PGCE and GTP

In my previous life (ok, last school) I was an NQT mentor, but never for PGCE because it always seemed like way too much extra work on top of your own teaching timetable.

Last year, my first proper year at my current school, I was asked if I wanted to be a PGCE mentor. I knew it would be good for my own professional development, and weighed up the cons of the extra workload with the pros of somebody else gradually taking over some of your classes.

I agreed and got my first placement A student. He had arrived late in to the term (and I'm not sure why, now) and he was timetabled for only one of my classes. He was successful enough for a placement A and we passed him.

So then we got our placement B students. I was responsible for one, and I had decided that I was going to do it properly - of course! The trouble was, he needed so much input from me that it was killing me. To the point of nearly failing him and the university giving him extra weeks to show he could achieve his final standards.

Eventually I passed him and offered him up to the Gods of teaching.

Becoming a 'real' boy

So this academic year I was asked if I would be mentor for our current cover supervisor as she embarks on becoming a 'real' teacher. The trouble is - the school wanted her to do a GTP. That way, they have someone to take classes and learn 'on the job'.

Her actual uni course, however is a PGCE course, so there is some conflict between what she should be doing and what she actually is doing. She has practically a full timetable (except for one day a week out at uni) which is unheard of for a PGCE student.

To be honest, I think I may be a bit of a PGCE snob. I find it the far more academic route into teaching, with more rigorous subject specific requirements which allows for a greater understanding of mathematical pedagogy.So I find myself unhappy that my student has a teaching timetable already.

We had an informal meeting this week where my aim was to reassure her about lessons she's finding difficult already. Our timetables are due to change and I told her to see it as an early opportunity to take what she has learned so far and start again.

I was reminded of the fantastic PGCE: A Survival Guide,  a FREE crowdsourced e-book with great advice for PGCE students by Tim Handley  (and for the rest of us too, truth be told). I've sent it to her, along with the #movemeon e-book by Doug Belshaw which also has some great ideas and suggestions for teaching.

We also have a PGCE student from another uni - I've asked for his email address so I can send him all of this information. He's been in to my classes a few times now. I do wonder what he thinks of my teaching style. My lessons often appear chaotic to the untrained eye, but my pupils achieve their objectives and enjoy maths to boot. To me, that makes successful lessons.

Visit the blogs of Tim Handley and Doug Belshaw for some real inspirational teachers