Shall I be a teacher?
Leonardo Da Vinci
‘Knowing is not enough, we must
apply’
Why being a teacher is so great!
Some say ‘Education is a business but teaching is a calling’
‘If education is expensive, try ignorance’
‘Nine-tenths of education is encouragement’
‘I like a teacher who gives you something to take home to
think about besides homework’
‘Teachers should be the highest paid
employees on earth’
Why being effective in the
classroom is so important!
http://www.youtube.com/watch?v=VRi8_
fXz1D8
Why is teaching and learning so
important?
‘It does not matter very much which school you go
to but it matters very much which classrooms you
are in at the school. An effective school is actually
little more than a school full of effective classrooms.
If you are in one of the most effective classrooms
you will learn in six months what children in the
average classroom will take a year to learn. And if
you are in one of the least effective classrooms,
that same learning will take you two years...
Interestingly it is not class size, it is not setting, it is
not streaming, nor even how the teachers group
the students within the class. It is actually just what
the teacher is doing..’
A child-driven education!
Education scientist Sugata Mitra tackles one of the greatest
problems of education -- the best teachers and schools don't
exist where they're needed most. In a series of real-life
experiments from New Delhi to South Africa to Italy, he gave kids
self-supervised access to the web and saw results that could
revolutionize how we think about teaching.
Sugata Mitra's "Hole in the Wall" experiments have shown that,
in the absence of supervision or formal teaching, children can
teach themselves and each other, if they're motivated by
curiosity and peer interest
http://www.ted.com/talks/sugata_mitra_the_child
_driven_education.html
The Wisdom of Crowds
How can we tell if a student is
engaged in our lesson?
http://viewpure.com/dxPVyieptwA
Questioning in Science: discussion
Ice‐cubes are added to a glass of water. What
happens to the level of the water as the ice cubes
melt?
Questioning
technique:
random
count/
basketball
A. The level of the water drops
B. The level of the water stays the same
C. The level of the water increases
D. You need more information to be sure
Teach and Tell Activity
37
44
18
27
39
C3B4Me
Activates the learning
• Peer Modelling – Mirror Neurons
• Verbalisation = Metacognition
• Other benefits
Other ideas
* Describing or standing in order to show the stages of a
process, a sequence of events
Stand up, hand up, pair up
An award winning photo taken in 1994 during the Sudan famine.
The picture depicts a famine stricken child crawling towards an United
Nations food camp, located a kilometer away.
The vulture is waiting for the child to die so that it can eat it. This picture shocked
the whole world. No one knows what happened to the child,
including the photographer Kevin
Carter who left the place as soon as the photograph was taken.
Three months later he committed suicide due to depression.
Improving Literacy is a National
Priority
 One in six people in the UK struggle with
literacy. This means their literacy is below
the level expected of an eleven year old
 Men and women with poor literacy are
least likely to be in full-time employment
at the age of thirty
 From September 2013 the government
requires that anyone entering a career in
teaching pass the skills tests before
starting their course. The pass mark for
these tests will be raised and the number
of resits allowed will be limited to two.
Those that fail cannot resit for two years!
Subjects
Places will be available for primary and for priority secondary subjects including
maths, physics, chemistry and modern languages plus a limited number of
other secondary subjects
• Art and Design
Not always as
• Design Technology
clear cut as it
• English
seems – subject
• Geography
knowledge
• History
enhancement
• Computing and ICT
courses for
• Mathematics
degrees that do
• Modern Foreign Languages (various combinations)
not ‘quite fit’
• Music
• Physical Education
• Religious Education
• Physics
• Chemistry
• Biology
• Physics with Mathematics
School Direct
School Direct– a one year direct route into teaching where successful applicants
follow a PGCE (Postgraduate Certificate in Education) with QTS but are trained
predominantly in schools in a range of secondary subjects for the 11-16(18) age.
There is the expectation that by the end of the training period, trainees will then
go on to work within the school or group of schools in which they were trained.
The NWSDP (North West School Direct Partnership), working with the University
of Cumbria is made up of several schools in the North West that have a proven
track record in providing outstanding teacher training. The schools enable
students to focus on their specialist subject whilst, at the same time, helping
them to understand and participate in the wider aspects of school. As it is a
Postgraduate Certificate in Education, it entails work at Masters Level (level 7).
This recognises the high levels achieved by students on this programme and
rewards this with 60 Masters-level credits.
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Bishop Rawstorne CE Academy, Croston, Leyland
Parklands High School, Chorley
Ripley St Thomas, Lancaster
Westleigh High School, Leigh
Lymm High School
More coming
on board all
the time!
Which School Direct Route?
School Direct now offers two types of training places for September
2013 recruitment; the School Direct Training Programme and the
School Direct Training Programme (salaried).
There will be no standard model for School Direct training, but you can
expect to spend the majority of your time training in the classroom,
helping to build your confidence in a school environment and receiving
mentoring support.
Courses should generally last for one year full-time, starting from
September 2013
Following the closure of the Graduate Teacher Programme (GTP), the
School Direct Training Programme (salaried) will be open to graduates
with three or more years’ career experience. Trainees will be
employed as an unqualified teacher with a salary subsidised by the
Teaching Agency.
Funding
How much will it cost?
Trainees on a School Direct course will have to pay tuition fees to cover the cost of the
course, but home and EU trainees will be eligible for a tuition fee loan to cover the cost
of these fees and will not have to pay anything back until they are earning over £21,000
per annum. Tuition fees will vary depending on the institution and the maximum fee
you can be charged is £9,000
Is there any additional funding available?
You may be eligible to receive a bursary while you train dependent on teaching subject
and a degree class of at least 2:2. Find out about bursary information. If you train in a
school where more than a quarter of pupils are eligible for free school meals you may, if
eligible, also receive an additional 25 per cent training bursary top-up.
Home trainees can also apply for a means-tested maintenance grant of up to £3,250
and a maintenance loan of up to £5,500 (more if you live away from home and you
study in London). More details of how to apply for funding can be found on
Information is on the TDA web-site –
http://www.education.gov.uk/get-into-teaching/teacher-training-options/school-basedtraining/school-direct?keywords=school+direct
PGCE
A PGCE is a one year course and a more
university based route into teaching where
successful applicants can follow a PGCE with
QTS course and be trained both in a university
setting and within a school based environment.
Assignments will gain you 60 credits at level 7
towards a Masters.
Apply to higher education institute or some local
colleges (Runshaw – 2 years)
What do you need?
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Degree – 2.2 (!) or above in a relevant subject
Good numeracy and literacy skills
Ability to work hard and accept advice
Organised, efficient and able to multi-task!
Articulate and confident – a good communicator
Ability to show initiative – think outside the box!
Resilience in the face of challenge
Passion and enthusiasm for your subject
You like children and want to inspire them!
Why being in teaching …and
learning is so exciting!
“I have come to a frightening conclusion. I am the
decisive element in the classroom. It is my personal
approach that creates the climate. It is my daily
mood that makes the weather. As a teacher I
possess tremendous power to make a child’s life
miserable or joyous. I can be a tool of torture or an
instrument of inspiration. I can humiliate or humour,
hurt or heal. In all situations it is my response that
decides whether a crisis will be escalated or deescalated, and a child humanized or dehumanized.”
Haim Ginott