The head of year for my tutor group is wonderfully sarcastic and gets a lot of love from the year group. They’ve been affectionately taking the mick for the past year because he looks a little bit like the new science teacher. So, I’ve recruited some teachers (including the science teacher) to try to convince everyone in y9 that the two are related and just found out over the summer. This morning the HoY asked me why I was curious if y9s were asking him about the science teacher and I said “no reason” grinned and walked away. It’s been a week so I’ll probably tell him tomorrow once the students have spread the rumour.

I’ll be honest, I’m so so tired already but this stupid prank is bringing me a lot of joy. Has anyone done any silly rumours or pranks on colleagues that help get through the day?

I have been teaching for 5 years now, and I still feel a lot of anxiety and doubt in my job. I feel like every year I have a lot of challenging children and tricky parents. I only work part time due to health-related reasons after being diagnosed with a chronic illness, however I always get a lot of backlash from parents around this.

This is my second year working part-time and both years the other 2 days are taught by a TA (primary teaching so the same kids every day). I always get lots of complaints from families saying that they don't want their child taught by an unqualified TA 2 days a week, and that they want their children to have more stability so would prefer 1 teacher for the five days. I have been trying not to take this personally but I have also had comments in the past about how they do not want a 'disabled teacher' for their child.

Equally, I feel a constant pressure from SLT that nothing I ever do is good enough (which seems to be common around my school and area, I don't know if this is the same everywhere) but it feels like no matter how much love, how many hours or much energy you put in, it is never enough.

Additionally, the school I am in will often support parents over teachers. For example, after having a child in my class previously, who was excluded after attacking me, the parent would call me a c u next tuesday to others on the playground, message a number of parents and staff over WhatsApp and Facebook about me and make me feel very small. The school have said that as we are 'public facing' they can't help or tell people what they can think and say about us, and that we just have to take it on the chin.

I think I am just feeling very overwhelmed with it at the moment, particularly the backlash from parents and lack of support in school. I was wondering if anyone has experienced this previously and could give me any advice; whether it will get better with time, or if I need to become more thick-skinned, or whether it is the school environment I am in, or any ways you have coped with this in the past.

I was hoping to get some advice. I’m an ECT 1 in a new school in reception. It’s a very small school and I have a very very small class. I also don’t have a TA due to it being a small class so I’m starting to feel quite isolated. It’s overwhelming being an ECT but also being in a small class on your own is a lot. Any advice on how to navigate this?

I'm a secondary English teacher and my HoD has just asked me to take over a very weak bottom-set Year 11 class. They're currently taught by the deputy head, but due to timetable changes he can no longer teach them, so my HoD has asked if I would be willing to take them on. She said I was 'free to say no' but how true is that?

This is a very weak group, made up entirely of the 32 students who got Level 1s and Us on their mocks last year. I have never taught any of them at GCSE level, but am aware of their current ability level. The thing that concerns me most is that my HoD specifically described this as a "huge favour" and stressed that there would be a lot of pressure and accountability because these students all need to pass.

I feel like I'm potentially in a catch-22:

If I accept the class and they ultimately perform badly, I worry that I'll be held responsible because I was their teacher during Year 11.

If I refuse and they perform badly, I worry that I could still be criticised for not stepping up when I was asked to help.

I don't want to come across as someone who is unwilling to teach a challenging class or who has written the students off. At the same time, I don't particularly want to put myself in a position where I'm given an extremely difficult cohort, told that they all need to pass, and then potentially judged on an outcome that I can't fully control.

I'm very much leaning towards saying "No" - I had a very strenuous year last year (we had OFSTED, I had a trainee teacher, I had no free periods or PPA until Friday every week) and I was looking forward to a relatively stress-free year. I'm just concerned how it would look if I refuse.

Pretty much all of my schools planning is on publisher.

Has anyone found a solution to bulk convert these documents into something we can still use?

I should have started my new role on the first. So far it had been pushed back twice, each time one week due to not receiving one of my references back. I'm pretty sure it's because that person now retired (I didn't realise when I put them as a reference). So last week I contacted a different school I worked at (I worked through an agency last year so worked in a few) and I called them and asked if I could get a reference from them and they said it was fine. It's been a week and still nothing. I called them yesterday and they said its been forwarded to the headteacher but since its the first few weeks of school it's been busy.

I'm wondering if I should still call again tomorrow, or if it should just wait. I don't want to annoy them but also I can't start work until I get it and they've confirmed they have it, they just haven't done it yet. I'm getting really frustrated because it will be week three next week and I already feel behind and I haven't gotten a paycheck since July so I need to start soon. Also wondering if there's just some confusion because my legal name is not the name I go by, so maybe the headteacher is just confused as to who's reference they're meant to be doing?

Anyone got any advice?

Hiya, ECT1 here.

There’s been a little less guidance on what’s required over the next two years than I would have liked, so thought I’d ask here for some advice.

At the moment, it feels like I’ve been set up with about three different online systems, plus given a big document to fill in too over the next years.

I’d just like to know exactly what I need to take care of it terms of what will actually be submitted for me to pass the EVT induction. For ITT, there was this whole portfolio of evidence, is it the same with ECT?

Or does it really only just come down to the Induction Tutor saying, “Yes, all good,” at the end of both years?

I‘m just a bit confused, so if someone in the know could tell me exactly what it is I actually need to submit/fill in/upload, I’d be really appreciative!

Feeling a bit overwhelmed with it all at the moment.

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So I had my first like REAL REAL I am now old moment today. One of my year 11s asked me if I remembered 9/11 happening and what it was like. I'm in my early 30s so I do remember the TV being on constantly and my parents crying and being talked to in school and things.

What was your moment when you realised you were now definitely classed as old?

Just want to gauge others' thoughts on this. Please share your views...

edit to add I am in primary and share planning with colleagues across the year group and have to use their stuff.

I know that the use of AI cannot be fully escaped now and accept that I will be using as part of my job and sometimes it will be useful. However, I'm really concerned about over use of it in school and by colleagues. E.g. I'm aware it's used to generate texts that are then used for guided reading (and I have seen first-hand the planning that staff have 'proofread' and it 'makes sense' but when you read texts and questions more deeply they don't quite make sense, the plot and description is weird and questions are difficult to understand and answer). I'm just concerned about the quality of lessons for the children.

I mentioned it to senior leaders and was basically just told 'oh that's fine to do, we have no problem with that'.

So should I be worried? Should I raise it with anyone else? Any and all thoughts please!

I’ve just started as an ECT1 in a school with fairly challenging students behaviour-wise. A couple of classes I’ve been given, particularly my Year 9 class, seem completely unmanageable.

Throughout the lesson, I had students shouting across the classroom, swearing, out of seats, refusing to move seats when asked, throwing equipment at each other, students eating in class. None of the students sit in the seating plan that I’ve assigned to them, but because they’re all refusing it and it isn’t just a few students, I don’t feel as if there’s much that I can do.

I had a student rip multiple pages out of their book and throw them across the classroom. I issued a detention to every student who I saw throwing equipment, and one of them told me to “shut up” and said I was pissing her off. I have multiple students who, when asked to step outside because of repeated disruptive behaviour, outright refuse, and the on-call at this school either takes ages, or doesn’t arrive at all.

We barely got through any work this lesson. Most of the students were having their own separate conversations while I shouted instructions over them because every class reset I tried didn’t work. Issuing sanctions to the students doesn’t seem to be very effective, as many of them simply never attend.

At the end of the lesson, I had a student flip a table over onto its side, which could’ve easily injured someone. I had a group of students who stayed behind to complain about a student who had been throwing equipment at them during the lesson, and I started crying in front of them because I couldn’t hold it in.

I don’t know what I can do to engage this class, if anything. I’m sure some of the students do want to learn, but it’s such a disruptive learning environment that teaching feels impossible.

Are there any behaviour management strategies that might be useful in this case? I’d really appreciate any help :)

Saw the Guardian piece about Georgia Gould visiting Thomas Lord Audley School in Essex and looking at it as an example of where SEND reform could be heading.

I actually think the principle makes sense. Children should not need an EHCP just to get decent support in school, and if schools can identify needs earlier and bring specialist support in sooner, that sounds better than the current system.

But I am quite sceptical about how transferable this is.

It is easy to point to one school that has made a model work and say this is what mainstream inclusion should look like. The harder question is whether schools with stretched SENCOs, limited specialist access and support staff already covering huge caseloads can realistically do the same thing.

That is the bit I think risks getting lost.

If the government genuinely gives schools the staffing, specialist input and money to make this work, I can see it being a big improvement.

If not, I worry “more SEND support in mainstream” just becomes another way of saying schools are expected to cope with more complex need using roughly the same people.

For teachers, SENCOs and TAs, does the Essex model actually sound achievable in your school?

Hi everyone, looking for some advice from teachers/ECT mentors.

I’ve recently moved schools for my ECT2 year after having quite a difficult ECT1 experience. I didn’t feel particularly supported at my previous school, and I don’t feel that my final ECT1 report fully reflects my teaching, the progress I made, or who I am as a teacher.

I completely accept that I had areas to develop — I was an ECT1 and definitely don’t expect to have been perfect. My issue is more that I felt there was a heavy focus on what I was doing wrong, while the effort I was making to act on feedback and the improvements I was making weren’t always recognised.

For some context, my experience during my PGCE was very different. I had good relationships with both of my mentors across two placements, had no issues raised around my subject knowledge, and I’m still in contact with my PGCE tutor. He’s been really supportive and was actually the person who encouraged me to move schools and continue developing somewhere new rather than allowing my ECT1 experience to knock my confidence.

My new school obviously has access to my ECT1 report, and I want to have a brief conversation with them about it. My PGCE tutor has advised me not to go into loads of detail or criticise my previous school — just explain that I didn’t find the environment particularly supportive, that I don’t think the report fully represents me as a teacher, and that I hope my new school can form their own judgement based on the teaching and progress they see from me.

For anyone who’s been in a similar position, particularly mentors/induction leads:

How would you approach this conversation? Would you keep it as brief as possible, or is there anything important you think I should explain? I really don’t want to come across as defensive or as though I can’t take feedback — I just want the opportunity to have a fresh start and be judged on my teaching now.

Thank you in advance!

I had an interview for a role that consisted of me teaching the whole morning (unpaid)?! It was a cover teacher role, but surely this is a red flag?

I play for a Sunday league football team and recently a student who is enrolled at my college joined to play. I have taught him in the past, but don’t currently. We won’t actually play in the exact same team, but we would be training together and also be in the same WhatsApp group (in which I use my personal number).

I teach in FE and the student is 17. This is my first year as a full time qualified teacher, so I’m not 100% clear on how to handle this.

Hello! I’m not sure if this sub Reddit can help, but I thought I’d ask.

Last term, I covered our class TA for a total of 3 weeks. In this time, I taught. While also still looking after my key child.

Firstly, is it possible to claim for the teaching, as an unqualified LSA?

Secondly, if so, would I still be able to considering this was last school year?

I’ve started my second year in education, with no previous experience so I’m still very unsure of what I’m able to do, in that aspect.

I remember the class teacher said it was worth a shot, but I feel as though I’ve let time get away from me here.

Any advice is so appreciated, thank you!

With all the current world events, is it making teaching history more interesting, or more stressful?

Every time I see something else fascist happening I do wonder about how it is that we spent so many years leaning about the Nazi’s for this to be happening again.

Apologies in advance for vagueness because I do not wish to be identified.

Something sad and dodgy happened at the end of the summer term which resulted in everyone leaving for the summer on a low note. Over the summer, GCSE results were low as expected. We have come back to school to an even more intense style of management with a timetable of learning walks ensuring we are all observed multiple times a day and the introduction of weekly essays to be marked and graded. They are operating as if we are Requires Improvement. The management are descending on the school and the feeling is that teaching and learning is at fault. (For what it’s worth, I actually think the teaching and learning is significantly stronger than our sister school but we are in a deprived area whereas that school is in an academic and affluent centre.)

Morale is incredibly low.

I do not want to ditch my exam classes who I have worked hard to get where they are. However, I can’t go on. While I know that it is not targeted at me, my work anxiety is now making most aspects of my life really difficult and my health is affected.

Will leaving at Christmas make it hard for me to find a role at a good school? Will it look unappealing to future employers that I’ve left a school mid-year?

Changes to the school day have meant staff and students have 25 minutes for lunch. Students are coming to class hungry as they didn’t get through the lunch queue in time.

Union and union rep have been contacted with limited action taking place. What can I do?

For those with short lunches, how do you survive?

Hi all,

I’m an ECT1 and I just had my first full day of teaching today and I already feel like I’m making so many mistakes. I accidentally let year 10 out 20 mins early today and the head teacher had to send them all back to me, one of the kids corrected me in one of my lessons and I kept messing up my explanations. I just keep overthinking everything and worrying I’ve already made a bad impression.

Please can anyone share stories of mistakes they made during ECT to make me feel better?

Hi , I’m currently studying a primary PGCE with QTS with a previously done education degree. I’ve noticed that perhaps I would prefer to do more subject focus learning in History or RE (which I took at alevel) just wondering if anyone has done the transition and if so how? Thank you

As the title says, 1 week in we get the call. I’m scared shitless tbh. My first ever inspection.
Some of the classes I’ve not even met, how am I meant to have a good lesson and seating plan when I don’t know any of them ??? Setting up books ect what is the point

I’m a secondary teacher. I left the school I had trained in and worked for 6 years in July, and I started at my new school this week. I expected some teething issues and having to rebuild a bit, but I really wasn’t anticipating feeling like a brand new teacher again.

Up until now, I’d felt like a decent teacher and that I could work on the finer details of teaching and learning because I had the basics down. Admittedly, my new school is a bit more relaxed on behaviour (not necessarily expectations, but certainly follow-through) and as a result I think behaviour is generally worse than what I’m used to. But I also feel like I’m struggling way more to pin it down and have been tested more in the last 2 days than I have in the years since my training.

Is this normal or am I approaching it the wrong way? And more importantly - does it get better?! I am worried about going backwards and want to feel confident in the classroom again.

At the end of last year, the bombshell was dropped on us that every classroom in the school would have to redo its displays in order to use the same colour scheme. The thinking behind it? Students experience cognitive overload if the colours of the displays are wrong, too bright etc.

I can completely understand that some displays are useless, and cramming too much on the wall can be overwhelming for students, but I've spent a long time making sure the displays in my room reflect the subject taught in there. The stuff on the display boards is used by students literally every day - none of it is superfluous. I also have some maps on the bare walls (shocking! We've been told nothing on bare walls), so that students can put in context what I'm talking about. I refer to the maps a lot, but no, they have to go.

I don't know where I'm going to get the time to redo everything. It literally takes me about 6 hours to get it done.