How to prepare for your first teaching observation: Five useful tips for NQTs

It is perfectly natural for newly qualified teachers (NQTs) to feel apprehensive about their first class observation, as such experience can be deemed slightly unnerving and intimidating. However, an important thing to bear in mind is that, just like doctors, school observers have seen it all. From the highs and the lows of teaching; inspectors are aware that managing a classroom is a challenging task, which is why they are not there to be bias nor pass judgement. They are merely observing to provide useful feedback that will help you grow in your journey of becoming an outstanding teacher.
To help make the experience feel less intense, here is our guide on how to carry out a successful observation class.

1. Organise your stationery

There are some things that you can’t predict nor prevent in a lesson observation; however, not having enough stationery in your class is a disaster waiting to occur and one that can be easily avoided. Your lesson could be going according to plan and you’re off to a great start until a student says that their whiteboard pen is out of ink. Instead of wasting precious time trying to find a replacement, why not set up your classroom the evening before and allocate all the things your pupils will need to undergo the lesson. Make sure to have extra stationery on standby so that you can maintain organisation in this likely scenario.

2. Remain calm at all times and be yourself                                                                                                                                                                                                                                                                                                                        While it is very handy to have a lesson plan prepared for an observation, it is also important to improvise and ensure your practice doesn’t feel too scripted. Observers can tell when a teacher has over-rehearsed their lesson plan so try and be yourself, and remember that your classroom is not a stage. Go against the status quo and be creative, but also ensure that your teaching strategies are effective, engaging, fun but most importantly educational.

3. Get in touch with the observer beforehand
If you have been informed of a scheduled observation, sometimes a proactive way to make the experience easier is by getting in contact with the observer and disclosing your lesson plan to them prior to the day. If they are open to the idea, take this opportunity to share the context of your lesson plan and ask for their thoughts afterwards.
Discuss your lesson choice and why you think the topic can connect well with the pupils, but also be open to suggestions from the observer. This approach shows that you are a dedicated teacher that values honest feedback, especially if you are willing to take it on board and make improvements.

4. Technology malfunction
So you have decided to make use of the internet and introduce video content to your class, but suddenly the computer loses connection. Don’t rely too much on technology for your observation class, and make sure to have a back-up plan in the event that things don’t go accordingly. Check the night before that your technology resources are in good condition, and just to be on the safe side; double check again in the morning before the class commences. To be precise, it is better to expect the unexpected and make sure all bases are covered.

5. Make use of your Teaching Assistant (TA)
If you have a TA that supports you in the classroom, make sure they are there during the observation to help you manage the workload. Have a meeting with them far in advance about your chosen topic for the lesson, and inform them which students they’ll be assisting on the day.

Tip! Stick to routine and try not to overdo it with improvisation. An observer will always admire a teacher’s ability to implement creativity, but try and have a structure in the classroom to demonstrate your superb organisation skills.

Throughout the year TLTP Education attend university recruitment fairs meeting enthusiastic students who are studying for their PGCE and BA Education degree and will soon be looking for their first teaching role as a Newly Qualified Teacher.

Each year we help hundreds of NQTs start their teaching career in all divisions of education, including: Early Years, Primary, Secondary and SEN.

We have an extensive network of schools all of which we work closely with on a regular basis. As a result, we are able to gain valuable insight into their school’s requirements, needs and ethos. Which, in return we are able to closely match with suitable candidates.

Over the past four months TLTP Education have been very busy visiting universities including:

• University of East London
• St. Mary’s University
• Roehampton University
• Cambridge University
• University College London – Institute of Education
• Bedfordshire University

It’s been a pleasure meeting bright and talented graduates and we are looking forward to meeting many more. 

We are continuing our tour and will be visiting Goldsmiths University on Thursday 13th February 2020 and Greenwich University Friday 14th February 2020.

On a daily basis we are liaising with schools across all of London and the Home Counties to understand their NQT vacancies, therefore we are receiving new roles constantly. Schools are keen to get ahead of the game to secure talented graduates, and, as a result interviews are now being scheduled.

If you would like to be informed as soon as a new job opportunity is available, please Register and subscribe to job alerts to ensure you never miss our latest roles. Alternatively, contact us on 020 8709 6540 and a consultant can talk through your individual requirements.

If you prefer for us to call you, no problem. Simply, click here to fill in a few details and a member of the recruitment team will be in touch.

We can help ease the stress of finding your ideal NQT role, give you maximum exposure to the job market, and more importantly leave you to focus on completing your PGCE!

So you have completed your PGCE and have enjoyed a well-rested break from studying and teaching, what could possibly go wrong?

What may, at first, seem like a smooth-sailing and exciting ride can easily turn into a daunting experience, but only if you allow it.

Whether it’s the challenge of managing a room full of children or the excessive workload that’s bound to come your way, it is all part of the experience and the key is managing it. 

So, to help prepare you for the eventful journey you are about to embark on; here are our top 7 tips on how to survive and succeed in your first academic year as an ECT.  

Discover and hone your own teaching style

If you’re an overly excited ECT, you have probably spent your summer going through an archive of different teaching methods that you will most likely adopt for your first year. Most ECTs have an innate sense to employ traditional teaching styles for their induction year, and while this approach is often handy; it is also important to test the waters and approach new theories. Don’t forget, your classroom, your rules. But before introducing any contemporary methods to the classroom; why not read up on evidence-based research, over the summer break, to ensure the techniques are effective. Fostering a new approach is only useful when it’s easy for students to grasp, and when it proves to make a positive impact to the atmosphere and learning in your classroom.  

Work-life balance

It is very common for ECTs to fall into a habit of working outside school hours, but in doing so you are causing extra stress to your workload. Managing work and social life is easier said than done; however, it is vital to prioritise your well-being over anything else. Whether it’s going for a morning run or taking the evening out to spend quality time with family and friends; balancing work and social life is the key to a happy and healthy teacher.  

Don’t be afraid to say no

Saying no to colleagues that are contributing to your workload and stress levels does not mean you’re weak, nor does it define your capabilities as a teacher. Rejecting extra work that prevents you from having a social life is not something to feel guilty about, and your colleagues will not think any less of you if you communicate this in a friendly and professional manner.  

Asking for help is not a sign of weakness

Talk about your doubts and don’t be afraid to seek further help. As an early career teacher, you are still trying to adapt to the school environment and often when managing 30 kids or more, it is expected for things to spiral out of control. But before second-guessing your chosen career or your teaching abilities, contact your mentor. They are there to help make your experience feel less complexed, so why not tap into their wisdom and make use of their assistance. Observing colleagues is a great way to identify new teaching techniques and improve your own practice.  

Teach with enthusiasm

According to a 2015 class if you demonstrate the same excitement and passion you expect from them.  

Socialise with colleagues

Being a new teacher in school is just as nerve-wracking as being the new pupil. Overcome your nerves by socialising with colleagues at lunchtime or outside the school grounds. Find out what their plans are after school or ask about the staff societies available to discover your interests. Whether it’s the staff football team or perhaps you enjoy a nice visit to the pub, be open-minded and invite your new colleagues for a chance to get to know them better.  

Accept and embrace your mistakes

As an ECT, you are still in the early stage of your career. Therefore, it is certain that a few slip-ups will be made along the way, but that’s also okay. It is important to recognise and accept your mistakes, as this will guide you when reflecting on what went wrong and help improve your practice. Revisit and explore old notes from your PGCE training course on teaching and learning theories. Alternatively, get in touch with your mentor and discuss candidly your mistakes. Remember, they are not there to pass judgment but merely to offer some assistance.  

A job as a primary teacher is unquestionably one of the most rewarding careers you can have. You have the ability to inspire young children during some of the most important years of their development. You day to day role is exciting, varied and far from boring. The most satisfying aspect of being a primary school teacher is knowledge that what you are teaching these children are concepts and nurturing their naturally inquisitive minds. You are setting the foundations needed to develop the skills that they will continue to build on for the rest of their lives.      

What does primary teaching involve?

The impact you can have as a primary teacher is immense. You can set children up to succeed from the start, making sure they all have access to a brilliant education.

Primary teachers work with children between the ages of 3 and 11 and are required to teach all of the subjects which are in the national curriculum. This means that anybody looking for a primary teaching role needs to have good, basic knowledge of all these subjects for key stages 1 and 2. You will also be responsible for their educational, social and emotional development while in your care.

As a primary school teacher you will need to be creative, well organised, good at planning and have a lot of patience as working with young children can be very challenging. As well as this you need to be reasonably fit and be able to communicate effectively in written and spoken English. Responsibilities of a primary school teacher include (but not limited to):

• Plan lessons, prepare teaching materials and then teaching what you have organised
• Marking and assessing work which you have assigned
• Working and liaising with other industry professionals • Attending staff meetings and any training courses which may be required
• Manage class behaviour
• Discuss children's progress and other relevant matters with parents and carers
• Work with other professionals like education psychologists and social workers • Attend meetings and do training organise outings, social activities and sports events
• You will need to be motivated, committed and a good sense of humour

Each day is varied as you will be carrying our activities from developing young pupils’ literacy, to teaching them about maths, science, arts, PE, music, and basic computing skills.

Your teacher training will help you build and use all the skills and creativity you need to succeed in the classroom. Remember to always talk to experienced teachers and practitioners as you discover how to create and deliver inventive and engaging lessons. After all sharing best practise is the key to great success.

Teaching the same class over the course of a year means you can gain an in-depth understanding of your pupils’ characters and different skills. This gives you a big responsibility to ensure every child gets the most out of their education – offering unbeatable job satisfaction as you see how they change and grow as individuals.

The opportunity to move between year groups and different stages of learning just adds to the variety of the job – and as your teaching skills flourish, so can your career. As a great primary school teacher, you could progress to key stage head, a position in a senior leadership team, or even become a head teacher. In doing so, you could use your vision and experience to make a difference to the entire school.  

What Qualification are needed for primary teaching?

The teaching profession looks for the highest calibre of candidates. To become a primary teacher you will need to have completed the Initial Teacher Education or Training (ITET) and gain Qualified Teacher Status (QTS). In addition to this you will also need:

• A-C GCSE grades in Maths, English & Science

• Enhanced background checks by the Disclosure and Barring Service (DBS) which must be clear of any convictions You can study for a university degree and gain QTS at the same time by doing one of the following courses:

• BA (Hons) degree or BSc (Hons) degree with QTS

• Bachelor of Education (BEd) degree course In addition to being a qualified teacher, having classroom experience is extremely powerful. Whether it be day supply or temporary work placements all the experience you gain will help to become a higher quality candidate.

Working hours and conditions

A typical working week for a full-time teacher is an average 37 hours a week, with typical class times starting between 8.30am and 9.15am and finishing around 3.15pm to 4pm. Outside of classroom hours, teachers normally will be planning lessons, marking work and also taking part in activities, like as parents' evenings and outings. Teachers normally work 39 weeks a year split over three school term.  

How TLTP can help you find a Primary Teaching job

Whether you are an NQT, or interested in becoming a primary teacher or looking for your next role in teaching, London Teaching Pool Ltd (TLTP) can help you. See our latest primary teacher jobs. Simply register your details or if you prefer a request a call back and one of our experienced recruitment consultants will phone you.

Every school varies when it comes to what they’re looking for in a primary school teacher. The best way to prepare yourself for this is to make sure that you have a strong and up to date CV that is tailored to teaching. See our CV tips which will help you in creating a winning CV. Once you’re through the selection stage we’ve put together some useful interview advice to help you prepare and get through the next hurdle.

Register and sign up to job alerts so that you can keep up to date with the latest TLTP job postings. This means that you’ll be the first to know when vacancies you are interested in arise. This saves you time because instead of you looking for jobs, jobs find you.

Download the FREE TLTP Education App where you can search for jobs and apply whilst on the go. You’ll be able to save your preferences, receive notifications when new jobs are added and access lots of useful information.

If you thought your PGCE was the toughest experience of your life, well, you’ve got a surprise in store for you – your first year as a newly qualified teacher will have you thinking twice about that idea.

Moving from academic life to a professional one will quite possibly be the hardest, most challenging period of your entire career as a teacher. The reality of working in a school is unlike anything you may have imagined and to say it is something of culture shock is putting it lightly. It’s like entering into a whole different world.

That’s not to say it is a ghastly experience, far from it. The satisfaction of teaching can be immediate and while you may find yourself shattered, stressed and under pressure, there is something of a counterbalance to that.

In delivering creative and engaging lessons that have a demonstrable and positive impact on your pupils, you may often find yourself heading home with a smile on your face, even a skip in your stride too.

This guide gives you an overview of how to get through the first 12 months of being a new teacher so that come next September, as the bell rings for the first class of the term, you feel relaxed, inspired and supremely confident.

Get to know your colleagues

The school environment is diverse when it comes to vocations, with a multitude of departments and roles beyond teaching. In light of that, in addition to getting to know your fellow teachers, introduce yourself to everyone and endeavour to build on these professional relationships over the course of the academic year.

This serves to one, make you visible to others and two, it allows you identify individuals who can help make your first year less demanding and nerve-racking. Although you may be exceptionally busy and curious to know how you can manipulate time – 24 hours is no longer enough – endeavour to attend staff socials. Consider it homework.

Plan, plan and then plan some more

Your experience of your PGCE is invaluable when it comes to coping with the sheer volume of work. Yes, the pace does increase significantly, and yes, the work appears two-fold to your study, but what you now have that you didn’t prior to your studies is knowledge and skill.

As you may have guessed, the secret to surviving, and indeed thriving, in a school is to plan, plan and plan. The more you know about your subject and teaching concepts, the more control you have over your lessons, the higher the chances of producing exciting and challenging lessons.

Embed reflection into your teaching practice

As you come to learn, reflection is a key feature of teaching. While at first you may have thought it was a tad prescriptive – i.e. doing it for the sake of doing it – it is hoped that you’ve come to appreciate the virtue behind the practice. It exists not as a bureaucratic means to an end – although it can feel that way – but as a methodology to boost and positively shape your teaching.

It is vital in the first year that you get into the habit of reflecting on your lessons and how it feels to teach because, in consulting academic texts and deliberating over various philosophies pertaining to education, you can make great strides in contextualising your emotions, as well as your direct experiences. This leads to action points, which expunge weaknesses and build on successes. Being a cyclical process, you keep progressing as a teacher. Reflection makes this more effective.

Deal with behavioural problems effectively

It is vital that early on you set a standard of expectation when it comes to pupil behaviour in the classroom so that your pupils know and understand when the line is crossed. This can be an extremely challenging part of the job, but with the right support and attitude, you can deal with issues extremely effectively.

Again, your PGCE will have exposed you to literature and guidance on this area, so go back to this and look over the material. Equally, consult your school’s own behaviour policy and speak to your colleagues about what strategies they use. And remember, managing challenging behaviour is not about punishing per se, it is about identifying and remedying underlying problems.

Headteachers say they are struggling to recruit professionals to teach core subjects likes English, maths and science.

This is according to a new survey by the Association of School and College Leaders (ASCL), which noted that 44 per cent of school leaders have vacancies in English posts, 52 per cent in maths and 50 per cent in science.

Further compounding this shortage of teachers is a fall in the number of youngsters going to university - principally because of high tuition fees - and a rise in the number of children entering secondary school.

Brian Lightman, general secretary of the ASCL, called on the next government to make sure “schools and colleges can recruit and retain the highest calibre of staff”.

“The existing teacher supply model does not work,” he continued. “Schools all over the country are experiencing unprecedented difficulties recruiting trainees, qualified teachers, middle and senior leaders.

“The next government must act urgently to ensure that effective processes are put in place to model numbers of teachers needed in each sector and region and then promote the status and value of teaching as a profession.”

The ASCL has developed a ten-point plan to help alleviate the “teacher supply crisis”, which it says both the government and the profession can work to deliver.

Some of the recommendations include reviewing and adapting the current teacher supply model, expanding the number of schools that are capable of delivering initial teacher training and launching a “profession-led” campaign to get more people into teaching.

“Teaching remains a great job which continues to offer people a rewarding and fulfilling career,” Mr Lightman went on to say.

“It is vital that the profession and government work together to emphasise this positive message. Teaching must be promoted as a high-status profession and a proposed Royal College of Teaching, to set standards and encourage professional learning, would help to do this.”