is

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you're coming up to.
And I'm thinking more those

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foundation subjects in the
afternoon, just knowing enough

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more than the children usually
gets you by.

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And that's OK.
You don't need to know the whole

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of ancient Egyptian history.
Of course you don't.

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You don't need to know the exact
insurance and outs of every

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single river in the world when
you do a river unit.

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But what you need to know is
what's coming up.

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You need to know the end goal of
where your children are going to

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get to in that particular topic.
I would say, so if you know that

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as a teacher and you look at the
curriculum and you look at your

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scheme and you make those kind
of links first when you're then

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delivering the lessons, I think
it frees you up more quickly.

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And I think it's not something
to kind of sniff out and say,

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oh, it's OK.
Of course it's in the

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curriculum.
It's in this scheme that our

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school have got.
I think what is really good

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practise and I'd say to any ECT
listening to this is just spend

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a little bit of time just
looking at the curriculum

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because to be honest with you,
often, like we said, it's not

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long a couple of sentences.
Maybe if it's a maths topic, it

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could literally be a bullet
point and that's all you need to

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know.
But knowing that can free you up

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I think in the and.
Then non statutory guidance as

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well, when the usual reminded me
thinking of maths when it comes

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to maths in particular, and I'm
sure English is the same, but I,

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I regularly reference the maths
myself.

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The non statutory guidance is
also really useful.

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So don't just look at those
first bullet points.

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Scroll down a bit.
It's usually in a box.

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And who knows, things might
change in the next couple of

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years.
But as, as we're recording right

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now, I just think, yeah,
couldn't back that up more.

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Get your get your head.
In can you explain to anyone who

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might think what on earth you're
talking about?

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What do we mean by statutory and
non statutory guidance?

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So statutory is, I mean you can
correct me if I'm wrong here.

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That's the way I've interpreted
it.

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Statuted is into teaching.
It's really interesting to me.

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Statutory is you have to do this
and non statutory is just we

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advise you to do this.
Exactly right.

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So I, I very much treat the non
statutory guidance personally.

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I've always just seen that as
it's just more, more stuff I

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should, I just feel like they're
advising me to do it.

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I'm going to do it sort of
thing.

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I've always found that with non
statutory.

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So I kind of treat them all as
the same, but I know there are

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two camps of I actually have to
do this stuff and this stuff I

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probably should do as well.
And it's good to know because if

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for every reason you're deciding
I'm going to cut something out,

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you should cut out the non
statutory stuff before you

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cutting out the statutory stuff.
It's as simple.

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As that you shouldn't be cutting
out a statutory stuff at all.

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No, no whatsoever.
But you know what?

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As an ECT learning, learning the
ropes, you just get to know

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what's on your curriculum and
don't be worried and stressing

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out now thinking I'm an imposter
because I don't know the whole

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of the curriculum ever.
Most teachers don't know the

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whole of the curriculum ever.
There is enough of a line you

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can get to to be good enough at
your job.

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One last thing on this, we're
going to .2 is I remember, I

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don't know if you did anything
similar, but when I was in my

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PGCE training year, I remember
obviously being told by someone

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doing a lecture that I had to
know the curriculum.

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Like similar sort of point, but
maybe they didn't go into as

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much detail.
Sure.

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And I went home and I sat there
and I was making post it notes

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on every single element I
needed.

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I thought I needed to learn and
remember about the science

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curriculum And I just had this
wall of post it notes.

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It was like things from like
plant, like name parts of

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plants, all sorts of stuff and I
just look back now and think

246
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what was I doing?
Like I just didn't need to know

247
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this stuff.
I didn't even teach some of that

248
00:10:04,600 --> 00:10:07,080
content genuinely for like 6
years because I just wasn't in

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the right year group.
I didn't need to do it, I just

250
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needed to think about what I've
actually got coming up.

251
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Maybe I'll just prioritise that
knowledge and that

252
00:10:13,640 --> 00:10:15,880
understanding, then I can teach
that unit at Krakon.

253
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Yeah, and you build it up over
time.

254
00:10:17,760 --> 00:10:19,080
Sympathise.
Someone's listening to this,

255
00:10:19,080 --> 00:10:20,880
putting up their poster.
Note Yeah, hopefully take them

256
00:10:20,880 --> 00:10:23,600
down.
Right now and just thinking, do

257
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I need to know this right now to
be a good teacher?

258
00:10:26,320 --> 00:10:28,080
Most of the time with the
curriculum the answer is

259
00:10:28,080 --> 00:10:29,480
actually no.
No you don't.

260
00:10:29,480 --> 00:10:30,600
You don't need to know this
right now.

261
00:10:30,840 --> 00:10:33,440
You will get there.
It is a long game because a lot

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00:10:33,440 --> 00:10:36,560
of people say good teachers will
have a breadth of knowledge

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00:10:36,560 --> 00:10:38,720
around the whole of the
curriculum and that is still

264
00:10:38,720 --> 00:10:40,040
true.
I'm not saying that isn't true,

265
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but what I'm saying is
understand where you are in your

266
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career.
You are early, it's fine.

267
00:10:44,600 --> 00:10:46,720
You're called ECT for a reason
early.

268
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It is early on in your career,
right?

269
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So just accept that and
understand that you can still be

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a fantastic teacher without
stressing yourself out 100%.

271
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Move on to #2 shall we?
So #2 is is about mentors.

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So when you're in ECT, you'll
have access to a mentor.

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When we were NQTS, it was one
year we also had access to a

274
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mentor.
A mentor is someone in the

275
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school.
It's another teacher.

276
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Generally.
It might not be a someone in the

277
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teaching role, it could be
someone higher than that, but

278
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generally it's another teacher.
Oh, hire for inflammatory

279
00:11:12,200 --> 00:11:12,640
language.
Sorry.

280
00:11:12,680 --> 00:11:15,240
Someone in the senior, someone
more senior.

281
00:11:16,360 --> 00:11:19,240
It's different to hire, but it
might be, you know, Germany is

282
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going to be a teacher though,
someone that's on the ground

283
00:11:20,800 --> 00:11:23,880
with you and utilise them.
You don't have them forever and

284
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obviously you're always have a
network work of people around

285
00:11:25,680 --> 00:11:27,480
you can talk to.
But when you literally have

286
00:11:27,480 --> 00:11:30,200
someone that's called your
mentor, use them and don't just

287
00:11:30,200 --> 00:11:33,120
go to them with problems or
just, you know, a little AD mini

288
00:11:33,120 --> 00:11:34,640
things about how we supposed to
present this.

289
00:11:34,800 --> 00:11:36,080
Have real conversations with
them.

290
00:11:36,080 --> 00:11:38,440
They're just people doing the
job as well.

291
00:11:38,680 --> 00:11:41,480
And I imagine if they're if
they've been selected as mentor,

292
00:11:41,680 --> 00:11:43,560
they're quite experienced and
they can hopefully answer a lot

293
00:11:43,560 --> 00:11:44,880
of your questions.
If you're nervous about

294
00:11:44,880 --> 00:11:47,200
something, don't feel
embarrassed, just go and talk to

295
00:11:47,200 --> 00:11:48,960
them about it.
That is their role because you

296
00:11:48,960 --> 00:11:50,560
don't have that role in your
life forever.

297
00:11:50,640 --> 00:11:53,160
So it's worth utilising.
Yeah, I think for me when I

298
00:11:53,160 --> 00:11:58,640
think about mentors as well, I
think as a student when I had my

299
00:11:58,640 --> 00:12:01,040
mentor and I call myself a
student that was an NQT because

300
00:12:01,040 --> 00:12:02,680
I was still learning and I was a
qualified teacher.

301
00:12:02,680 --> 00:12:04,880
I had my own class and we talk
about how there's imposter

302
00:12:04,880 --> 00:12:07,600
syndrome that you're in charge
of 32 kids, but we are still

303
00:12:07,600 --> 00:12:08,560
learning.
Of course we are.

304
00:12:08,560 --> 00:12:12,000
We're already on in our career.
I kind of took the route of if

305
00:12:12,040 --> 00:12:15,880
my mentor said jump, I said how
high and and there is such a

306
00:12:15,880 --> 00:12:17,760
fine line to have and we're
going to come on to working

307
00:12:17,760 --> 00:12:20,160
rights later on and what we
should be expected to do and to

308
00:12:20,160 --> 00:12:23,560
understand that kind of thing.
But I do think there is a scope

309
00:12:23,560 --> 00:12:26,640
to say as an easy ATT, as a
newly qualified teacher, if

310
00:12:26,640 --> 00:12:29,600
you're just starting off in your
career, if your mentor suggests

311
00:12:29,600 --> 00:12:33,160
you to do something or to try
something out or says to you

312
00:12:33,200 --> 00:12:35,560
your behaviour management wasn't
great, try this.

313
00:12:36,200 --> 00:12:38,320
Ditch the ego.
Yeah, ditch the ego.

314
00:12:38,320 --> 00:12:40,960
Take the ego out of your brain
and throw it in the bin because

315
00:12:40,960 --> 00:12:44,840
you can't have an ego.
And be ready to learn how to

316
00:12:44,840 --> 00:12:48,040
become a better teacher because
the odds are that you are

317
00:12:48,240 --> 00:12:51,520
obviously not the best teacher
in your first ever year of doing

318
00:12:51,520 --> 00:12:53,080
the job.
So ditch the ego.

319
00:12:53,080 --> 00:12:57,160
If the if the NQT mentor or the
ECT mentor says to you try this

320
00:12:57,160 --> 00:12:59,480
out because of that, go away and
do this because of that.

321
00:12:59,640 --> 00:13:00,800
There's a reason I'm saying
this.

322
00:13:00,800 --> 00:13:02,240
It's because I feel like you've
done this.

323
00:13:02,680 --> 00:13:04,880
Just do it.
I wish someone had drilled that

324
00:13:04,880 --> 00:13:07,680
into me because actually, well,
no, I've got a bit of an ego.

325
00:13:07,680 --> 00:13:10,240
What I know we've been learning
this for the first time.

326
00:13:10,240 --> 00:13:12,280
And it was definitely, you know,
we had, I had a nice

327
00:13:12,280 --> 00:13:15,160
relationship with my mentor, but
just thinking about two things,

328
00:13:15,160 --> 00:13:16,800
right.
Firstly, they weren't even

329
00:13:16,800 --> 00:13:19,040
getting paid for that.
I wish I kind of respected that

330
00:13:19,040 --> 00:13:20,840
a bit more.
I don't think I had that respect

331
00:13:20,840 --> 00:13:22,520
for the fact that this was
someone, they've just had this

332
00:13:22,520 --> 00:13:25,200
role chucked on them.
They said yes, probably because,

333
00:13:25,200 --> 00:13:26,920
Eva, they had no chance to say
no.

334
00:13:26,920 --> 00:13:28,800
You've got to take off teacher
Standard A Yeah.

335
00:13:28,800 --> 00:13:29,960
Oh God.
Why the school response?

336
00:13:29,960 --> 00:13:32,480
Have been gaslighted into
thinking that or they just

337
00:13:32,680 --> 00:13:34,480
genuinely thought, yeah, I'll do
that because I want to be

338
00:13:34,480 --> 00:13:35,680
helpful, right?
They're not, they're not getting

339
00:13:35,680 --> 00:13:37,200
paid for it.
And maybe there's some crazy

340
00:13:37,200 --> 00:13:39,080
scores out there that have got
the money to do this, but most

341
00:13:39,080 --> 00:13:40,440
people are not getting paid to
be a mentor.

342
00:13:40,840 --> 00:13:44,200
And yeah, I maybe I didn't agree
with every single thing that

343
00:13:44,200 --> 00:13:47,760
they ever got told me, but I
wish I'd just listened and tried

344
00:13:47,760 --> 00:13:49,320
and implemented it.
And at the end of it, I could

345
00:13:49,320 --> 00:13:51,960
have still reflected to myself
and gone, Nah, that didn't work.

346
00:13:51,960 --> 00:13:54,040
But I appreciate them taking the
time to try and give me some

347
00:13:54,040 --> 00:13:56,640
feedback to help me rather than
almost getting my back up

348
00:13:56,640 --> 00:13:58,600
because they've, they've
possibly suggested that

349
00:13:58,600 --> 00:14:01,480
something I'd poured hours and
hours into wasn't actually as

350
00:14:01,480 --> 00:14:04,000
optimal as I thought it was.
So yeah, just yeah, chill.

351
00:14:04,000 --> 00:14:05,440
Chill on the ego.
Remember that they're, they're

352
00:14:05,440 --> 00:14:08,880
not actually getting paid and
utilise their guidance whilst

353
00:14:08,880 --> 00:14:10,840
you can.
Even if in the long run you

354
00:14:10,840 --> 00:14:13,680
change your mind or style, after
that you can still reflect on

355
00:14:13,680 --> 00:14:15,840
what they said.
I think the majority of mentors

356
00:14:15,840 --> 00:14:18,360
fall into the category of
whether or not it's been lumped

357
00:14:18,360 --> 00:14:20,240
onto them or not.
They definitely fall into that

358
00:14:20,240 --> 00:14:22,280
category for me of people who
are just obviously trying to

359
00:14:22,280 --> 00:14:26,560
help you and they're allowed to
think to themselves, oh, gosh,

360
00:14:26,720 --> 00:14:28,880
hey, this meeting means I'm
gonna have to run marking after,

361
00:14:28,880 --> 00:14:30,280
which means I get home an hour
later.

362
00:14:30,400 --> 00:14:32,680
It's not a slight on you as the
professional.

363
00:14:32,680 --> 00:14:34,960
It's just them thinking to
themselves, oh, gosh, I wish I

364
00:14:34,960 --> 00:14:37,600
didn't have to do this extra job
because I'm a human being and

365
00:14:37,600 --> 00:14:39,880
I've got a family at home.
So just don't take it personally

366
00:14:39,880 --> 00:14:42,560
as all I would say.
And I think, yeah, what what

367
00:14:42,560 --> 00:14:44,320
would be the only thing I want
to round off this chat about

368
00:14:44,320 --> 00:14:48,480
mentors now is what would be
your advice to someone whose

369
00:14:48,480 --> 00:14:51,160
mentor isn't necessarily very
helpful, isn't necessarily

370
00:14:51,160 --> 00:14:54,000
actually doing anything really
to support them in any

371
00:14:54,000 --> 00:14:56,000
meaningful way?
Because I don't necessarily

372
00:14:56,000 --> 00:14:59,520
think 100% of the time me saying
your mentor says jump you, you

373
00:14:59,520 --> 00:15:01,400
say how high and do it.
Obviously it's not going to

374
00:15:01,400 --> 00:15:03,440
always work.
So just for those small segments

375
00:15:03,640 --> 00:15:05,600
listening to this thinking,
well, mine's not like that.

376
00:15:05,800 --> 00:15:06,840
Would you have any advice for
them?

377
00:15:07,040 --> 00:15:08,560
It's a tricky 1, isn't it?
It's a really.

378
00:15:08,560 --> 00:15:11,400
There are some.
It raises A wider point that

379
00:15:11,400 --> 00:15:15,520
there are some really difficult
times in teaching, in any job

380
00:15:15,520 --> 00:15:17,080
really, but difficult
conversations you have to have

381
00:15:17,080 --> 00:15:19,360
sometimes and difficult
situations like this where

382
00:15:19,360 --> 00:15:22,240
actually someone else isn't
performing in their role that

383
00:15:22,240 --> 00:15:24,800
directly impacts you.
I think you've got to strike the

384
00:15:24,800 --> 00:15:26,280
balance.
I think you could ease.

385
00:15:26,280 --> 00:15:28,320
I could easily sit here and say,
oh, just go above them, go

386
00:15:28,320 --> 00:15:29,520
straight to the headteach
without doing anything.

387
00:15:29,520 --> 00:15:31,080
Go to the go to the union, go to
the governors.

388
00:15:31,560 --> 00:15:34,840
Yeah, you, you can, you can
explore going to someone else.

389
00:15:35,000 --> 00:15:37,120
I think you can also just have
conversations with people and,

390
00:15:37,200 --> 00:15:40,680
and always like be brave enough
to say, I feel like I'm not

391
00:15:40,680 --> 00:15:42,160
really getting enough support
with this area.

392
00:15:42,160 --> 00:15:45,000
Is there anything I can do to
help or anything I can go away

393
00:15:45,000 --> 00:15:46,960
and like, can I talk to anyone
to put this in place?

394
00:15:46,960 --> 00:15:48,160
Because I can see you're really
busy.

395
00:15:48,480 --> 00:15:50,320
Maybe just trying to strike that
balance with addressing the

396
00:15:50,320 --> 00:15:53,080
person who you feel like is not
doing that mental role as

397
00:15:53,080 --> 00:15:55,480
adequately as you'd hope.
And it might be a conversation

398
00:15:55,480 --> 00:15:58,600
with someone in SLT or another
teacher or just, yeah, someone

399
00:15:58,600 --> 00:16:00,600
else in your support network
that might be able to give you

400
00:16:00,600 --> 00:16:02,680
that support in that way.
I don't know if that really

401
00:16:02,680 --> 00:16:03,880
answers it or not.
No, it does.

402
00:16:03,880 --> 00:16:07,000
Because I think sometimes,
sometimes you ask yourself, what

403
00:16:07,000 --> 00:16:11,120
can I do in this situation?
And it's easy to become kind of

404
00:16:11,280 --> 00:16:13,240
almost feeling like a bit of a
victim of the system where

405
00:16:13,240 --> 00:16:14,520
you're not getting all support
you need.

406
00:16:14,720 --> 00:16:16,960
And that absolutely is going to
be the case for some people,

407
00:16:17,280 --> 00:16:18,600
right?
And that is absolutely true that

408
00:16:18,600 --> 00:16:20,200
you're not necessarily going to
get all the support that

409
00:16:20,200 --> 00:16:22,000
actually someone else might get
in a different school.

410
00:16:22,440 --> 00:16:24,400
But that is going to happen, is
what I'm saying.

411
00:16:24,400 --> 00:16:25,760
And I just think, you know,
some.

412
00:16:25,800 --> 00:16:27,920
Yeah, if that is happening to
you, what you've said is true.

413
00:16:27,920 --> 00:16:30,240
It's like, what can you do then?
At least go and try and do

414
00:16:30,240 --> 00:16:32,000
something to support yourself
because at the end of the day,

415
00:16:32,000 --> 00:16:34,080
you are a professional now.
You know, you're, yeah, you're

416
00:16:34,080 --> 00:16:35,960
early in your career, but you're
a qualified teacher.

417
00:16:36,520 --> 00:16:39,040
I guess it raises a bit of a
bonus tip or wasn't witness on

418
00:16:39,040 --> 00:16:42,320
our list, but it that whole idea
of just take responsibility

419
00:16:42,320 --> 00:16:43,520
sometimes take things into your
own hands.

420
00:16:43,760 --> 00:16:46,120
You'll notice in teaching, and
we've worked in quite a few

421
00:16:46,120 --> 00:16:48,400
schools and it's been very much
the same with people that write

422
00:16:48,400 --> 00:16:51,560
in as well that we do love to
moan like we, we are, we are a

423
00:16:51,560 --> 00:16:52,440
profession.
We do like to moan.

424
00:16:52,440 --> 00:16:53,400
We've done.
We've built a.

425
00:16:53,400 --> 00:16:55,280
Podcast, a lot of time we're 20
episodes.

426
00:16:55,280 --> 00:16:56,960
We sit here and moan about
things all the time.

427
00:16:56,960 --> 00:16:59,960
We try to think of solutions and
all I say is like when you're in

428
00:16:59,960 --> 00:17:02,280
that school environment,
something isn't going optimally

429
00:17:02,280 --> 00:17:03,840
perfectly away, which happens
all the time.

430
00:17:03,840 --> 00:17:07,760
Play TCP episode on it put.
TCP on and then go and sit in

431
00:17:07,760 --> 00:17:10,400
the star from huff and puff.
No like just think what can I

432
00:17:10,400 --> 00:17:11,960
do?
It is a really good way of doing

433
00:17:11,960 --> 00:17:13,640
it.
Like there's so many problems

434
00:17:13,640 --> 00:17:16,520
that have been solved over the
years, I've found when rather

435
00:17:16,520 --> 00:17:18,359
than just sitting there and oh,
getting annoyed about it for the

436
00:17:18,359 --> 00:17:21,720
other staff, just go and talk to
like if it's oh, SLT have done

437
00:17:21,720 --> 00:17:22,960
this thing again, they made this
decision.

438
00:17:22,960 --> 00:17:24,720
It really impacts this.
Oh, isn't it so annoying.

439
00:17:25,160 --> 00:17:26,640
OK, just go and tell them then,
because you know what?

440
00:17:26,640 --> 00:17:28,880
They might not even the chances
are they weren't even doing it

441
00:17:28,880 --> 00:17:31,280
on purpose or they didn't even
realise it had this impact on

442
00:17:31,280 --> 00:17:33,320
you and you by by telling them,
they just go, Oh, thank you.

443
00:17:33,320 --> 00:17:34,800
Yeah, I'm so I'm so sorry.
I didn't really think about

444
00:17:34,800 --> 00:17:36,320
that.
I'll get so and so to look into

445
00:17:36,320 --> 00:17:37,840
it next week.
Cool, problem solved.

446
00:17:38,480 --> 00:17:42,040
You know, just what can you do?
Just think to yourself, what can

447
00:17:42,040 --> 00:17:46,360
I do?
WY what do you OK?

448
00:17:46,360 --> 00:17:47,760
This is going long so fast.
Keep going.

449
00:17:47,760 --> 00:17:49,680
Carry on.
Why No, there's a reason there's

450
00:17:49,680 --> 00:17:51,000
no match.
Shop for, teach you repeat.

451
00:17:51,160 --> 00:17:53,880
We get the.
WY dot dot dot that's it.

452
00:17:53,880 --> 00:17:57,600
What you.
Listen, don't say you don't get

453
00:17:57,600 --> 00:17:58,640
the insights until you see.
Repeat.

454
00:17:59,000 --> 00:18:01,120
Right.
Next, next, next point.

455
00:18:01,120 --> 00:18:02,360
Learn to spell.
No, sorry.

456
00:18:02,880 --> 00:18:04,360
Big one for me.
Huge.

457
00:18:04,440 --> 00:18:07,160
If I actually think about what
had the biggest impact on my

458
00:18:07,160 --> 00:18:09,760
ability to teach and what I
think made me a better teacher

459
00:18:09,760 --> 00:18:13,320
more quickly than anything else.
It was going to watch other

460
00:18:13,320 --> 00:18:14,080
teachers.
Yeah.

461
00:18:14,120 --> 00:18:17,640
It was going out of my classroom
and sitting and watching someone

462
00:18:17,640 --> 00:18:20,120
else who's got experience or is
better at something than I am.

463
00:18:20,200 --> 00:18:23,720
Which early in your career, it's
OK to say that and most things,

464
00:18:23,720 --> 00:18:25,600
there's going to be someone
better than you at it in the

465
00:18:25,600 --> 00:18:27,000
school that you can go and watch
them do it.

466
00:18:27,080 --> 00:18:31,520
So the thing that's linked with
an ECT with this is I feel like

467
00:18:31,520 --> 00:18:34,760
ECTS and newly qualified
teachers are in a kind of a

468
00:18:34,880 --> 00:18:38,240
unique position where they do
get more time out of class.

469
00:18:38,240 --> 00:18:40,120
You get that time for your
professional development.

470
00:18:40,120 --> 00:18:43,560
Now, I do understand that with
ECTS, especially vacuities, you

471
00:18:43,560 --> 00:18:46,240
have other things you need to do
so you have more reflections to

472
00:18:46,240 --> 00:18:48,360
write, you have your mentor
meetings, etcetera.

473
00:18:48,520 --> 00:18:50,040
There's stuff that can fill that
time.

474
00:18:50,160 --> 00:18:53,320
But all I'm saying is there is
nothing more valuable that you

475
00:18:53,320 --> 00:18:56,240
can maybe go and fight for and
ask for than going to watch

476
00:18:56,360 --> 00:19:00,640
other teachers teach.
I look back at my career and I

477
00:19:00,640 --> 00:19:05,520
feel like my teaching style was
of course, a little bit of my

478
00:19:05,520 --> 00:19:07,880
personality of how I am as a
person couldn't have changed

479
00:19:07,880 --> 00:19:10,320
that.
But a big chunk of it was an

480
00:19:10,320 --> 00:19:14,000
amalgamation of what I saw other
amazing teachers do.

481
00:19:14,680 --> 00:19:16,840
WOT.
Go on.

482
00:19:17,000 --> 00:19:18,960
Watch other teachers.
I think every, I think

483
00:19:18,960 --> 00:19:20,880
everything we do in this needs
to become an acronym.

484
00:19:20,920 --> 00:19:24,520
And we can just say.
What what what what what other

485
00:19:24,520 --> 00:19:26,000
teachers now I couldn't agree
more.

486
00:19:26,000 --> 00:19:28,360
I think there's pros and cons.
I'm gonna I saw one pro, one

487
00:19:28,360 --> 00:19:31,200
con.
So one Pro is obviously you can

488
00:19:31,560 --> 00:19:33,960
pick up pedagogies that you just
hadn't been taught before, kind

489
00:19:33,960 --> 00:19:36,560
of like what you're saying.
You can see teachers put into

490
00:19:36,560 --> 00:19:39,240
action things that maybe you
have a rough idea about, but to

491
00:19:39,240 --> 00:19:41,480
seeing it makes you go, Oh yeah,
that's a much better way of

492
00:19:41,480 --> 00:19:42,720
doing that.
Why did I not think of that?

493
00:19:43,040 --> 00:19:45,440
That's a really good pro.
A con can be, and no one really

494
00:19:45,440 --> 00:19:47,880
talks about this, I don't think
is that you can get yourself a

495
00:19:47,880 --> 00:19:50,040
bit overwhelmed by watching
those of teachers who are

496
00:19:50,040 --> 00:19:53,000
unbelievably good at maybe lots
of things or certain elements

497
00:19:53,000 --> 00:19:54,840
and then going away and
thinking, cool, so I have to be

498
00:19:54,840 --> 00:19:57,520
perfect in every single aspect
I've seen and I'm taking the

499
00:19:57,520 --> 00:19:59,560
best aspects from six different
people.

500
00:19:59,840 --> 00:20:01,320
And now I'm thinking to myself,
I have to.

501
00:20:01,640 --> 00:20:04,720
Have to reach that benchmark in
each of those areas you need to

502
00:20:04,800 --> 00:20:07,160
check yourself a little bit.
I think I I definitely felt that

503
00:20:07,160 --> 00:20:07,960
should.
Make sure of a comment.

504
00:20:07,960 --> 00:20:10,200
Isn't it you?
Just got to check yourself, OK?

505
00:20:10,320 --> 00:20:16,440
You got to check yourself.
WOT OK CYWOTCY check.

506
00:20:16,440 --> 00:20:18,960
Yourself listen, just random
letters, OK, it'll mean

507
00:20:18,960 --> 00:20:21,840
something to someone, but how,
how would you go about then

508
00:20:22,000 --> 00:20:24,760
you're an ECT or maybe you're
even a mentor of an ECT and

509
00:20:24,760 --> 00:20:25,560
you're talking to them right
now.

510
00:20:25,560 --> 00:20:27,080
You've got this podcast, they've
clicked on this.

511
00:20:27,400 --> 00:20:29,720
How would you avoid that?
What would be a really simple

512
00:20:29,720 --> 00:20:32,720
way of getting rid of that
overwhelm of, Oh my gosh, I've

513
00:20:32,720 --> 00:20:34,400
got in and I'm looking at 64
different things.

514
00:20:34,400 --> 00:20:35,360
I need to do everything really
well.

515
00:20:35,480 --> 00:20:37,480
Just focus on one thing.
Just focus on one thing.

516
00:20:37,480 --> 00:20:39,160
Like teaching.
Luckily can be broken down quite

517
00:20:39,160 --> 00:20:40,760
nicely.
Like maybe you're just focusing

518
00:20:40,760 --> 00:20:43,640
on your behaviour management.
Maybe you're just focusing on

519
00:20:44,320 --> 00:20:46,720
how you deliver certain parts of
the geography curriculum, but

520
00:20:46,720 --> 00:20:49,640
you can be as small or as big as
you like, but just focus on one

521
00:20:49,640 --> 00:20:50,840
thing at a time.
It's your career, you've got

522
00:20:50,840 --> 00:20:53,280
loads of time to do it.
And this I think ties in with

523
00:20:53,280 --> 00:20:56,440
what we said about just just
listening and using your mentor

524
00:20:56,440 --> 00:20:59,000
as much as possible, because
what usually happens is the

525
00:20:59,000 --> 00:21:01,440
mentors or someone else is
involved in your observation.

526
00:21:01,680 --> 00:21:04,320
They'll come and watch you teach
and I'll give you feedback.

527
00:21:04,320 --> 00:21:06,560
And if you got rid of the ego
and you listen to them, I

528
00:21:06,560 --> 00:21:10,320
remember very clearly having
feedback from my mentor and they

529
00:21:10,320 --> 00:21:13,360
said, right, look, Dylan, your
behaviour management is great.

530
00:21:13,440 --> 00:21:16,720
It seems like you've built up
that nicely the the way you use

531
00:21:16,720 --> 00:21:19,280
your teaching assistant, it
could be better.

532
00:21:19,280 --> 00:21:22,320
I feel like they were
underutilised and then what I

533
00:21:22,320 --> 00:21:27,840
did was I was given by my
mentor, this teacher uses their

534
00:21:27,840 --> 00:21:30,840
team really effectively and the
way they use their teaching

535
00:21:30,840 --> 00:21:33,840
assistant gets amazing outcomes
for the children and I want you

536
00:21:33,840 --> 00:21:35,080
to go and watch how they do
that.

537
00:21:35,440 --> 00:21:37,000
Now.
When I went there, I went into

538
00:21:37,000 --> 00:21:40,240
that classroom with that mindset
and I said, OK, cool, I'm here

539
00:21:40,240 --> 00:21:44,040
to watch how this unit works as
a team of adults and how the

540
00:21:44,040 --> 00:21:47,440
teacher can direct their team
and the people in the room to

541
00:21:47,440 --> 00:21:50,560
get the best for the kids.
If I hadn't had that, I'd have

542
00:21:50,560 --> 00:21:53,560
been thinking, oh gosh, look at
how they put their hands up to

543
00:21:53,560 --> 00:21:55,840
answer a question so beautifully
and how they're using the mini

544
00:21:55,840 --> 00:21:57,280
whiteboards for a plenary in the
middle.

545
00:21:57,440 --> 00:21:59,560
And then actually look at, Oh
yeah, the teaching system is

546
00:21:59,560 --> 00:22:00,320
doing that.
That's great.

547
00:22:00,320 --> 00:22:02,680
But also at the same time, these
kids are stuck and the teachers

548
00:22:02,680 --> 00:22:04,560
helped them in this way.
No, no, no, no.

549
00:22:04,560 --> 00:22:08,040
There's always going to be 100
things you can do, but use your

550
00:22:08,040 --> 00:22:11,680
feedback from your lesson
observations to inform then what

551
00:22:11,680 --> 00:22:14,920
you go and actually see.
And it's a beautiful cycle, I

552
00:22:14,920 --> 00:22:17,280
think, because then once you've
done that and you can show

553
00:22:17,280 --> 00:22:20,000
you've implemented something,
whether or not not it works next

554
00:22:20,000 --> 00:22:24,360
time, what a good mentor does to
an ECT is they say well done,

555
00:22:24,680 --> 00:22:27,000
you gave that a go.
Not everything's going to work

556
00:22:27,000 --> 00:22:28,720
all the time.
I've been a teacher for 10

557
00:22:28,720 --> 00:22:31,360
years.
I'll get something wrong every

558
00:22:31,360 --> 00:22:32,720
single week.
Something goes wrong.

559
00:22:32,880 --> 00:22:35,160
That's not what I'm looking for.
What I'm looking for is the

560
00:22:35,160 --> 00:22:38,200
initiative and understanding to
see what works and what doesn't.

561
00:22:38,200 --> 00:22:39,480
And let's try it yourself.
Yeah.

562
00:22:39,840 --> 00:22:42,160
And and do you know what, we
just all have different styles

563
00:22:42,160 --> 00:22:44,160
as well there.
There also just comes a point

564
00:22:44,680 --> 00:22:46,360
where there's maybe even a bar
and it's like, and it just

565
00:22:46,360 --> 00:22:48,720
doesn't even work or exist for
you.

566
00:22:48,720 --> 00:22:52,000
Like that teacher, their
personality, everything that

567
00:22:52,000 --> 00:22:54,120
makes them them and the
relationship that they have with

568
00:22:54,120 --> 00:22:56,960
that particular class just means
that this particular thing that

569
00:22:56,960 --> 00:22:59,560
they're doing that you're
looking at like, wow, it might

570
00:22:59,560 --> 00:23:02,320
not even work for you.
It just might not even be in

571
00:23:02,320 --> 00:23:04,880
your style of teaching.
And sometimes you get the grass

572
00:23:04,880 --> 00:23:06,840
is always greener.
You just need to accept that

573
00:23:06,840 --> 00:23:09,720
we're all different and you can
be unique and amazing at the

574
00:23:09,720 --> 00:23:11,240
same time.
You can have lots of teachers

575
00:23:11,240 --> 00:23:13,960
who teach in a really different
ways who are who are equally

576
00:23:13,960 --> 00:23:15,920
incredible teachers.
One other thing I want to

577
00:23:15,920 --> 00:23:19,400
mention in kind of in this point
is that it's loosely related is

578
00:23:19,640 --> 00:23:22,480
about network, your network of
teachers, right?

579
00:23:22,480 --> 00:23:28,480
It's just this idea that try not
to try not to, you know, just

580
00:23:28,480 --> 00:23:30,920
only look at the teachers in
your school around you and think

581
00:23:30,920 --> 00:23:32,640
that that is it.
Like this is how education

582
00:23:32,640 --> 00:23:34,480
works.
I fell into this trap massively

583
00:23:34,720 --> 00:23:39,640
and I wish early in my career I
had been exposed to and a bigger

584
00:23:39,640 --> 00:23:41,960
network of teachers from
different schools, maybe even

585
00:23:41,960 --> 00:23:43,880
just going online like these
days we probably probably get a

586
00:23:43,880 --> 00:23:44,840
lot of that just from Facebook.
I'm.

587
00:23:44,840 --> 00:23:47,320
Just going to say social media,
that's a great way to do that.

588
00:23:47,320 --> 00:23:49,920
But I, I've absolutely fell into
the trap of a few things of

589
00:23:50,000 --> 00:23:52,160
thinking genuinely, some really
like toxic practises.

590
00:23:52,160 --> 00:23:53,840
Now I look back, which is
completely normal.

591
00:23:53,840 --> 00:23:55,360
Yeah.
Because I had no reference point

592
00:23:55,400 --> 00:23:57,280
other than the people who are
also in my school doing these

593
00:23:57,280 --> 00:23:59,560
toxic things.
And I was like, ah, I wish I

594
00:23:59,560 --> 00:24:01,880
knew that years ago, and I would
have challenged it and not been,

595
00:24:01,880 --> 00:24:03,720
you know, wasting my time here
or being taken advantage of

596
00:24:03,720 --> 00:24:05,280
here.
Just try and network.

597
00:24:05,280 --> 00:24:07,760
Try and build a small network of
people who work in different

598
00:24:07,760 --> 00:24:10,120
schools and talk to each other
and say, hey, does your school

599
00:24:10,120 --> 00:24:11,520
do this?
We've been asked to do this

600
00:24:11,520 --> 00:24:12,440
recently.
Is that normal?

601
00:24:12,880 --> 00:24:15,280
And then, you know, some people,
some people love to know like,

602
00:24:15,440 --> 00:24:17,600
oh, when directed out, you can
only do this or that.

603
00:24:17,720 --> 00:24:19,440
People will quote things that
you where you think, oh, I

604
00:24:19,440 --> 00:24:22,400
didn't know that about my job or
my contract, you know, so.

605
00:24:22,520 --> 00:24:25,440
It's a big, big, big positive
from us doing this podcast for

606
00:24:25,440 --> 00:24:28,600
years and years is people get in
touch and they say, I feel like

607
00:24:28,600 --> 00:24:32,160
I finally got someone who
understands me or is going

608
00:24:32,160 --> 00:24:34,040
through similar things or does
things differently.

609
00:24:34,240 --> 00:24:36,160
And this person, you know,
people message us all the time

610
00:24:36,160 --> 00:24:37,680
saying they're from one form
entry schools.

611
00:24:37,840 --> 00:24:39,800
They don't, they're on their own
in not year 4.

612
00:24:40,360 --> 00:24:42,320
I don't have a year 4 teachers.
I'm just trying to deliver this

613
00:24:42,320 --> 00:24:44,240
curriculum.
I think online's a fantastic

614
00:24:44,240 --> 00:24:45,520
place to get that kind of
network.

615
00:24:45,520 --> 00:24:47,640
Now there's so many really good
accounts online.

616
00:24:47,960 --> 00:24:50,520
And also, not to self plug, but
you're already listening this

617
00:24:50,520 --> 00:24:52,000
far into the podcast.
So thanks for that.

618
00:24:52,160 --> 00:24:53,680
This, this podcast is a place
for that.

619
00:24:53,680 --> 00:24:56,440
It's a place where I'm hoping
educators can come to and say

620
00:24:57,800 --> 00:24:59,240
I'm not the only one who thinks
this.

621
00:24:59,840 --> 00:25:02,680
I'm not the only one who's been
exploited massively, and I'm not

622
00:25:02,680 --> 00:25:04,680
the only one who doesn't know my
working rights, which is my next

623
00:25:04,680 --> 00:25:06,360
point.
And hang on before you do that,

624
00:25:06,360 --> 00:25:08,280
because I've got another segue.
I'm not the only one who leaves

625
00:25:08,280 --> 00:25:10,920
a five star review because I'm
so pleased with the advice and

626
00:25:10,920 --> 00:25:13,240
tips I've been hearing so far.
I think you can own really,

627
00:25:13,240 --> 00:25:15,080
truly understand your working
rights if you leave, teach,

628
00:25:15,160 --> 00:25:17,040
repeat, five star review
wherever you get your podcast.

629
00:25:17,280 --> 00:25:18,880
That's I just, I don't know.
Yeah.

630
00:25:19,040 --> 00:25:20,400
Anyway, next point.
Yeah, yeah.

631
00:25:20,760 --> 00:25:24,960
What the next point is?
And I think this is really

632
00:25:24,960 --> 00:25:27,200
important.
You need to understand your

633
00:25:27,200 --> 00:25:30,120
rights as a worker going into
this job.

634
00:25:30,280 --> 00:25:33,320
It is vital because we've all
seen the stats.

635
00:25:33,480 --> 00:25:35,840
If you're a qualified teacher
now and you're starting off in

636
00:25:35,840 --> 00:25:38,640
the role, you've seen anything
online about how stressful

637
00:25:38,640 --> 00:25:41,680
teaching is, how workload is
massive, how teachers are

638
00:25:41,680 --> 00:25:43,520
burning out.
We're leaving at record rates.

639
00:25:43,680 --> 00:25:46,160
You and I literally have left
the profession.

640
00:25:46,360 --> 00:25:49,840
This happened to lots of people
who are in education.

641
00:25:50,000 --> 00:25:51,800
They do teaching for a while and
then they leave.

642
00:25:52,320 --> 00:25:57,640
So why is it important for a
newly qualified teacher to hear

643
00:25:57,640 --> 00:25:59,960
and understand that?
Because we get a lot of people

644
00:26:00,120 --> 00:26:01,480
who say to us, you're being
negative.

645
00:26:01,600 --> 00:26:04,080
How are we going to encourage
them to join teaching if you're

646
00:26:04,080 --> 00:26:05,880
just saying all this stuff?
Why?

647
00:26:05,880 --> 00:26:07,840
Why do we say it then?
Because otherwise we're just

648
00:26:07,840 --> 00:26:10,240
lying.
And if you lie, this is okay.

649
00:26:10,240 --> 00:26:11,320
This is what's happening,
actually.

650
00:26:11,760 --> 00:26:14,440
Everyone's being lied to.
Everyone's being lied to about

651
00:26:14,440 --> 00:26:16,360
what teaching is.
They come in and they go, oh,

652
00:26:16,360 --> 00:26:18,960
this isn't remotely what I hoped
this job was.

653
00:26:18,960 --> 00:26:20,280
And they leave after two years,
right.

654
00:26:20,520 --> 00:26:22,240
And we don't want that.
So yeah, OK.

655
00:26:22,280 --> 00:26:23,920
Oh, it's been.
Is it being negative to point

656
00:26:23,920 --> 00:26:26,520
out flaws in a system?
Like there's got to be a line

657
00:26:26,520 --> 00:26:29,080
where we can criticise something
and be realistic and just say to

658
00:26:29,080 --> 00:26:31,040
people, oh, this is with the
system currently, here are

659
00:26:31,040 --> 00:26:32,240
things you can do to navigate
it.

660
00:26:32,240 --> 00:26:33,560
Is that negative?
That's important.

661
00:26:33,560 --> 00:26:36,240
It's the next bit after it's
like, why are you being

662
00:26:36,280 --> 00:26:37,840
negative?
Why are you saying these things?

663
00:26:37,840 --> 00:26:40,800
Because I want you to know,
guys, I am so glad people

664
00:26:40,800 --> 00:26:42,200
listening to this have gone into
to teaching.

665
00:26:42,520 --> 00:26:45,480
It makes me so happy because
it's usually people who we

666
00:26:45,480 --> 00:26:48,280
should have with our children,
teaching them, inspiring them,

667
00:26:48,280 --> 00:26:50,280
getting them to be the next
generation for our society.

668
00:26:50,280 --> 00:26:52,800
It's such an amazing job.
Yeah, it's so good.

669
00:26:53,040 --> 00:26:55,400
And it just winds me up when
people say you're being

670
00:26:55,400 --> 00:26:56,880
negative.
No, we're talking about the

671
00:26:56,880 --> 00:26:59,240
realistic side of teaching.
And you need to know your

672
00:26:59,240 --> 00:27:02,280
working rights.
And if you want to as a teacher,

673
00:27:02,480 --> 00:27:05,640
go above and beyond and do your
cross countries at the weekend

674
00:27:05,640 --> 00:27:07,560
and do your clubs with the kids
in the evenings.

675
00:27:07,800 --> 00:27:10,000
And you're at that point in your
life or your career when you

676
00:27:10,000 --> 00:27:13,400
want to do that.
I will never say to someone that

677
00:27:13,400 --> 00:27:15,880
you shouldn't do that.
But what I will say to someone

678
00:27:15,880 --> 00:27:19,560
and what I want people to know
starting this job off is this is

679
00:27:19,560 --> 00:27:21,920
what your contract says.
This is what you're expected to

680
00:27:21,920 --> 00:27:23,760
do.
This is what you have to do, and

681
00:27:23,760 --> 00:27:26,400
most importantly, this is what
you can say no to.

682
00:27:26,400 --> 00:27:28,360
Yeah, and, and even just going
back, I'll come back to the no

683
00:27:28,360 --> 00:27:29,920
in a second.
But even going back to like when

684
00:27:29,920 --> 00:27:33,040
you're running the clubs, just
knowing that that is above the

685
00:27:33,040 --> 00:27:35,600
bar.
And that sounds so, so simple,

686
00:27:36,040 --> 00:27:38,840
but there are so many schools
out there that really convince

687
00:27:38,840 --> 00:27:41,120
you that none, that's normal.
That's what everyone does.

688
00:27:41,120 --> 00:27:43,720
The bar is set there.
Understanding your rights is

689
00:27:43,720 --> 00:27:45,960
understanding where the bar is.
It's understanding that no, no,

690
00:27:45,960 --> 00:27:48,080
no, no, no, no, sorry, don't
take advantage of me.

691
00:27:48,240 --> 00:27:50,520
I'm doing this because I want
to, but I am going above the bar

692
00:27:50,520 --> 00:27:52,760
of what is expected of me.
And it is absolutely acceptable

693
00:27:52,760 --> 00:27:54,800
for my colleagues and for
myself.

694
00:27:54,800 --> 00:27:57,760
When I when I in that period of
my career where actually I can't

695
00:27:57,760 --> 00:28:00,640
do these things anymore, it's
completely acceptable for me to

696
00:28:00,640 --> 00:28:03,440
be underneath this bar or at
this bar because that's where my

697
00:28:03,440 --> 00:28:06,000
rights are and I know my job
contract really well.

698
00:28:06,000 --> 00:28:08,720
So yeah, when we, we've actually
done whole episodes on the job

699
00:28:08,720 --> 00:28:10,280
contract.
So please, if you haven't been

700
00:28:10,280 --> 00:28:13,000
listening for a long time, go
back and find our our whole

701
00:28:13,000 --> 00:28:14,920
episode on understanding your
rights and understanding your

702
00:28:14,920 --> 00:28:16,200
contract because it's really
helpful.

703
00:28:16,440 --> 00:28:19,240
But going back to the no thing,
I'm, I'm super, super, super

704
00:28:19,240 --> 00:28:20,760
passionate about this three
supers.

705
00:28:20,760 --> 00:28:22,200
That's how passionate I am, very
passionate.

706
00:28:22,480 --> 00:28:24,280
And it's not just, I'm not just
going to say, yeah, I just say

707
00:28:24,280 --> 00:28:25,560
no to stuff you don't want to
do.

708
00:28:25,720 --> 00:28:29,080
What my point really here is, is
that's a terrible sentence.

709
00:28:29,080 --> 00:28:32,240
What my point here really is
whatever, can't speak like you.

710
00:28:32,240 --> 00:28:34,040
I'm in the club now.
I'll just speak in acronyms.

711
00:28:34,240 --> 00:28:37,120
Is that what, you know, what's
interesting?

712
00:28:37,120 --> 00:28:40,680
Do other teaching teams.
What we do is that you need to

713
00:28:40,680 --> 00:28:42,800
learn to prioritise as quick as
possible.

714
00:28:43,040 --> 00:28:45,840
And by prioritise, I mean
understand which jobs are really

715
00:28:45,840 --> 00:28:48,880
important and need to get done
and which jobs are so low on

716
00:28:48,880 --> 00:28:51,760
that list that you might even be
able to say no, I'm not doing

717
00:28:51,760 --> 00:28:53,920
that.
Or probably, you know, for

718
00:28:53,920 --> 00:28:56,240
being, for being a good team
member here.

719
00:28:56,400 --> 00:28:59,280
No, I'm not doing that yet.
I'll do this another time, but I

720
00:28:59,280 --> 00:29:01,080
don't have time to do it
currently because this is my

721
00:29:01,080 --> 00:29:02,320
job.
This is my contract and this is

722
00:29:02,320 --> 00:29:03,680
my rights and this is what's
needed.

723
00:29:03,880 --> 00:29:06,200
I'm going to say no to this, and
I'm going to say yes to this

724
00:29:06,200 --> 00:29:07,720
because I understand the
priorities here.

725
00:29:07,920 --> 00:29:11,080
When I was a new teacher, I said
yes to every single thing, and

726
00:29:11,080 --> 00:29:14,120
every single thing in here was
of equal importance in my brain.

727
00:29:14,120 --> 00:29:16,960
I just thought, I've been asked
to do this thing, so I must do

728
00:29:16,960 --> 00:29:18,560
it.
And actually, do you know what?

729
00:29:18,560 --> 00:29:21,520
That thing that I stressed over
at 8:00 PM just didn't need to

730
00:29:21,520 --> 00:29:23,600
get done it.
It almost didn't even need to

731
00:29:23,600 --> 00:29:25,840
get done at all, let alone right
then.

732
00:29:25,840 --> 00:29:27,000
I'm going to go one further
here.

733
00:29:27,000 --> 00:29:29,080
And I think it's really
important to understand that

734
00:29:29,080 --> 00:29:32,240
sometimes the answer is to not
do something.

735
00:29:32,480 --> 00:29:34,200
And, and this really winds
people up.

736
00:29:34,200 --> 00:29:36,560
And I've had this, I've said
this on the podcast before, I've

737
00:29:36,560 --> 00:29:39,120
done clips about this online and
social media, and I've been

738
00:29:39,120 --> 00:29:41,360
harangued even by my own
colleagues for possibly

739
00:29:41,360 --> 00:29:44,960
suggesting that sometimes as a
teacher, when you have a list of

740
00:29:44,960 --> 00:29:47,880
jobs to do, some of those jobs
do not need to be done.

741
00:29:48,160 --> 00:29:49,720
No, no, not yet.
Not yet.

742
00:29:49,720 --> 00:29:51,240
Yeah.
Not not in a week, not in a

743
00:29:51,240 --> 00:29:53,400
month.
No, no, Some of those jobs do

744
00:29:53,400 --> 00:29:56,600
not need to be done at all.
And that is OK.

745
00:29:56,760 --> 00:29:59,600
My display does not need to be
updated.

746
00:29:59,800 --> 00:30:03,840
You might come along and have a
very, very, very convincing

747
00:30:03,840 --> 00:30:06,960
argument that tells me why me
changing my display might have a

748
00:30:06,960 --> 00:30:10,440
positive impact on my children.
And I might even agree that me

749
00:30:10,440 --> 00:30:14,480
doing that display will have
some form of positive impact on

750
00:30:14,480 --> 00:30:16,360
the children in a way that
you've described to me.

751
00:30:16,600 --> 00:30:21,440
But you have to balance your
work life balance, OK, you have

752
00:30:21,440 --> 00:30:23,800
to balance your balance.
You have to get it right.

753
00:30:23,800 --> 00:30:27,600
The link between how much time
you put into doing something and

754
00:30:27,600 --> 00:30:29,080
how much the children will get
out of it.

755
00:30:29,240 --> 00:30:33,760
And I think that as an ECT, my
advice would be to try and learn

756
00:30:33,760 --> 00:30:37,640
that quickly, to try and
understand that your time is

757
00:30:37,640 --> 00:30:40,120
valuable.
And if it takes you 3 hours to

758
00:30:40,120 --> 00:30:44,440
do something which has a tiny
negligible percentage effect on

759
00:30:44,440 --> 00:30:47,880
a child, even if it's positive,
you don't have to do it just

760
00:30:47,880 --> 00:30:49,320
because it has a small positive
effect.

761
00:30:49,520 --> 00:30:54,080
Sometimes the balance is not
correct and sometimes the answer

762
00:30:54,240 --> 00:30:56,160
is to not do that thing.
Couldn't agree more.

763
00:30:56,200 --> 00:30:58,760
It's like the input output
thought experiment is kind of

764
00:30:58,760 --> 00:31:00,120
how I use it.
The last couple of years of my

765
00:31:00,120 --> 00:31:01,600
career, I feel like I got really
good at that.

766
00:31:02,120 --> 00:31:03,760
It's just thinking, what's the
input?

767
00:31:04,000 --> 00:31:06,280
What's the output?
Do they, does the output

768
00:31:06,280 --> 00:31:09,320
remotely justify the input?
Because we can't all be perfect?

769
00:31:09,320 --> 00:31:12,080
I'm sure we've said this before.
Do you know what you could do as

770
00:31:12,080 --> 00:31:14,480
a teacher?
You could spend every waking

771
00:31:14,520 --> 00:31:17,040
hour of your life genuinely.
You could.

772
00:31:17,240 --> 00:31:20,640
You could find something to do
that would have some sort of

773
00:31:20,640 --> 00:31:24,000
impact onto your class.
Positively, you could, but

774
00:31:24,000 --> 00:31:25,120
obviously we're not going to do
that.

775
00:31:25,640 --> 00:31:27,360
You could also do absolutely
nothing and that would have a

776
00:31:27,360 --> 00:31:29,560
negative impact.
There's got to be a line

777
00:31:29,560 --> 00:31:32,440
somewhere that we all draw where
we say, yeah, do you know what?

778
00:31:32,440 --> 00:31:35,320
These inputs, we can justify
them because the outputs are

779
00:31:35,320 --> 00:31:37,480
really big.
But there are some things that,

780
00:31:37,480 --> 00:31:39,320
yeah, cool, great idealistic
thing.

781
00:31:39,320 --> 00:31:41,000
I love that idea.
It probably would, like you

782
00:31:41,000 --> 00:31:42,200
said, but I'm not going to do
it.

783
00:31:42,280 --> 00:31:44,640
Yeah, yeah.
And this is where knowing your

784
00:31:44,640 --> 00:31:48,240
working rights comes in because
this is as close as we have as a

785
00:31:48,240 --> 00:31:50,640
universal bar that we can work
towards.

786
00:31:50,920 --> 00:31:54,840
And that has to be with the
knowledge of of kind of

787
00:31:54,840 --> 00:31:57,960
understanding what your contract
literally asks of you.

788
00:31:58,680 --> 00:32:01,080
That becomes the bar then,
because if you want to go above

789
00:32:01,080 --> 00:32:03,480
and beyond, crack on.
The kids get so much out of it.

790
00:32:03,480 --> 00:32:07,600
I'm not saying they don't, but
if your colleague doesn't but

791
00:32:07,600 --> 00:32:11,160
stays within their contract or
even I'm thinking about you

792
00:32:11,160 --> 00:32:14,800
personally now as an NQTA newly
qualified teacher in ECT

793
00:32:14,800 --> 00:32:17,560
entering the job, I can almost
guarantee you that in 10 years

794
00:32:17,560 --> 00:32:20,160
time your life will be in a
completely different situation

795
00:32:20,240 --> 00:32:22,240
where you might not be able to
do that as much anymore.

796
00:32:22,400 --> 00:32:24,160
I'm thinking of my own life,
having my son.

797
00:32:24,440 --> 00:32:26,400
I no longer have as much time as
I used to.

798
00:32:26,680 --> 00:32:30,440
I definitely put less time into
those extra things than I did at

799
00:32:30,440 --> 00:32:33,120
the start of my career.
What I want to say to myself at

800
00:32:33,120 --> 00:32:35,800
my start, at the start of my
career, is that's fine, don't

801
00:32:35,800 --> 00:32:37,120
worry about them.
If you want to go above and

802
00:32:37,120 --> 00:32:40,120
beyond, it has nothing to do
with anyone else other than you.

803
00:32:40,160 --> 00:32:41,840
You crack on because you might
love it.

804
00:32:41,840 --> 00:32:44,040
And I don't want ECT's out there
to think that they shouldn't be

805
00:32:44,040 --> 00:32:46,080
doing it if they want to crack
on.

806
00:32:46,200 --> 00:32:48,680
But what they shouldn't do is
judge other people who are.

807
00:32:48,680 --> 00:32:50,080
Not doing that.
That's what I was going to say.

808
00:32:50,080 --> 00:32:51,960
It's so easy to be part of the
problem when you are.

809
00:32:51,960 --> 00:32:53,840
I think I was part of the
problem, genuinely.

810
00:32:53,840 --> 00:32:54,600
I still.
Are really.

811
00:32:56,600 --> 00:32:58,880
I think when I was in my first
or second year of teaching,

812
00:32:59,040 --> 00:33:01,080
because I was doing all, I was
living and breathing teaching.

813
00:33:01,080 --> 00:33:03,560
I lived at home with my parents.
I didn't have a child.

814
00:33:03,800 --> 00:33:06,160
I I like I had, I had the most
free life you could have.

815
00:33:06,160 --> 00:33:08,600
And I just spent all that time
doing the doing stuff for

816
00:33:08,600 --> 00:33:12,320
teaching and I really
definitely, definitely judged

817
00:33:12,320 --> 00:33:14,240
other teachers who weren't doing
that stuff.

818
00:33:14,240 --> 00:33:15,520
I was like, Oh, I'm putting the
F in.

819
00:33:15,520 --> 00:33:17,040
Come on, guys, why are you doing
this?

820
00:33:17,560 --> 00:33:19,760
I look, I cringe at that.
I'm like, I can't why?

821
00:33:19,760 --> 00:33:23,200
I can't believe that I didn't
have the compassion and empathy

822
00:33:23,200 --> 00:33:25,880
to understand that not everyone
is living the exact same life as

823
00:33:25,880 --> 00:33:28,120
me.
And I didn't have a grasp of

824
00:33:28,120 --> 00:33:30,280
that bar enough, which, you
know, just really holding on

825
00:33:30,280 --> 00:33:33,240
this point for the fifth time is
just, I wish I knew what that

826
00:33:33,240 --> 00:33:34,920
bar was.
Everyone's working rights and I

827
00:33:34,920 --> 00:33:38,040
and I wasn't, you know, pushing
other people to do that as well.

828
00:33:38,040 --> 00:33:39,800
100 percent, 100% right next
one.

829
00:33:39,800 --> 00:33:41,640
I love this one because this is
a big one.

830
00:33:41,640 --> 00:33:47,320
I think in life in general is to
get over the cringe GOTC.

831
00:33:48,320 --> 00:33:50,440
Get over the cringe baby.
You spent 5 minutes prepping

832
00:33:50,520 --> 00:33:51,840
economics.
You didn't get it wrong because.

833
00:33:52,040 --> 00:33:53,160
I was probably going to get it
wrong.

834
00:33:53,360 --> 00:33:56,800
Get over the cringe.
I shared something on Instagram

835
00:33:56,800 --> 00:34:00,480
recently and it was a reel of
someone saying that everything

836
00:34:00,480 --> 00:34:05,080
you want in life is past cringe.
And the point was that how many

837
00:34:05,080 --> 00:34:08,159
times has someone decided not to
do something because they've

838
00:34:08,159 --> 00:34:09,800
thought, oh, well, someone will
think this is cringy.

839
00:34:10,120 --> 00:34:12,040
Someone will think this is
cringy if I post this on my

840
00:34:12,040 --> 00:34:14,159
Instagram.
We, when I started on Instagram,

841
00:34:14,159 --> 00:34:16,600
when I did my first ever story,
which was just me talking to the

842
00:34:16,600 --> 00:34:17,120
camera.
Yeah.

843
00:34:17,239 --> 00:34:19,400
Can you imagine the levels of
cringe that I felt?

844
00:34:19,400 --> 00:34:21,280
Yeah, absolutely.
And this is kind of matched with

845
00:34:21,280 --> 00:34:25,719
ECTS when when I started
teaching and the first time I

846
00:34:25,719 --> 00:34:28,800
would read a book to the class,
I felt awkward.

847
00:34:29,520 --> 00:34:30,920
Put on a silly voice.
Exactly.

848
00:34:30,960 --> 00:34:32,199
Yeah.
It was cringey.

849
00:34:32,199 --> 00:34:34,639
Yeah, it was.
And the point being, you have to

850
00:34:34,679 --> 00:34:36,840
get through that.
You have to get over the cringe.

851
00:34:36,840 --> 00:34:39,360
And the way you get over the
cringe is by feeling the cringe.

852
00:34:39,560 --> 00:34:43,239
You have to be cringed out
because when you're singing a

853
00:34:43,239 --> 00:34:45,760
song that's in front of the
class, you're practising for

854
00:34:45,760 --> 00:34:48,360
your school assembly.
You might not be a singer, you

855
00:34:48,360 --> 00:34:50,040
might not be someone who does it
in their free time.

856
00:34:50,239 --> 00:34:53,000
But you know what with the kids
modelling how to do it party job

857
00:34:53,000 --> 00:34:53,800
to.
Do and you know what?

858
00:34:53,800 --> 00:34:55,920
When you look confident on
something, people don't bad

859
00:34:55,920 --> 00:34:57,680
eyed.
It's so funny how the psychology

860
00:34:57,680 --> 00:34:59,360
works, isn't it?
If you're sitting standing at

861
00:34:59,360 --> 00:35:01,280
the front singing a song and
you're showing the kids for your

862
00:35:01,280 --> 00:35:03,560
body language and everything
that you're so awkward right now

863
00:35:03,560 --> 00:35:05,480
and cringing about singing the
song. 1.

864
00:35:05,600 --> 00:35:07,680
They will notice it and be like,
wow, isn't the teacher so cringe

865
00:35:07,680 --> 00:35:10,360
right now?
And also 2 they will also become

866
00:35:10,360 --> 00:35:11,880
a bit like, oh, I don't want to
do it then because you're like

867
00:35:11,880 --> 00:35:14,400
the font of what?
Like you're inspiring them when

868
00:35:14,400 --> 00:35:16,560
you just fake it.
Like, yeah, I find it a bit

869
00:35:16,560 --> 00:35:18,120
cringe when I'm singing, but
I'll just give it my all.

870
00:35:18,120 --> 00:35:20,160
When I, when we're practising a
song at the end of year 6 or

871
00:35:20,160 --> 00:35:22,160
whatever, you know, we, we often
do that as like a bit of a

872
00:35:22,160 --> 00:35:24,040
ritual of Oscar.
We do a little year 6 lever

873
00:35:24,040 --> 00:35:26,440
song.
I just I just sing it with them

874
00:35:26,520 --> 00:35:28,160
and then then then ban.
Oh, we heard it mate.

875
00:35:28,160 --> 00:35:29,640
We heard it down in year 4.
We and.

876
00:35:29,640 --> 00:35:31,880
Everyone was applauding.
Me, we were doing sound

877
00:35:31,880 --> 00:35:33,680
actually, and we thought, look
how fast sound travels.

878
00:35:34,480 --> 00:35:36,240
Jeez, Louis, he's really going
for it, isn't he?

879
00:35:36,240 --> 00:35:37,920
That Miss Stevens, None of the
classroom, he's singing.

880
00:35:37,920 --> 00:35:38,960
It's just him.
He's doing a solo.

881
00:35:39,000 --> 00:35:40,480
Again, wait a minute, this is an
after school club.

882
00:35:40,880 --> 00:35:44,000
What's going on here, right?
I think there's a few things

883
00:35:44,000 --> 00:35:46,720
that come in under this radar of
kind of getting over the cringe

884
00:35:47,000 --> 00:35:49,600
that I would say to anyone who's
just starting out teaching to

885
00:35:49,600 --> 00:35:52,320
try and do this as soon as
possible in order to normalise

886
00:35:52,320 --> 00:35:53,920
it.
The first thing on that list is

887
00:35:53,920 --> 00:35:56,920
talking to parents.
It can be such a huge barrier to

888
00:35:56,920 --> 00:36:00,200
people to think, Oh my gosh,
how, how can I talk to a parent?

889
00:36:00,200 --> 00:36:03,520
I don't have my own child and
I'm giving advice on how someone

890
00:36:03,520 --> 00:36:05,600
can help their child when it
comes to their education.

891
00:36:05,880 --> 00:36:08,600
Just do it.
Fake it until you make it.

892
00:36:08,840 --> 00:36:12,040
Talk to a parent and just relay
what you know and what you've

893
00:36:12,040 --> 00:36:15,800
seen, because I can guarantee
you that the conversation will

894
00:36:15,800 --> 00:36:18,000
be absolutely fine.
Yeah, and it and it's hard.

895
00:36:18,160 --> 00:36:19,800
That's a really hard.
I found that that's probably the

896
00:36:19,800 --> 00:36:22,040
hardest things I found.
I think just finding that

897
00:36:22,040 --> 00:36:24,000
confidence, you know, or at
least faking that confidence

898
00:36:24,000 --> 00:36:25,840
with, with parents, and it does
make a difference.

899
00:36:25,840 --> 00:36:28,600
You know, when in the few times,
and I have been very lucky in

900
00:36:28,600 --> 00:36:32,200
the few times I've had difficult
conversations with parents, I

901
00:36:32,200 --> 00:36:34,520
have found those earlier ones
where I was really sheepish.

902
00:36:34,520 --> 00:36:36,480
They just walked all over me.
They could just see right

903
00:36:36,480 --> 00:36:39,080
through my nervousness and they
just dominated the conversation.

904
00:36:39,080 --> 00:36:40,560
It was awkward.
I didn't want that wasn't

905
00:36:40,560 --> 00:36:42,640
optimal outcome.
And I've seen other teachers, I

906
00:36:42,640 --> 00:36:47,120
learned from them and I, I WOTDI
watched other teachers, I

907
00:36:47,120 --> 00:36:49,320
watched other teachers speak to
difficult parents and just

908
00:36:49,320 --> 00:36:51,200
absolutely like just kind of
have an air of complete

909
00:36:51,200 --> 00:36:52,560
confidence about them.
No, I know what I'm talking

910
00:36:52,560 --> 00:36:53,360
about.
I'm a professional here.

911
00:36:53,360 --> 00:36:55,000
And I'm telling you, the parent,
I'm informing you of what's

912
00:36:55,000 --> 00:36:56,440
happened.
And this is information.

913
00:36:56,440 --> 00:36:58,280
I'm confident.
And those parents, same sort of

914
00:36:58,280 --> 00:37:00,280
parents have just been like, OK,
just lapped it up because

915
00:37:00,280 --> 00:37:02,000
because.
Yeah, because being confident

916
00:37:02,000 --> 00:37:03,880
does make a difference.
And from that point, I always

917
00:37:03,880 --> 00:37:07,120
thought, I have to, I have to,
even if I don't feel it, I have

918
00:37:07,120 --> 00:37:09,520
to have to come across confident
because you know what?

919
00:37:09,600 --> 00:37:12,120
I am a professional.
And actually, ultimately, I do

920
00:37:12,120 --> 00:37:14,800
know what I'm talking about.
I've trained and I've spent a

921
00:37:14,800 --> 00:37:17,760
number of years in this job.
Now of course I have a right to

922
00:37:17,880 --> 00:37:20,600
share my opinion with his parent
who hasn't necessarily trained

923
00:37:20,600 --> 00:37:22,720
and had the same experience of
the class, and I have like I

924
00:37:22,720 --> 00:37:24,560
should be able to do that.
Arrogant, if you ask me.

925
00:37:25,640 --> 00:37:27,600
Yeah, but another one on that
kind of trend there.

926
00:37:27,600 --> 00:37:30,800
It's kind of it is, it is lower
down in terms of I think, I

927
00:37:30,800 --> 00:37:33,720
think talking to parents is one
of the highest anxiety inducing

928
00:37:33,720 --> 00:37:36,240
things for a young professional
to kind of just get over.

929
00:37:36,640 --> 00:37:39,120
But another thing is like you're
going to make mistakes in your

930
00:37:39,120 --> 00:37:42,600
lesson all of the time and even
more so as an ECT.

931
00:37:42,760 --> 00:37:45,440
That is going to happen
constantly and part of it is

932
00:37:45,440 --> 00:37:47,560
putting your ego in the bin.
We'll think some acronym for

933
00:37:47,560 --> 00:37:49,080
that in a minute.
I can't like that right now, but

934
00:37:49,080 --> 00:37:50,840
put your ego in the bin and
understanding that and just

935
00:37:50,840 --> 00:37:52,760
saying, OK, it's part of like,
I'm going to make mistakes.

936
00:37:52,760 --> 00:37:54,760
That's fine.
But then how you react to that

937
00:37:54,760 --> 00:37:56,920
and how you go about that in
front of the children.

938
00:37:57,280 --> 00:37:59,360
I think it's really important
when you make mistakes in front

939
00:37:59,360 --> 00:38:02,280
of the children, own it.
Be confident and say, Oh yeah, I

940
00:38:02,280 --> 00:38:03,960
did make a mistake.
Because the last thing you want

941
00:38:03,960 --> 00:38:06,200
to do in front of a group of
children where you're trying to

942
00:38:06,200 --> 00:38:08,840
encourage them to try things out
and get things wrong is as the

943
00:38:08,840 --> 00:38:11,240
teacher get embarrassed and
worried and then get things

944
00:38:11,240 --> 00:38:13,840
wrong.
Because it's it's almost like I

945
00:38:13,840 --> 00:38:17,840
I liken it in a way to when
people talk about parents and

946
00:38:17,840 --> 00:38:20,760
they say you're trying to not do
the same things that your

947
00:38:20,760 --> 00:38:24,040
parents maybe did to you that
kind of left an imprint and and

948
00:38:24,040 --> 00:38:26,520
did something incorrectly.
Let's just say, yeah, yeah, OK.

949
00:38:26,560 --> 00:38:27,760
I don't want to do that to my
child.

950
00:38:28,040 --> 00:38:29,640
OK.
If you still feel awkward about

951
00:38:29,640 --> 00:38:31,600
making mistakes for whatever
reason, maybe you were in a

952
00:38:31,600 --> 00:38:33,880
school system that didn't kind
of encourage making mistakes.

953
00:38:34,120 --> 00:38:36,200
You got made to feel silly for
not getting something right all

954
00:38:36,200 --> 00:38:37,960
the time.
You have to try and

955
00:38:37,960 --> 00:38:40,760
compartmentalise that and not
project that onto your class.

956
00:38:40,760 --> 00:38:41,880
Yeah.
And it's this idea of being

957
00:38:41,880 --> 00:38:45,640
professional of you are the
fountain in the classroom, you

958
00:38:45,640 --> 00:38:48,120
are the beacon of knowledge, you
are the person they go to.

959
00:38:48,640 --> 00:38:52,760
And if you're showing signs that
you don't like making mistakes

960
00:38:52,760 --> 00:38:55,640
or you're embarrassed by it or
your egos been hurt, it's going

961
00:38:55,640 --> 00:38:57,560
to, through osmosis, go through
to your class.

962
00:38:57,760 --> 00:39:01,320
So just trying to control that
as much as possible, I think has

963
00:39:01,320 --> 00:39:04,760
a big impact on your class.
And as an early teacher, that's

964
00:39:04,760 --> 00:39:07,440
something that's hard to do.
You have to kind of do more

965
00:39:07,440 --> 00:39:10,160
consciously because eventually
it becomes part of your

966
00:39:10,160 --> 00:39:11,680
subconscious.
Yeah, yeah, it's, it's, it's

967
00:39:11,680 --> 00:39:12,880
such a good point.
I don't really thought about the

968
00:39:12,880 --> 00:39:16,560
way it can can actually impact
the children the way they the

969
00:39:16,560 --> 00:39:19,040
way they deal with the same sort
of experience.

970
00:39:19,040 --> 00:39:20,720
Yeah.
So once you've once you've

971
00:39:20,720 --> 00:39:24,560
PYEITB, put your ego in a bit
and what you can do one way I

972
00:39:24,560 --> 00:39:26,160
found dealing with that.
Thank you.

973
00:39:26,200 --> 00:39:27,800
Thank you for the applause.
I hope everyone's applauding at

974
00:39:27,800 --> 00:39:29,480
my acronym, the six letters I
have, you know.

975
00:39:29,520 --> 00:39:31,720
How much of what I said did you
actually take in?

976
00:39:32,000 --> 00:39:33,680
I was sat there when you sat
there working.

977
00:39:33,880 --> 00:39:36,360
Out you were you were you were
waffing on as you do and I was

978
00:39:36,360 --> 00:39:40,760
sat there thinking P6 words.
What is it put P put P why

979
00:39:40,760 --> 00:39:42,920
you're in all seriousness.
Once you've done that, one of

980
00:39:42,920 --> 00:39:45,120
the easiest, easiest ways you
can deal with it for me was just

981
00:39:45,120 --> 00:39:47,280
humour just you.
I just just just show about

982
00:39:47,280 --> 00:39:49,400
humility.
I just laugh about it with the

983
00:39:49,400 --> 00:39:51,560
kids, but don't I just.
Did anyone notice what I just

984
00:39:51,560 --> 00:39:53,560
did wrong there?
Oh, man, it's funny.

985
00:39:53,560 --> 00:39:55,000
I'll tell you what, kid, I'm
going to leave it on the board

986
00:39:55,000 --> 00:39:56,080
because you know what, it's
important.

987
00:39:56,280 --> 00:39:58,120
Everyone makes mistakes.
And if you make mistakes, don't

988
00:39:58,120 --> 00:39:59,680
worry about it, OK?
We can learn.

989
00:39:59,680 --> 00:40:01,800
We can move on from it and you
can just have a bit of fun.

990
00:40:01,880 --> 00:40:03,400
And once you've got that,
obviously leave you there a few

991
00:40:03,400 --> 00:40:05,000
times.
Like Dylan said, it just becomes

992
00:40:05,000 --> 00:40:06,680
second nature and no one cares
anymore.

993
00:40:06,680 --> 00:40:07,960
It's not.
It's not cringy anymore.

994
00:40:08,480 --> 00:40:11,120
I feel like a big part of that
transition from early years

995
00:40:11,120 --> 00:40:15,120
teacher to kind of more more,
you know, established teacher is

996
00:40:15,120 --> 00:40:18,080
how much of what I do become
part of my subconscious.

997
00:40:18,680 --> 00:40:21,040
So much of what I did at the
start of my career was fully in

998
00:40:21,040 --> 00:40:24,080
the front of my mind thinking
I'm choosing to this because I

999
00:40:24,080 --> 00:40:26,040
know it's good practise.
I'm writing this detailed plan

1000
00:40:26,040 --> 00:40:27,240
because I know it's going to
help me teach.

1001
00:40:27,440 --> 00:40:30,400
I am purposely thinking I'm
going to fake this voice and not

1002
00:40:30,400 --> 00:40:32,720
feel cringe because I'm reading
this book to this this class.

1003
00:40:32,960 --> 00:40:35,560
I am absolutely thinking of the
curriculum every single time I

1004
00:40:35,560 --> 00:40:37,840
make.
I'm doing that at that point.

1005
00:40:37,840 --> 00:40:39,560
And it might be frustrating to
think, why am I doing these

1006
00:40:39,560 --> 00:40:41,800
reflections for a mentor?
Why am I doing these detailed

1007
00:40:41,800 --> 00:40:43,400
lesson plans?
Oh my gosh, it's so annoying.

1008
00:40:43,400 --> 00:40:44,560
I'm a qualified teacher.
Yeah.

1009
00:40:44,560 --> 00:40:47,640
Look, listen, that's true.
But what you're doing now with

1010
00:40:47,640 --> 00:40:50,240
this groundwork is you are
taking something from the

1011
00:40:50,240 --> 00:40:52,240
forefront of your mind that
you're thinking consciously of

1012
00:40:52,240 --> 00:40:54,360
doing to.
Eventually you've done it so

1013
00:40:54,360 --> 00:40:56,920
much that it becomes second
nature and you become an even

1014
00:40:56,920 --> 00:40:58,960
better teacher because of.
It I'm actually you've bringing

1015
00:40:58,960 --> 00:41:02,440
that up, you've reminded me.
I'm so glad that I actually put

1016
00:41:02,440 --> 00:41:04,480
the time in to doing all those
extra things.

1017
00:41:04,480 --> 00:41:06,680
A lot of people around me were
moaning like another other Ects

1018
00:41:06,720 --> 00:41:09,600
or NQTS back then were saying
like, oh, why do you have to do

1019
00:41:09,600 --> 00:41:11,960
all these like full on written
Lesson plan like no one else is

1020
00:41:11,960 --> 00:41:13,200
doing this.
None of the other teachers have

1021
00:41:13,200 --> 00:41:14,800
to do this.
And I did it anyway.

1022
00:41:14,800 --> 00:41:16,440
And I'm really glad I did for
that exact reason.

1023
00:41:16,440 --> 00:41:18,800
Because I feel like it did
ultimately, in the long game,

1024
00:41:19,040 --> 00:41:21,600
make me better.
Because I was so consciously

1025
00:41:22,120 --> 00:41:24,640
thinking in depth about my
lessons and all of the elements

1026
00:41:24,640 --> 00:41:27,520
that go into the pedagogies of
teaching that when it did get to

1027
00:41:27,520 --> 00:41:29,480
that, that year was over.
I didn't have to do these

1028
00:41:29,480 --> 00:41:31,680
written lesson plans anymore.
They were just that.

1029
00:41:31,680 --> 00:41:34,520
They were in the back of my head
at a better level.

1030
00:41:34,520 --> 00:41:36,520
Jimmy, if I hadn't done them at
all, I don't know.

1031
00:41:36,520 --> 00:41:38,480
I think, I think I benefited
from that massively, even though

1032
00:41:38,480 --> 00:41:41,720
it was a huge climb kill at the,
you know, it was hard.

1033
00:41:41,720 --> 00:41:43,520
It was tough doing that on top
of the actual teaching.

1034
00:41:43,520 --> 00:41:44,680
And it's a bit like driving,
isn't it?

1035
00:41:44,960 --> 00:41:47,240
You know, when you learn to
drive, you're, you have, you are

1036
00:41:47,240 --> 00:41:49,800
so consciously thinking about
all of the elements of driving.

1037
00:41:49,800 --> 00:41:51,640
And then once you've been
driving for five years, you

1038
00:41:51,640 --> 00:41:53,360
don't think about it.
You can drive somewhere and be

1039
00:41:53,360 --> 00:41:54,680
and not even remember how you
got there.

1040
00:41:54,840 --> 00:41:56,760
You think that's quite scary how
you don't remember, don't

1041
00:41:56,760 --> 00:41:57,960
remember turning that corner?
At all.

1042
00:41:57,960 --> 00:42:00,160
That's how I do lessons now.
I just start a lesson and go and

1043
00:42:00,160 --> 00:42:01,800
I'm at the end.
You just drive home that's.

1044
00:42:02,800 --> 00:42:03,920
What you do?
He just drives away.

1045
00:42:03,920 --> 00:42:06,560
What's?
Going on here for lunch.

1046
00:42:06,560 --> 00:42:09,200
It's a bit like Severance the
school building.

1047
00:42:09,200 --> 00:42:11,840
And I walked out again, some,
some learning went on.

1048
00:42:12,000 --> 00:42:14,080
But no, it's true.
It's it's becoming like

1049
00:42:14,080 --> 00:42:16,800
autopilot and it's it's
autopilot for a good reason

1050
00:42:16,800 --> 00:42:18,720
because you put the time into
doing things right in the 1st

1051
00:42:18,720 --> 00:42:20,480
place.
OK, last one that we've got here

1052
00:42:20,480 --> 00:42:22,560
and I'm going to mention the B
word.

1053
00:42:22,840 --> 00:42:24,680
Yes.
Do not bitch about your other

1054
00:42:24,680 --> 00:42:25,280
colleagues.
No.

1055
00:42:25,680 --> 00:42:26,880
No.
Behaviour.

1056
00:42:27,480 --> 00:42:30,800
Oh, sorry.
Listen, behaviour's huge, OK?

1057
00:42:30,800 --> 00:42:32,520
Behaviour's massive.
Not the other B word.

1058
00:42:33,440 --> 00:42:35,920
We can't solve behaviour in this
small segment we've got left on

1059
00:42:35,920 --> 00:42:37,240
the podcast.
We've done whole episodes on

1060
00:42:37,240 --> 00:42:38,880
behaviour before.
It's behaviour getting worse in

1061
00:42:38,880 --> 00:42:41,360
schools are not really worse.
Had the listen we had Grenya

1062
00:42:41,360 --> 00:42:43,680
from Teacher Tap on there and
had some data from schools.

1063
00:42:43,680 --> 00:42:46,920
Very very insightful and useful.
But I want to just give some

1064
00:42:46,920 --> 00:42:50,080
advice to our AC TS listening
here because my advice on

1065
00:42:50,080 --> 00:42:55,640
behaviour isn't actually what I
did at the start of my career.

1066
00:42:55,640 --> 00:42:58,280
OK, so I'd say don't do what I
did and I can reflect on it

1067
00:42:58,600 --> 00:43:03,600
because I think it is vital to
know your school's behaviour

1068
00:43:03,600 --> 00:43:07,800
policy and follow it to a T
Whether or not you agree of it,

1069
00:43:07,800 --> 00:43:09,680
whether or not you think it's
perfect or not, whether or not

1070
00:43:09,680 --> 00:43:13,080
you think it's bad or damaging.
In that moment that you start

1071
00:43:13,080 --> 00:43:16,440
your teaching, you can have
those opinions and I'm not

1072
00:43:16,440 --> 00:43:18,320
saying question, you'll see in a
minute what I'm actually saying.

1073
00:43:18,400 --> 00:43:21,000
But when you start out, know
your school's behaviour policy

1074
00:43:21,000 --> 00:43:22,960
and follow it like everyone else
because you have to be

1075
00:43:22,960 --> 00:43:24,520
consistent.
OK, so you've come in, you've

1076
00:43:24,520 --> 00:43:26,640
just done your training and your
training's taught you these

1077
00:43:26,640 --> 00:43:28,720
really great pedagogies on how
to manage behaviour in the

1078
00:43:28,720 --> 00:43:30,480
classroom.
And you go to your first school

1079
00:43:30,480 --> 00:43:32,960
and they're like, hey, we do
golden time on Fridays and we

1080
00:43:32,960 --> 00:43:35,160
have these behaviour charts and
we do stars on the board.

1081
00:43:35,160 --> 00:43:36,360
Sure.
And you don't agree with that?

1082
00:43:36,360 --> 00:43:38,560
Yeah, that's.
But listen, you can't agree with

1083
00:43:38,560 --> 00:43:40,240
everything all of the time.
This is something you'll learn

1084
00:43:40,240 --> 00:43:42,640
in education very quickly.
There's not one way of doing

1085
00:43:42,640 --> 00:43:45,760
things, OK.
And you may well correctly and

1086
00:43:45,760 --> 00:43:47,840
rightly have an issue with
something that's in your school.

1087
00:43:48,600 --> 00:43:52,480
What it's really hard to do in
the professional arena is to

1088
00:43:52,480 --> 00:43:54,840
come in with 0 experience,
having never done something

1089
00:43:54,840 --> 00:43:57,960
before, and then have any kind
of argument as to why it's bad.

1090
00:43:57,960 --> 00:43:59,960
It doesn't work.
OK, So what you have to do, you

1091
00:43:59,960 --> 00:44:02,480
just have to do this.
Come into a school, take in

1092
00:44:02,480 --> 00:44:04,320
everything they do, they do
behaviour charts.

1093
00:44:04,320 --> 00:44:06,440
You don't like behaviour charts?
Every single teacher in the

1094
00:44:06,440 --> 00:44:07,600
school has to do behaviour
charts.

1095
00:44:07,720 --> 00:44:09,680
Just do them.
You don't like golden time for

1096
00:44:09,680 --> 00:44:11,080
every reason?
OK cool.

1097
00:44:11,080 --> 00:44:13,240
But every single teacher in the
whole school does this and it's

1098
00:44:13,240 --> 00:44:15,480
from the top down.
Do golden time for a bit.

1099
00:44:15,760 --> 00:44:19,680
Do do it exactly as it is
written because behaviour should

1100
00:44:19,680 --> 00:44:21,440
be consistent across the school.
Yeah, that's true.

1101
00:44:21,440 --> 00:44:23,600
And then once you've done it for
a while and you've seen the

1102
00:44:23,600 --> 00:44:27,480
outcomes, 2 things can happen.
Number one, or actually it works

1103
00:44:27,480 --> 00:44:29,920
really well for my kids.
I had some reservations, but

1104
00:44:29,920 --> 00:44:31,320
I've got reservations about lots
of things.

1105
00:44:31,320 --> 00:44:33,680
I can't have everything in my
way, but it works.

1106
00:44:33,720 --> 00:44:36,520
Crack on.
Secondly, it might not work.

1107
00:44:36,880 --> 00:44:38,440
You might really notice.
Actually might.

1108
00:44:39,000 --> 00:44:41,320
The worries I had about this are
coming to fruition.

1109
00:44:41,600 --> 00:44:43,880
It's having this problem.
Brilliant.

1110
00:44:44,240 --> 00:44:47,640
Go to your line manager, go to
your whoever's in charge of

1111
00:44:47,640 --> 00:44:51,320
behaviour, talk to them about it
because then you have something

1112
00:44:51,320 --> 00:44:54,120
to lean back on.
And I'm not saying blindly take

1113
00:44:54,120 --> 00:44:56,920
everything as it is and just go
be a good citizen, be a good

1114
00:44:56,920 --> 00:44:58,720
worker.
Because every single thing about

1115
00:44:58,720 --> 00:45:01,200
this podcast and my mantra in
life is that we shouldn't do

1116
00:45:01,200 --> 00:45:04,440
something just because.
But we have to understand that

1117
00:45:04,440 --> 00:45:07,200
the thing that I'm saying we
shouldn't do doesn't work.

1118
00:45:07,600 --> 00:45:10,280
And I think the way you do this
as an ECT.

1119
00:45:10,280 --> 00:45:14,920
My advice would be dive into it
as much as you can. 100% do it

1120
00:45:14,920 --> 00:45:18,920
exactly as it's given to you
because then then you can have

1121
00:45:18,920 --> 00:45:20,400
the conversation.
Yeah, then you've got the data

1122
00:45:20,400 --> 00:45:22,520
to back up.
Then you can go and say this

1123
00:45:22,520 --> 00:45:24,800
doesn't work rather than this
isn't going to work.

1124
00:45:24,800 --> 00:45:26,440
I learned that lesson the hard
way, which I'll come to in a

1125
00:45:26,440 --> 00:45:28,080
second.
But there's one, there's one

1126
00:45:28,120 --> 00:45:30,320
other thing that I didn't
consider for years when I was,

1127
00:45:30,320 --> 00:45:32,320
but you know, the same as you, I
was like, Nope, I'm passionate

1128
00:45:32,320 --> 00:45:33,560
about this thing.
I'm not going to do it that way.

1129
00:45:33,560 --> 00:45:34,880
I'll do it my way.
Do you know what?

1130
00:45:34,880 --> 00:45:37,840
There's nothing more annoying
than when you get a class and

1131
00:45:38,000 --> 00:45:40,240
you are trying to implement the
the behaviour policy of the

1132
00:45:40,240 --> 00:45:42,360
school and then the class goes,
no, no, we didn't do that as a

1133
00:45:42,360 --> 00:45:44,240
last teacher.
Yeah, Miss so and so or Mr so

1134
00:45:44,240 --> 00:45:45,960
and So didn't do that.
We did this instead.

1135
00:45:45,960 --> 00:45:49,000
And it's like, OK, so like now
it's on me and now I've got

1136
00:45:49,000 --> 00:45:51,880
like, I'm the bad guy now for
doing the school policy because

1137
00:45:51,880 --> 00:45:53,440
the previous teacher decided to
do their own thing.

1138
00:45:53,440 --> 00:45:55,400
And maybe, you know, for a very
good reason.

1139
00:45:55,560 --> 00:45:57,240
It can be quite annoying.
So don't try not to be that

1140
00:45:57,240 --> 00:45:59,800
person, but just maybe just a
real example.

1141
00:45:59,800 --> 00:46:01,640
OK, There's something that
happened to me a couple of years

1142
00:46:01,640 --> 00:46:05,040
ago, so still deep into my
career on the same light here

1143
00:46:05,040 --> 00:46:07,000
of, of saying, no, this isn't
the right way to do it.

1144
00:46:07,160 --> 00:46:10,440
Is our school brought in big
books for for for design

1145
00:46:10,440 --> 00:46:13,880
technology to to share class
work and I was passionately

1146
00:46:13,880 --> 00:46:15,400
adamant that that was not the
right decision.

1147
00:46:15,400 --> 00:46:17,600
We needed to do something else.
So do you mean it was this was

1148
00:46:17,600 --> 00:46:21,360
this the big books where the
it's for evidence to say that as

1149
00:46:21,360 --> 00:46:23,360
a class we've done this and
there's pictures and.

1150
00:46:23,360 --> 00:46:25,760
Exactly that because we weren't
having like individual books for

1151
00:46:25,760 --> 00:46:27,800
DT.
So a class book for evidence

1152
00:46:27,800 --> 00:46:29,560
that we've done some.
DT Exactly that.

1153
00:46:29,560 --> 00:46:32,200
Otherwise, there was just no,
there was no physical evidence

1154
00:46:32,200 --> 00:46:34,240
that we delivered the lessons
because the teachers are

1155
00:46:34,240 --> 00:46:36,320
famously known for.
I can think of what your

1156
00:46:36,320 --> 00:46:38,800
reaction to that would be.
I was like, just do I seriously

1157
00:46:38,800 --> 00:46:41,320
need to do this to prove that I
didn't just go and have a cup of

1158
00:46:41,320 --> 00:46:43,440
tea and leave the kids in the
class for 30 minutes and do

1159
00:46:43,440 --> 00:46:45,120
nothing?
I have to prove I taught the

1160
00:46:45,120 --> 00:46:46,560
lesson what you're talking
about.

1161
00:46:46,560 --> 00:46:47,760
How about the thing they build
at the end?

1162
00:46:47,760 --> 00:46:48,680
Yeah, I know.
Immense.

1163
00:46:48,680 --> 00:46:50,000
And I just thought it was
absurd.

1164
00:46:50,000 --> 00:46:51,880
And we were in an Ofsted window.
Everyone was stressed.

1165
00:46:51,880 --> 00:46:52,960
And we make a decision.
It's fine.

1166
00:46:52,960 --> 00:46:55,440
But I was adamant this was a few
years ago, that I wasn't going

1167
00:46:55,440 --> 00:46:56,640
to do that.
I was like, no, this is stupid,

1168
00:46:56,640 --> 00:46:57,960
this is pointless.
Like I'm not going to do it.

1169
00:46:57,960 --> 00:46:59,200
And I told them I was, I'm not
doing this.

1170
00:46:59,200 --> 00:47:01,600
And then when it came to a
couple of months later and I'd

1171
00:47:01,600 --> 00:47:04,080
kind of sneakily just not done
it because I was like, this is

1172
00:47:04,080 --> 00:47:05,480
pointless.
I'm not doing this, I'm wasting

1173
00:47:05,480 --> 00:47:07,520
my time.
I remember speaking to deputy

1174
00:47:07,520 --> 00:47:08,840
head who had a really nice
relationship with him.

1175
00:47:08,840 --> 00:47:10,960
And I can tell he was a bit like
just a bit annoyed and

1176
00:47:10,960 --> 00:47:13,000
disappointed about, about this,
the fact that I just hadn't done

1177
00:47:13,000 --> 00:47:14,040
this thing that everyone else
had done.

1178
00:47:14,280 --> 00:47:16,240
He was.
And he said to me, he was like,

1179
00:47:16,800 --> 00:47:20,080
if you'd just done it for two
months and come to me and said,

1180
00:47:20,080 --> 00:47:22,440
look, this doesn't work.
I would have taken you

1181
00:47:22,440 --> 00:47:25,160
seriously, but you didn't even
bother trying to do it.

1182
00:47:25,160 --> 00:47:28,480
So like, how, how can you
convince me now that this wasn't

1183
00:47:28,480 --> 00:47:30,400
a good idea in favour of your
other other idea?

1184
00:47:30,560 --> 00:47:33,800
They're both just up in the air.
And I was really like, yeah, but

1185
00:47:34,080 --> 00:47:36,000
but it's not a good idea, is it?
Because how do we know?

1186
00:47:36,000 --> 00:47:38,000
Like we, we made a decision as a
school to try it.

1187
00:47:38,200 --> 00:47:41,000
I at least expect you to have
the respect essentially just to

1188
00:47:41,000 --> 00:47:42,280
just to try.
And if it doesn't work, we'll

1189
00:47:42,280 --> 00:47:44,680
reflect on it in a few months.
And I got really embarrassed and

1190
00:47:44,680 --> 00:47:47,280
really caught off guard because
he was right, I was wrong.

1191
00:47:47,280 --> 00:47:49,400
I should have just done the
thing that the school had said

1192
00:47:49,400 --> 00:47:52,600
to do for a little while, kept
my opinions there, built up the

1193
00:47:52,600 --> 00:47:54,920
data and evidence of that.
This isn't the best approach

1194
00:47:55,080 --> 00:47:56,120
here.
It is SLT.

1195
00:47:56,120 --> 00:47:57,800
This really isn't working
because of XYZ.

1196
00:47:57,800 --> 00:47:59,400
Here's the proof.
Can we think of it in a

1197
00:47:59,400 --> 00:48:01,080
different way?
It's, it's a tricky one.

1198
00:48:01,120 --> 00:48:03,600
It is a tricky one because there
are instances where I think it's

1199
00:48:03,600 --> 00:48:04,880
right to just refuse to do
something.

1200
00:48:04,880 --> 00:48:06,160
Sure.
And and you know what?

1201
00:48:06,160 --> 00:48:09,480
This, it could be one of them
what you're describing yeah,

1202
00:48:09,920 --> 00:48:13,120
there could be a different
argument which says, yeah, but I

1203
00:48:13,120 --> 00:48:14,480
could have told you about doing
it.

1204
00:48:14,480 --> 00:48:16,760
Why?
OK so look, I understand what

1205
00:48:16,760 --> 00:48:19,480
you're saying and yeah, I am
saying dive into behaviour

1206
00:48:19,480 --> 00:48:22,160
policies, etcetera, etcetera.
But yeah, there are times where

1207
00:48:22,160 --> 00:48:23,640
you should push back on
something straight away.

1208
00:48:23,960 --> 00:48:26,880
If someone's saying to you, Oh
no, no, you God, you should have

1209
00:48:26,880 --> 00:48:29,320
just tried for two months to
come to the cross country every

1210
00:48:29,320 --> 00:48:31,360
Saturday.
How can you probably say it that

1211
00:48:31,360 --> 00:48:32,920
it is different?
You're right and that's that's

1212
00:48:32,920 --> 00:48:34,960
what I'm saying to our early
teachers listening to this.

1213
00:48:35,200 --> 00:48:37,480
There are certain things where I
think you just hold your nose

1214
00:48:37,480 --> 00:48:39,560
and try it, Yeah.
And there are certain things

1215
00:48:39,560 --> 00:48:41,440
where if you know you're working
right from earlier.

1216
00:48:41,440 --> 00:48:43,280
I completely agree.
You can say no straight away.

1217
00:48:43,280 --> 00:48:46,640
The point of my energy really
was more to link it to the point

1218
00:48:46,640 --> 00:48:47,760
of what you were saying about
behaviour.

1219
00:48:47,760 --> 00:48:50,880
That was just another example of
where I found having a bit of

1220
00:48:50,880 --> 00:48:53,880
data to back me up by just doing
the school policy for a bit was

1221
00:48:53,880 --> 00:48:55,240
it would have actually benefited
me.

1222
00:48:55,440 --> 00:48:57,160
And there are lots of
circumstances in my career where

1223
00:48:57,160 --> 00:48:59,040
I've just point blank said, no,
we're not doing this.

1224
00:48:59,200 --> 00:49:00,440
Yeah, I'm not doing this.
Yeah.

1225
00:49:00,440 --> 00:49:02,000
Completely.
So last thing on behaviour then

1226
00:49:02,680 --> 00:49:05,240
we've talked about school policy
in general, the wider school

1227
00:49:05,240 --> 00:49:07,560
policy.
Sometimes that involves how you

1228
00:49:07,600 --> 00:49:09,680
actually manage behaviour in
your classroom, sometimes it's

1229
00:49:09,680 --> 00:49:12,360
like a reward system, etc.
What I would say to you is

1230
00:49:12,360 --> 00:49:14,680
though is to try and build a bit
of a toolkit.

1231
00:49:14,800 --> 00:49:16,640
And this comes again from
watching other teachers, seeing

1232
00:49:16,640 --> 00:49:19,120
what's successful.
But there are going to be

1233
00:49:19,280 --> 00:49:21,640
different ways that you control
a class.

1234
00:49:21,840 --> 00:49:24,080
That might be different to next
door, or the door after or the

1235
00:49:24,080 --> 00:49:25,920
door after.
It'd be quite, I don't know.

1236
00:49:26,000 --> 00:49:28,160
There's something about every
single classroom the exact same

1237
00:49:28,160 --> 00:49:30,080
thing all of the time, which
really rubs me up the wrong way.

1238
00:49:30,240 --> 00:49:32,360
You know your children as
individuals, you get to know

1239
00:49:32,360 --> 00:49:34,360
them and your behaviour
management might be slightly

1240
00:49:34,360 --> 00:49:35,480
different.
There might be times where a

1241
00:49:35,480 --> 00:49:38,120
hand a hand raise is enough to
get your class quiet, yeah,

1242
00:49:38,280 --> 00:49:40,280
there might be other times,
other classes where that doesn't

1243
00:49:40,280 --> 00:49:42,680
work and that will depend on who
you get in front of you.

1244
00:49:42,920 --> 00:49:46,600
So be malleable enough, I think
day-to-day in how you manage

1245
00:49:46,600 --> 00:49:48,800
your behaviour.
But if there is a policy that's

1246
00:49:48,800 --> 00:49:50,640
school wide, follow it as much
as you can.

1247
00:49:50,640 --> 00:49:52,040
Do you know what?
There is a middle ground as

1248
00:49:52,040 --> 00:49:53,480
well, though.
If the policy is we give out

1249
00:49:53,480 --> 00:49:56,760
house points, you don't have to
break the policy because you

1250
00:49:56,760 --> 00:49:59,880
want to have a tub of marbles in
your room where they build up.

1251
00:50:00,080 --> 00:50:02,360
It can just be linked.
You know, there are ways you can

1252
00:50:02,360 --> 00:50:05,040
build things in where it's like
do this thing that I've invented

1253
00:50:05,040 --> 00:50:07,920
and you get a house point.
But you can just link them in or

1254
00:50:07,920 --> 00:50:10,840
do what I did at the start of my
career, which is invent a whole

1255
00:50:10,840 --> 00:50:13,120
new baby system.
Horse points.

1256
00:50:13,120 --> 00:50:14,600
Do you remember horse points?
I do.

1257
00:50:14,600 --> 00:50:16,240
Oh my God.
No, no, no, no.

1258
00:50:16,240 --> 00:50:18,920
Listen, I'm a newly qualified
teacher and I know that horse

1259
00:50:18,920 --> 00:50:20,560
points are going to have much
more of an impact than house

1260
00:50:20,560 --> 00:50:22,120
points.
I changed one letter.

1261
00:50:22,560 --> 00:50:24,440
Luckily I wasn't even qualified
teacher.

1262
00:50:24,440 --> 00:50:26,840
I was training at this point and
I was like, and there's the

1263
00:50:26,840 --> 00:50:29,600
university obviously encouraged
me to like you need some sort of

1264
00:50:29,600 --> 00:50:30,840
behaviour system.
I was like, oh, behaviour

1265
00:50:30,840 --> 00:50:32,680
systems, I've never thought of
something so crazy like this.

1266
00:50:32,680 --> 00:50:33,880
Why don't?
You go and completely ruin a

1267
00:50:33,880 --> 00:50:36,000
school's behaviour system.
Being a student who says I've

1268
00:50:36,000 --> 00:50:38,040
got horse points, can you, Can
you imagine being a teacher?

1269
00:50:38,320 --> 00:50:41,360
Someone comes in saying I've got
horse points I want to do.

1270
00:50:41,520 --> 00:50:43,640
I tell them where to go.
I tell you what, for context,

1271
00:50:43,640 --> 00:50:46,080
people are imagining what on
earth, what even was this?

1272
00:50:46,240 --> 00:50:47,160
We're.
Explaining it.

1273
00:50:47,720 --> 00:50:49,960
It was dreadful because I cut
out horses.

1274
00:50:49,960 --> 00:50:53,040
Yeah, one for each table.
And they went across this chart

1275
00:50:53,200 --> 00:50:54,360
a bit like gambling.
Yeah.

1276
00:50:54,360 --> 00:50:56,840
You know, like you think.
I think back, I think, Christ,

1277
00:50:56,840 --> 00:50:58,640
what was I doing?
��50 on red.

1278
00:50:59,000 --> 00:51:00,280
And the table did something
good.

1279
00:51:00,480 --> 00:51:02,120
The horse moved up.
Yeah, all the kids are betting

1280
00:51:02,120 --> 00:51:03,240
which horse is going to get over
the end.

1281
00:51:03,240 --> 00:51:04,760
They weren't really how.
Much nonsense is that.

1282
00:51:05,040 --> 00:51:06,280
I just I look back and think
what on?

1283
00:51:06,400 --> 00:51:07,880
Oh, sorry.
So I'll stop my teaching flow

1284
00:51:08,080 --> 00:51:09,200
because that table has sat
nicely.

1285
00:51:09,200 --> 00:51:10,320
One second.
Let me move my horse.

1286
00:51:10,440 --> 00:51:13,720
Everybody, nay everybody nay
yeah madness.

1287
00:51:13,720 --> 00:51:15,720
You do and you look back and as
an ECT.

1288
00:51:15,720 --> 00:51:18,680
Like Dylan said, don't be cringe
by just push through the cringe.

1289
00:51:18,680 --> 00:51:20,080
You'll do things that you'll
look back on.

1290
00:51:20,080 --> 00:51:21,040
Unless it's horse point.
Unless.

1291
00:51:21,040 --> 00:51:22,040
It's horse point.
Don't do that.

1292
00:51:22,280 --> 00:51:24,240
But you'll look back in 10 years
and you will laugh at a few

1293
00:51:24,240 --> 00:51:26,920
things, but you'll also have
grown as a teacher, become a lot

1294
00:51:26,920 --> 00:51:27,720
better.
Brilliant.

1295
00:51:27,720 --> 00:51:30,920
So just to round it all off,
directly talking now to anyone

1296
00:51:30,920 --> 00:51:33,360
listening who is an early
careers teacher in ECT.

1297
00:51:34,000 --> 00:51:37,280
Good luck.
It is amazing, Dive into it,

1298
00:51:37,280 --> 00:51:40,280
enjoy it as much as you can.
It is such an unbelievable job

1299
00:51:40,520 --> 00:51:44,400
and being with the children and
teaching them and helping them

1300
00:51:44,520 --> 00:51:46,960
and seeing them happy and
smiling and coming to school and

1301
00:51:46,960 --> 00:51:50,080
want to be in front of you to
learn things is the best thing

1302
00:51:50,120 --> 00:51:52,240
in the world.
So hopefully these tips will

1303
00:51:52,240 --> 00:51:56,400
help you, help you to become a
teacher that you want to be more

1304
00:51:56,400 --> 00:51:59,600
quickly.
And yeah, I guess that's what I

1305
00:51:59,600 --> 00:52:02,720
want to say is I wish I could
rewind to my first class and

1306
00:52:02,720 --> 00:52:05,600
just have that moment again,
that first week or two even

1307
00:52:05,680 --> 00:52:07,920
where I did it for the first
time, and just say to myself,

1308
00:52:08,160 --> 00:52:09,600
it'll be OK.
Yeah, definitely.

1309
00:52:09,600 --> 00:52:11,360
Same here.
So yeah, I hope these tips have

1310
00:52:11,360 --> 00:52:12,840
been helpful.
And a little bonus, if you

1311
00:52:12,840 --> 00:52:15,120
wanted even more of us chatting,
why wouldn't you?

1312
00:52:15,320 --> 00:52:17,880
You can TuneIn on Wednesday
because we've got another

1313
00:52:17,880 --> 00:52:20,680
episode full of your questions
you've written in as listeners.

1314
00:52:20,760 --> 00:52:24,560
Follow us on Instagram at TCTP
Podcast, on TikTok at TCT Repeat

1315
00:52:24,560 --> 00:52:28,160
Podcast, or e-mail us at
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1316
00:52:28,160 --> 00:52:30,320
We can't wait to hear from you,
and we will see you next time.

1317
00:52:30,400 --> 00:52:32,040
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