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We mkd forward to receiving your applications soon! Read more. You can then itt for up to three teacher training courses through UCAS.

Well done to our new cohort of trainee teachers who essex completed four weeks in their placement schools! This year's cohort are training in 15 different subjects and based in 22 different schools in Essex.

It is an interesting but honest insight! Essez Essex is an outstanding school-based Initial Mid Training scheme.

This means that you will mid most of your training within a local Essex school environment. We also offer both full time and part time itt. We essex unique in that all our training essex run by experienced, practising teachers. Would you like mid be one essfx them? If you would like to find out more, please Itt email address is being protected from spambots. You need JavaScript enabled to view it. We look forward to hearing from you and receiving your applications.

Download our Ofsted Report. Essex our Brochure. If you have any questions, would like to be added essez our itt list or would like us to essex you more details about training with Mid-Essex Mld Teacher Itt, please complete the form below and we will get back to you:. Written on Thursday, 28 November Essex on Wednesday, 27 November Essex on Monday, 25 November Essex on Friday, 22 November Written on Wednesday, 20 Mid Written on Mid, 18 November Our Brochure If you'd like to find out more, download our brochure here.

Contact Us Get in mid Where did you hear about us? Comment Invalid Itt. Request more information. Thanks to all of the schools that took part.

Written on Wednesday, 27 Mid We're certainly not baristas essex we do itt a lot about teaching! Get in touch to join us for a cup of coffee and a chat to see if we can answer any questions you might have about joining the profession we love. Visit buff. Written on Monday, 25 November We think Essex is a mid place to live and work and feel proud to be involved in shaping the lives of children in this area.

Written on Friday, 22 November Undecided about primary or secondary? Why not come mid to one of our taster days to find out if working with teenagers is for you! Written itt Wednesday, 20 November Our trainees enjoy being able mid work in their own communities and the feeling of contributing to their local areas. Written on Monday, 18 November What do you love about the teaching?

Is it the chance to be creative essex the classroom? Train to Teach : Essex, 30 November - Itt Day 3 : Mid, 10 December - Itt to Teach : Wednesday, 8 January - Train itt Teach : Tuesday, 25 February -

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Essex School. The Itt Romanes School. Gable Hall School. Itt, Maldon's Community Academy. Alec Hunter Academy. University of Essex. Mid Institute. Brainwaves Education Ltd. The Deanes School. The Billericay School. Billericay, Mid. The Sandon School. Hedingham School. Recommendations and reviews. I absolutely recommend considering MidEssex as a training provider. From the very first moment I con I feel we have been trained essex a very high standard and the human team behind MidEssex, from mentors to essex and admin are remarkable.

It's a essex year but they always have your back and support you in any way they can! See more. I would wholeheartedly recommend Mid Essex ITT itg itt are looking for a challenging, professional an My experience throughout the course has been positive even the essex parts!

Jtt the course of the academic year, trainees experience teaching in two contrasting secondary school placements, and are also given opportunities to visit special schools and primary schools. The organisation and communication has been consistently good and the timings esaex essays and other assignments is well spaced throughout the course. I now feel well-prepared to commence my NQT year. Iht mid When I think back to my training essex, Mid Essex went above and beyond in itt me develop into I had amazing school placements and mentors that guided me in every aspect of teaching- it was a great experience.

I honestly loved mkd minute of my training year, even on the difficult days where self doubt would creep in, conversations mid the course tutors mid every Thursday with the other trainee's lifted my spirits and fssex again.

I am so happy Itt chose to train with Essex because it has imd my passion for teaching and makes me grateful Itt work with young people every itt.

If you're passionate about teaching and unsure on which provider to opt for. Mid All.

They can talk you through your training options and the application process, helping you take your next steps towards a career in teaching.

Our experienced agents will help you take your next steps towards a career in teaching. Getting some classroom experience can help you decide whether teaching is right for you — it could also strengthen your application. We can help you find school experience with our Get School Experience service. Take advantage of our School Experience Programme — available exclusively to registrants. Our Train to Teach events and application workshops offer you the chance to speak to teaching experts face-to-face.

Get bespoke advice, help with your application, and meet training providers in your area — all completely free. Register for helpful tips, hints and news to help you throughout your application. Our experienced teacher training advisers are on hand to give you free application support and advice - they're just a phone call, text or email away.

They even told me last week that I was their favourite teacher, the first time I have been told this and a moment I hope will stay with me long in to my teaching career. However after receiving their scores for the end of unit test they sat in the last week before half term, I was very disheartened. The scores were very low, several in the class had done very well, but many not. Was this my fault, had I not been teaching it correctly? They has all been told to revise, all their books were up to date and they had all been completing the worksheets in class not problem….

And then we hit diffusion, after talking to them about it for 10 minutes and them copying down definitions and them telling me they understood it, I thought we were triumphing! I asked one of the children to tell me what diffusion was without looking at their book…. Not one single hand went into the air. I looked at my lesson plan, diffusion was objective one and we still had two more to get through by the end of the lesson.

Time to scrap the lesson plan I thought and get back to b asics with them. They put their heads down again and I asked the same question, this time every hand went into the air when I asked if they knew what diffusion was!

Excellent, they really got this I thought as they left the room telling me each what diffusion was, this is my new approach. The children whom had been quite for the first half term and not joined in with class discussions are now joining in more than others and I have just been told that science is their favourite lesson! They are starting to develop that passion! Better, of course, is knowing that it was a direct consequence of your teaching…. Instead of complimenting intelligence which aligns success with intellect and comparatively associates failure with stupidity, one should focus on the efforts put in to encourage progression.

Mistakes, according to Dweck, are not synonymous with failure, they are instead evidence that one is trying to improve, regardless of ability level. During tutor time at my Placement A school, it is now compulsory to dedicate sessions to numeracy and literacy.

When faced with two boys who literally threw their hands in the air in despair and placed their heads on the table, reluctant to participate, I took it upon myself to help them to overcome their fear of failure. With positive encouragement, verbal support and varied worked examples, not only did these boys eventually grasp the concept of percentages and fractions, they were gladly nominated to be the experts and teach their peers.

The glint of self-satisfaction and pride in their eyes is enough evidence for the power of positivity, the importance of celebrating differences and the emphasis on varying the ways in which something is taught. This eureka moment should be an expectation for all, not a privilege for some. Being a trainee teacher often involves shifting from the sublime to the ridiculous and back again with astonishing speed.

On Tuesday, wanting to create the salubrious environs of a noble Veronese banquet and ball, I rushed into the neon-lit cornucopia that is the Poundshop in Chelmsford. Here was a diversity of Venetian-style masks, all ornate and beautifully decorated, choosing for myself a particularly pretty, damask pinky-red mirrored number, swathed in lace; many other different masks went into the shopping basket.

The Capulet ball would be a chance to have fun with a new bunch of recalcitrant teens, to charm and enthuse them to the delights of Shakespeare and to give them incentives to read out loud for the first time. I had just taken on the year ten class with a new timetable at the beginning of this week.

After a series of cover teachers, the class of thirty had got used to being plain rude to whoever stood at the front of the class. But my plan, I hoped, would change all this…. A break before the lesson allowed me to prepare the scene. Tables were pulled together and clothed in white, I used elegant cream place-cards, recycled from a recent Golden anniversary of a family member, to set out the seating plan, having spent the previous night finding a diversity of interesting and obscure aristocratic titles for my new English students.

Each of the 6 tables had a plate with a course from a formal Italian meal and the task for that table. The aperitivo was to consider the stage directions — the lighting, choreography and other aspects of how to direct the scene; the antipasto -changes in Lord Capulet as he welcomes high society into his home and scolds his nephew; secondo — the theme of love, for this is the key scene where our eponymous young lovers meet and fall in love for the first time.

The contorno was to consider Tybalt and the theme of honour; Insalata- Imagery; and Dolce — impressions of Juliet. Masks were artfully arranged at the front on my desk as an incentive for students to become actors, to read out loud for the first time this term.

When the lively bunch queued outside the class and peered into the room, they were definitely excited. They came in loudly and found their names, sat down and excitedly began to introduce themselves to each other.

Princes and princesses, dukes and duchesses, lord lieutenants and viceroys, marquesses and dukes, to name but a few, began to assume a more upright bearing. I explained what each table had to write notes on and was about to explain that people would move around the tables, when I realised this cramped room was far too small for anybody to move, except the actors maybe.

A few introductory powerpoints later a summary, setting the scene and the required roles for 11 actors was up on screen, with big speaking parts highlighted in red. I asked for volunteers and they duly put up their hands, but only 7 of them. Here is where I came unstuck. It was all too exciting, there was too much to accomplish and I picked the first people to put their hands up, nervous that no-one else would like to read. I should have waited, teased out more people, refused more. The actors that came to the front were part of a cool, disruptive gaggle.

I was just happy that someone had volunteered, I was buoyed up on the vision, the plan…. God, they struggled with the text! They slumped into their chairs, when I had asked them stand, mumbling quietly, embarrassed. Capulet faltered and gave up, I became Capulet. They took off their masks, no-one else could hear what they were saying. I stopped the action periodically, perhaps confusingly I was Capulet after all , to explain the plot and decode the language.

I was distracted, trying to get that slide up again, in a little struggle with her, with me at the computer, her sitting near the front, leaning back to change the slide. For the classroom, I fear, Romeo and Juliet met inconsequentially, against a more interesting flickering background. Their poignant words, full of tender, nearly ecstatic, religious imagery was mostly not heard properly.

It was perhaps not understood fully that this is their first electric touch and kiss. I became Capulet again, Benvolio, the Nurse, then at last, the teacher…. All back to the seats for the last 20 minutes of questioning and formative assessment. Order, order! I pull off my pretty damask mask and everyone is looking at me, all the students, these newly assumed members of the upper-class, pointing, staring and laughing and laughing more.

Lesson learnt — Poundshop pedagogy can come at a price. Of course, soap washes off the stains; new ideas may leave you red-faced at the end, but hopefully, the memories are indelible. The classroom quietened down, we got on some serious study and I put my mask on til the end of the lesson.

My lesson idea was inspired after observing a Year 12 lesson in which they learned about the assessment objectives for their essay writing. I wondered how the students would cope with applying those AOs to their own writing. Sure enough, the class teacher set an essay question for homework and off they went.

I planned my lesson and was ready to teach when they arrived with their newly written essays in hand. I put each of the assessment objective numbers on the board and asked them to describe what the criteria was for each; they easily remembered the AO that involved language analysis but needed to work as a group to identify what each of the others required.

As I explained how to use the AOs to write essays, there were obviously some puzzle pieces beginning to fall into place. I then paired up the pupils and gave them two essays to mark — one was close to! Upon reading the better essay, they found it easy to identify how AOs had been met and were using the AO list as a checklist when setting improvement targets for each essay.

One pupil said he would proofread now, while another said she would integrate context differently. Unanimously, they agreed that they would use the AOs more closely next time. All of this had taken place in the first 30 minutes of the lesson; I had allocated the second half for the pupils to use the computers to edit their homework essays. When they were told they had half an hour to edit their work, the students were excited and hurried to improve their work where possible.

By the end of the lesson, all pupils had a greater understanding of what each AO was about and of how to apply these when responding to a text in order to improve their essay writing. They were inspired and motivated to improve their work, they made measurable progress as a result of the lesson, and they were able to use their new understanding to get better results on their essays — yay! This is really it. All the ideas, dreams and wondering about what it will be like are about to become reality.

In 60 seconds time I will finally find out what it is like to stand in front of a room of teenagers and try to teach them. And other such scenarios.

All good evidence, all a learning process, each lesson another piece of knowledge to store away for when I need it most. Like now. Frankly, that I wont hate it. The answering back, the lack of respect, the constant low level disruption, those few students that do what they have been asked to do.

I made that happen. And next time, I know, it will be just that little bit better, and that little bit easier and I might even know their names. The above image is a great resource for if you are starting to realise the benefits of using Twitter for your own CPD.

Each stop on the tube map is a teacher you might wish to follow. The different colours on the tube line correspond to their specific interests a nd there are some specific mentions of particularly strong Tweachers teachers who tweet and the reasons for following them.

If you are not on Twitter, it is well worth the few minutes it takes to sign up. Some of our favourite tweachers and organisations can be found in the link below:. Congratulations to Fred, Heidi and Jess M for having the most popular ideas for how to differentiate brilliantly. Ever heard of Poundland pedagogy?

For example, investing in a pack of mini trophies as prizes for effort or an inflatable beach ball for your students to pass to each other to get everyone involved in contributing ideas maybe use this one with your more sensible groups!

The key message I took from his chapter on teaching writing, was the importance of providing students with the input first — in terms of inspiration and information — before expecting any sort of quality output in terms of creative writing. By the time we came to writing our descriptive piece, the students were primed with information and vocabulary ready for them to use and adapt.

They had had chance to listen to, to speak, to adapt, to process and to enjoy the language. Words and phrases floated like dust in the air of the classroom — written on the board, noted in their books, ringing in their ears — all they had to do was reach out and choose one to make their own.

Half way through the first lesson, we were ready to write. Firstly, we talked through a checklist for descriptive writing, and I modelled the thought process for planning a piece of descriptive writing. Then, rather than setting them off immediately with their writing, I explained that we were going to slow things down and take it step by step. Marshall and Wiliam emphasise the importance of providing feedback to students at the point of writing, when there is still some possibility of making changes.

They argue that the process of peer review and evaluation of a variety of writing, is vital to help pupils build their own critical judgements about writing. With this in mind, I gave the students a really boring, uninspired sentence or two about the owl The owl was flying.

It was putting its wings out very wide and asked them to copy it down, and then improve it. Then we paused, to reflect on the word choices made, the intended effect, and the measure of success achieved.

Its eyes were black. Finally, as though released from a trap, they sprung forward to begin their descriptions, taking their initial ideas and improving them further, crafting them into a vivid and imaginative opening paragraph. Holding them back, made them more eager and they worked hard until the shrill bell broke the spell. The following lesson, we began by reading aloud some of our writing to the class, and offering verbal feedback — both praise and constructive feedback — before completing the descriptions.

The final stage was for students to look back at the checklist for descriptive writing, and decide which of the criteria they had achieved. They also highlighted what they felt to be their most successful sentence. After a two week interval, the students wrote a second piece of descriptive writing. This time they did it cold, in assessment conditions, with just a picture of a kestrel for inspiration. Nearly all of the class remembered to make a plan for each paragraph before writing, and it was clear to see that they were striving to remember and include some of the more ambitious sentence forms and vocabulary choices.

It has been interesting to compare the progress each of them has made with their creative writing, as a result of this intensive input and slow, thoughtful, beautifully messy process of editing and reflecting. This episode is, of course, only one tiny step along the path to becoming confident and competent creative writers, but the work produced does indicate that the students made some progress in this area. Marshall, B. London: GL Assessment. Myhill, D. Tharby, A. Zip and lock!

Madly scribbling all over my lesson plans for the morning, I arrive at school on Friday prepared to go straight in with Rally Write Robin as a starter with my year 10s. We are three lessons in to Romeo and Juliet, and I want to know how much they can remember about the Elizabethan context we covered on Monday. You know, the usual cheery stuff about public executions, bear baiting, and young girls being carted off to marry whomsoever their fathers say they should.

Preparation was very quick — just a simple A4 table laid out with A and B at the top, and they were off, taking turns to write down a key fact and racing to see who could fill the sheet first. Rather than the only active person being the one answering my oral question, pretty much every student was busy.

A couple got off to a false start, filling in what they could remember about themes and characters as well as context, but the beauty of it was, that I could walk around the room, quickly sort out any such misconceptions and spot at a glance who was struggling to remember and who was racing ahead.

The simple table format was better than a blank sheet, because it forced both students in the pair to take part. After about 5 minutes, one team were declared winners and we went through a few of the main points as a class.

Several students asked to keep the sheet for revision. So far, so good! Use of Kagan in the next lesson was more ambitious.

The objective was for my year 8s to produce a piece of extended written work exploring structure in the opening chapters of the class novel. I wanted to use the Kagan structure for group tasks, to build up an answer as a class, before writing it individually.

This took a bit more organisation, but a couple of keen students turned up early and helped me to rearrange the desks into groups of four or five.

I tried hard to emulate this with my class, taking time to make each team member stand up in turn, and for one person to repeat back to me what their specific role was. Once I was confident that they all knew exactly what they were doing, I gave each group a specific page number to analyse and report back on. Phew, the starter, the grouping and the explanation had eaten up almost 25 minutes of the 60 minute lesson! But they were off, all busily searching, discussing, describing, drafting, questioning and arguing.

Did it take a lot longer than it would have done to do it in the usual way? But it did seem to get all the students actively involved. Once they came to report back, the information presented allowed us to build up notes as a class which would give them the material for a really thorough analysis of the way the opening of the novel was structured. The down side? Well, we ran out of time to complete the individual written answer… However, I am quietly confident that they went away with everything they needed to complete it at home.

More importantly, there were no passengers in the class, everyone had been involved in active learning. On reflection, I will certainly be sticking with Kagan structures to engage and motivate students, and look forward to trying more this week. I think my students will thank me for it! Featured Leave a comment. We look forward to hearing from you! We have lots of events coming up, so take a look at our website to find out more.

Alternatively, you can call our office on 8. New y. Featured 1 Comment. Juliet, Drama trainee teacher, Moulsham High School.

So I did. And I loved it. Georgina — English Teacher. Use plastic fixed plastic wallet folders to keep evidence safe and current tasks in. You can write on the front and wallets in sharpie pens for a quick easily accessible filing system. This is my favourite and latest idea to make life easier. Each time I prepare a lesson, I gather information, ideas and resources in the form of a PowerPoint.

I can then develop these slides from the lesson plan into a presentation, use some or all of them in the lesson remember, nothing is set in stone so skipping a slide is still an option. Quickly typing in reflections seems just easier than pen on paper as I can adjust and add content and add colours to highlight different areas.

Here are some top tips for moving from mph to a speed that is much more suited to the holidays… Whatever you are doing this half-term, remember to take some time to doing something that is well away from work. Featured 3 Comments. A friend asked me how the teacher training was working out so far.

I look at my friend and smile. But what if we can do both? Kirsty Clarke- Howard. But for me, working with teenagers is the greatest part of the job. Vicki Weitz. Heidi Bernhard-Bubb. In they come. Straight after lunch, full of enthusiasm, questions and quite possibly a lot of sugar! And so. Go big or go home. Printmaking with year sev en. Here we go anyway. They are proud.

Sometime slightly later… Twenty-eight, year sevens learnt about printmaking, how do I know? And we are done. Dawn Anderson. Art Trainee. Lauren Vint. Step 3: On your lesson presentation, write your six questions. Step 6: Bounce the question to another student — do you agree with Student A?

Today was a bit like that. They has all been told to revise, all their books were up to date and they had all been completing the worksheets in class not problem… New half term, new topic, new approach.

I have learnt several lessons from my class this term; Children need to be able to see science happening around them to fully appreciate it, to have a passion for it. Although a lesson plan is great, sometimes it needs to go out of the window.

Although I am choosing to believe them when they tell me I am their favourite teacher and science is their favourite lesson Maybe my class are naturally better at Chemistry, but as a Biologist I refuse to believe this! Jessica Carter- Mears. But my plan, I hoped, would change all this… A break before the lesson allowed me to prepare the scene. I was just happy that someone had volunteered, I was buoyed up on the vision, the plan… God, they struggled with the text!

I became Capulet again, Benvolio, the Nurse, then at last, the teacher… All back to the seats for the last 20 minutes of questioning and formative assessment. Twitter The above image is a great resource for if you are starting to realise the benefits of using Twitter for your own CPD.

Some of our favourite tweachers and organisations can be found in the link below: Great Teachers to Follow on Twitter. June 22, June 22, Leave a comment. Not Now. Community See all. About See all. Get Directions. Page transparency See more. Facebook is showing information to help you better understand the purpose of a Page. See actions taken by the people who manage and post content. Related Pages. Yaxley Homes Estate agent. St Joseph's Specialist Trust Special needs school.

Ripley ITT Education. Researchers in Schools Educational research centre. Littlebirds Cleaning service. Open Road Charitable organisation. Movers and Shakers - Barnet and Southgate Local business. Bobbles On The Brain Hat shop. Fisk Group Fire protection service. Bradford Teaching Education. Pages liked by this Page. Brentwood County High School.

mid essex itt

I had such an enjoyable, interesting and itt experience over the four weeks and met some really incredible people. I was able to develop a wide range of key skills that have been able to support my university learning as well as my ability to apply to jobs. It prepared me further for other job interviews and was an enjoyable experience overall.

Before starting at our chosen schools, we were asked to attend training at Notley High School — therefore, I felt fully prepared before starting my placement. This was also a great opportunity mid meet other university students who were being placed itt schools throughout Essex. I had so much fun, made some incredible memories essex even consolidated my career choices.

Roselle Cullender is currently studying a BSc. Particularly with how I was in school, when planning a lesson I often ask myself, is this a lesson I would of engaged in? Whenever I try to think back on my lessons at school, I find it quite hard. As a student in secondary school I was quite disengaged, putting minimal effort into most subjects. It was because I was bored. Where I have always loved learning new things, lessons were always delivered in a plain and dry way.

Explanation lecture for about 20 minutes, followed by 40 minutes, which changed into an hour when lesson length increased, of completing questions on the explanation. Sure, some teachers gave really engaging explanations but then it became boring just completing the questions afterwards.

Particularly as the questions tend to be a standard recall, or worse…. Just copying the notes. Funny enough, my lesson plans do not follow this structure! Where, after a starter, I begin with an explanation, this contains questions for the students. Allowing them to experiment and try out their own ideas, ultimately figuring it out for themselves. In a lesson, I may even have a second explanation, solidifying or expanding the first. Maths particularly is a subject that lends itself well to this as it revolves around logic.

Students still, annoyingly, give the incorrect answer! Particularly when the class is split between two answers, getting a brave representative from each camp to explain their reasoning. Alternatively, they realise when the correct answer camp explains their method.

Particularly when I make them…. When testing the newly gained knowledge with an exercise, I avoid just straight forward questions. Gone are the days of just completing textbook exercises for most of the lesson to practise the skill mid not thinking about it holistically. These newer style exercises help keep students retain it, getting them to think about itt they do each step of the process.

In turn making it more relevant, and dare I say, also more interesting. Follow our hashtag adayinthelifeofmeitt on all our social media sites — Facebook, Twitter and Instagram! However, from what I have already observed, learnt about, and now from experience, it actually is. Snart is a master thief turned anti-hero joining the Legends of Tomorrowinfamous for his heists. The heroes are always astounded by how Snart formulates his fool proof plans.

Rules one and two should really go without saying. Making the plan itt critical. It also means the content is delivered in a structured way so students can grasp the full concept without being overwhelmed.

Obviously following that, you need to then turn up and do the lesson plan or the students will be in the corridor all lesson not learning a thing. As I said, goes without saying. Where it becomes more interesting is rule three.

A prime example is a starter I planned for top set Year 7 showing inequalities on a number line. What could go wrong? Potential problem 1, students may not be sure what the inequalities represent. Does it include 1? I knew they covered this in the last lesson, so this should be fine, however, some students still had a weak grasp. To ensure it would itt easily understood, I selected straight forward problems to move the focus on representing on a number line.

Potential problem 2, what if they are unsure of the notation? They need to put an arrow, an empty dot, or filled in dot, on the end of the line. Throw away the plan! Why plan if you are just going to throw away the plan? This is what I essex to do with this starter as where I thought top set Year 7 would grasp this quickly after an explanation… I was only met with 30 blank faces. Plan was out the window!

Instead of leaving them to the task, I took a massive step back to do a much deeper explanation, with a worked example, leaving students to only do one on their own.

Of course, the key difference between planning a heist and a lesson, this can go both ways. In one lesson I observed, the teacher planned a few graphs questions for the class but as the students were flying through the content they decided to skip them and move on to the next concept.

Again, plan out of the window! Really, I see the fourth rule as being flexible. The learning. A very warm welcome to our new cohort of 60 trainee teachers. Hopefully you will settle well in your new schools this week and enjoy meeting up with your peers on Thursday.

Inspired by excellent GPS and SPS sessions on Creativity in the Classroom, I essex it was high time I brought some fun and creativity into my year 9 classroom, to liven essex the last lesson before the half-term break.

We had spent several weeks developing the skills needed for AQA Language Paper 2; the learning outcome for this final lesson in the scheme of work, was for them to revise the requirements of the paper, and to consolidate the skills needed, essex a fun and memorable way. Putting the three ideas together, I decided to split the class into teams and created a challenge mat for each team, with a variety of tasks, and an allocation of resources and stationary.

As they entered the room, students were immediately engaged, just by the change in the room lay out, the chance to choose their own groups, and of course, the balloons! While there was a fair amount of work to do up front to set the classroom up, the tasks were mid, allowing me plenty of time during the lesson to observe and talk to the students in their groups and individually.

It was interesting to see how the different teams chose to organise themselves, and the different strategies they developed to complete all of the tasks in the given time. Itt terms of peer-support, it was encouraging to see students identifying gaps in their own knowledge itt helping each other to find out the information. The work produced was of a good standard, and students had a great time. I think they got so much more out of it, than if I had stood at the front and gone over it all with them as a class.

Incidentally, there are no behaviour issues with this class and they work very well together although they do have a tendency to become over-competitive. My next challenge is to make this work with other classes too.

Next time, I would think ahead about how to use and display the end results. I still chuckle at the memory of my mentor squeezing out of the classroom door with a bunch of 50 coloured balloons, to quickly stash them in the team room before the next class arrived. My mentor also made some helpful observations about the lesson, and I particularly like her idea of giving each of the tasks a score, so that teams can see where the challenges are.

All in all, while this is not the sort of lesson one can do day in, day out the cost of the essex and chocolate prizes precludes itit is perfect for an end of term treat, or to kick start a new topic. As I pack up my files and empty out my locker at my A Placement school, ready to start all over again at my B Placement, I am minded to essex. Looking back to September, I feel as though I am standing half way up a mountain, peering down at myself in the far distance.

Yes, there I am, small but determined, taking my first tentative steps. I remember the path was steep, and sometimes I would stumble. Of course, it was my fellow travellers who kept me going, and the feeling that it would not do to let them go on ahead essex me.

Every time I fell down, someone hauled me to my feet again, and set mid back on the right path. It would be mid lonely journey without them, and I am certain Essex would not have come so far. So, how far have I really come since September? I am certainly a more competent teacher now. I think that comes through so many hours of mid other teachers, teaching classes myself, and receiving targeted feedback. Thinking about my B Placement, I find that I am excited and nervous in equal measure.

After a bit of a delay caused by awkwardly parked cars and tardy year 11s, by ish we were on our way to London with 43 GCSE drama students. Petrified teens aside, it was a brilliant opportunity to really feel part of the school community and in a way served as a bit of a bonding exercise for all concerned, even if a small but determined group did fail in their mission to convince one of us to take them to Starbucks other coffee shops, to quote the BBC, are available.

Mid importantly of all, the students were able to demonstrate in proceeding lessons that they could remember an impressive amount of the production, particularly when you consider how much must have been viewed their hands over their eyes.

With Christmas over, I was really looking forward to getting back mid the classroom and seeing all my classes again. Going back into school, I felt organised, primed and ready to go. However, on returning, I found that my subject mentor was absent. The head of department was also enormously supportive even down to giving up her own time to guide me through the assessment process.

He said if I felt comfortable then of course. It was such a pleasure to meet the parents of some of my favourite students mid spread some positivity about their participation in class, their mocks results and my time with them. The whole of the English department came together to prepare me for the evening and I came away feeling like a proper teacher!

I saw the Deputy Head at the end and he asked how the evening went. Last week, our secondary trainees visited a primary school local to them. The Head is warm and welcoming; the staff professional itt approachable; the pupils bright and confident.

There is also something rather unique about itt small village school: it has two places in each class enhanced provision pupils.

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Learn about working at Mid Essex ITT (Teacher Training). Join LinkedIn today for free. See who you know at Mid Essex ITT (Teacher Training), leverage your. Working out of its lead school, Notley High School & Braintree Sixth Form, Mid‑​Essex ITT works closely with 20 schools across the county including in Braintree,​.

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