Weeks 14 and 15 - The Background and Beyond of Education

I don't know if I've mentioned this in my other blogs, but time seems to be travelling at an accelerated rate since this course began. It's close to 4 months since the course started and we're nearly at our first 'proper' break.

4 months. One-third of a year. Roughly 120 days. Madness!

These past weeks have seen me teach more, adapt my behaviour management strategies, increase my resources and knowledge of pedagogy, struggle to keep my cool and fairness, and even help those who have broken down into tears for one reason or another. Again, it's difficult to sum up two weeks in a few paragraphs, but this had been the fortnight of being stretched to my limits. Perhaps this is due to numerous observations? Perhaps the pressure of a sudden OFSTED visit caused panic and preparation leading to burning the candle at both ends? Or perhaps it's just that we're now 5 weeks into our placement. We have two weeks to go, the pressure is on to complete tasks and assessments, and the promise of two weeks off is too good to ignore!

Anyway, I wanted to focus briefly on the "background" to education; the often forgotten part of any teachers' life that students, parents, and even teachers ourselves, tend to omit from our responsibilities. There is much more to teaching than just standing in front of a group of eager/awake/unenthused pupils and imparting knowledge, juggling questions, managing behaviour and promoting progress. My mantra for this week, and what could possibly be for the rest of my career, is:

Everyone has obstacles. What gets us through is not by complaining about them or your circumstances, but by figuring out how to get around them using what you have.

Indulge me as I attempt a train of thought here...

A teacher must develop continuously. There is no point to standing still on any aspect, from subject specific information to government - or even worldwide - developments, such as OFSTED and the Pisa Tests. 

Thus, a teacher must be aware of changes and innovations. These may not be given out in a pack or leaflet, and despite the many meetings that occur after the school day is done, sometimes must be sought or distributed otherwise.

Thus, a teacher must share and be willing to cooperate. There is no use to being selfish or one-track-minded when it comes to development. If a resource, a measurement, a tip or a trick comes to mind, there will be far more benefit to distributing the knowledge than keeping it locked up in a safe that only one person can access.

Thus, a teacher must be a team player. It doesn't matter what part of the team you are more suited to, you must be self-sufficient at some times and a mentor, a guide and a rock to your teammates at other times, using a variety of methods, intelligences and positivity to be a reliable teammate.

Thus, a teacher must be innovative. How will an idea grow from a concept to a school-wide non-negociable? How do you bring your school/academy from a "Needs improvement" to an "Outstanding?"

Thus... no matter how much the seemingly endless meetings come around, no matter how many times you have to analyse your class progress, and no matter how many times the goalposts are moved, we as teachers must use the above (whether or not these also comes into the "teaching" aspect of our jobs) to ensure a well-oiled machine of education to benefit the pupils whom we develop and ourselves as educational professionals, from the newest trainee to the highest person in government.