The First Few Weeks of Training
Our new Maths Trainee's, Mrs Patel, account of her first few weeks
"The remnants of summer heat on that September morning were still as intense as I drove to my first inset day as a trainee Maths teacher; after giving myself a pep talk in the car, I walked into reception with a projected confidence hiding my nerves. A selection of new staff surrounded me from a catering manager to a Science teacher, all with one thing in common but very different paths to tread. Once in the bustling hall full of smart-casually dressed teachers catching up after holidays, it felt like a new kind of buzz and friendliness which was tangible and exciting. After meeting my faculty team members, I started to feel a sense of belonging.
"The first week was aptly summed up in two words: information overload! Many questions swam around in my brain as I tried to remember names, the school layout, acronyms and policies. My intense pride (or obsession!) at being organised with my to-do list had to ease up a little if I was going to survive. At first, I took the small wins; as long as I could navigate my way into the building, to my department and to the staff room toilets today, then, tomorrow I could conquer the next hurdle. Slowly with each day, every step and every conversation I could feel I was on my way to becoming a competent trainee and therefore I could do this massive undertaking of (hopefully) becoming a competent teacher.
"The training days have been a nice punctuation to my weeks; to let off steam with another trainee who will nod and understand the enormity of the anecdote I am relaying, over a cup of coffee and cake if we are lucky! Surrounded by likeminded individuals from all walks of life and backgrounds who have come together to learn and to support each other in this process, I have truly made friends for life. Apologies if this conveys a reality TV show soundbite, but this truly is a ‘journey’ I am embarking upon and it will be tough, but then I know it will produce the kind of teachers we want and need in this country.
"The coaching and chats you will have with your mentors, other teachers and tutors buoy you up and they all have the same goal in mind – to make you the best version of yourself, they empathise as they have stood in your shoes and know the highs and the lows. The camaraderie of being with other career changers who have seen a bit of life, who understand the juggling act of work, training and family life to the contrast of being with my cohort of young maths trainees who are vibrant, friendly and hilarious. The sheer volume of knowledge and training we have consumed to attempt to prepare for every eventuality; those days where you need to tweak a method, an action or a piece of learned advice from the Mid-Essex team… you return to your placement with a spring in your step – to try out what you have learnt and see how the training is developing the skills you already have inside, but just need coaxing out. The quality of speakers and the advice have been refreshingly practical, applicable and relevant, sometimes amusing and other times a wake-up call to what we are doing here, in addition the PGCE course grounds that research-based teaching practice which will be there to underpin your skills throughout your teaching career.
"Ultimately, it is the students themselves who have the biggest impact; they can be incredibly funny, occasionally frustrating, but teaching them is the most rewarding thing I have ever done. We are here to spend our time with these young people and help them on their way in the world, in that unique teacher-student relationship which can resonate with them (and us) for the rest of our lives."
