Beginning my second NQT term

Yawning koala bear by National Media Museum
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I’m not going to apologise for the lack of posts over the last two months, my first term as an NQT has been pretty overwhelming. The TES New Teachers supplement this week struck a resounding chord this morning. Phil Beadle has one of the best descriptions I’ve read of what the teaching workload entails:

“You are trying to do a job in which the amount of work you have to do is obviously not possible in a normal person’s waking hours… There is no other job that routinely and blithely expects you to run yourself so far past the point of exhaustion that you look back on exhaustion with overly fond eyes.”

So, here I am. I had a proper break at Christmas and managed to spend a considerable block of time planning and thinking. This has bought me some time in the rush of the first week back and I have resolved to keep ahead of myself. I’ve mapped out when I should do the rest of my planning for the rest of this (very short!) half-term and so my diary popped up this morning and told me what I needed to do.

There is little time to stop and think, let alone reflect in the week. I used to enjoy writing weekly reflections on teaching practice and realised how they improved my teaching. So, I’m back here, thinking aloud.

My two main targets for myself this half term are:

  1. Improve my maths planning (and hopefully become more comfortable with it, it is a very painful process at the moment!).
  2. A focus on behaviour and raising expectations for quality and quantity of work.

So this week:

1. Maths – I have been very slow to work with groups of children in a focussed way, this is finally kicking in properly  this week and it has made a massive difference to my understanding of what the children need. I can see that I overcomplicate my planning, teaching and activities. For example, on Thursday, I was teaching written addition methods, the middle attaining children used a Google maths map I made to find sums to do (based on Tom Barrett’s collaborative maps). Whilst they loved exploring the map, they struggled with maneuvering effectively to be able to read the questions, and only one pair managed to do more than two sums in the time we had which clearly didn’t make for much time for learning the written method. In contrast, yesterday I was teaching written methods for subtraction and used a simple table of distances of cities from Leicester with a few questions where the children had to subtract on distance from another, then write a question of their own and swap to try someone else’s question. This worked much better, there was more work completed and when marking I could see which children had understood the method (counting on) and which needed more help. It is slowly sinking in that I need to narrow my learning objectives and the narrow the task to fit it (something my mentor has been trying to tell me for some time, but now I’ve finally seen what she means in action it will hopefully click).

2. Behaviour – this has been along hard slog for me and will continue to be for the rest of the year. I am trying to accept this and steel myself to the relentlessness of it. Over the holidays I thought a lot about how I have much higher expectations of  my own children than I do of the children in my class. Having twins meant that I quickly had to  learn to make rules and stick to them. I realised I had fallen into the trap of thinking that it is too hard to expect the children to do X or Y and I would work up gradually to it. I would fix it later, it would do ‘for now’. I never did that with my own children, they were expected to behave in the way I wanted and there was never any compromise, I did it there and then, I didn’t put it off. Why have I been different with my class? I’m not sure, but something clicked over the holidays and I tried to start the new term as I meant to go on, with high expectations and no excuses. I know it will be difficult to stick to, but I also know that they have improved already and we can only keep getting better. I am responsible for how they behave.

(I should perhaps say that I am not dealing with any severe behaviour problems, and I am well aware that behaviour is very subjective, and as NQT I realise that I will be learning about this for years to come. My class have a lot of low-level disruption, are very good at talking and very noisy during transitions. Standards for behaviour in my school are high and when I compare my class to those around the school I can see we have a lot of work to do.)

In terms of surviving to Easter, I’ve booked the first night of half term away with my family visit Stratford on Avon and take the girls to their first RSC production (The Winter’s tale).  We have our oldest friends coming for lunch next Sunday and my parents are coming to watch our daughter in her ballet show the weekend after. My mum is retired teacher and even though she lives 120 miles away, has regularly booked herself in to visit us. She turns up, cleans the house, does all the ironing and puts a week’s worth of delicious home cooked meals in the freezer just at the points when I thought I couldn’t go on. She is amazing. My husband deserves a mention too, he has taken over the large majority of the child care, all the grocery shopping and most of the washing with out a fuss and without complaint. He is beyond amazing.  So, I have lovely treats to look forward to, a great support network at home, purposeful days that I can take ‘off’ and spend time with my family, allowing me to work the rest of the time knowing I will get a proper break at least once a week.

Finally, I think the time has come for me to admit that I find being a novice incredibly hard. Much harder than I  was prepared for. I was very good at my job before, I was used to praise and thanks on a daily basis. Teaching is an incredibly lonely profession and there is something that doesn’t go well or right every day, or many times a day. I am very slowly learning how to be resilient and cope with this, and while my ability to be self-critical is essential to my improvement and development as a teacher, I have a tendency to dwell on my failures too long instead of learning from them, moving on and trying again. Blogging is a way for me to try to record my successes, and exorcise the problems in public so they don’t eat away at me. I’ve been conscious that I have felt I should spend my time working on other things at the weekends and not blogging. This has been an hour spent thinking about my teaching this week. I think it is worth it. Time will tell.


4 thoughts on “Beginning my second NQT term”

  1. Great to hear how well you are doing 🙂 sounds like a tough time the NQT. You certainly made me think… I am interested to hear how you would manage without support of people at home? I often wonder how single mums, for an example, go into teaching? Especially if they had no family around them to support…

    Holly x

    Sent from my iPhone

  2. Hi Jo,

    This has been an interesting read. I’m also an NQT having started my first term last week part-time. With the maths planning, I have Year 5/6 ranging from levels 1b to 6 and it’s a nightmare trying to support my lower Y5s whilst giving enough challenge to my Level 6 children. My job-share does the maths planning and she often just gives them textbook activities. I feel I need to change this as there’s little application of the maths they have learned. You’ve given some good ideas!

    To be honest I sometimes think back to the interview and how I blagged away about differentiation strategies…yet I find it hard in practice and I daren’t tell my mentor this!

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