At the start of July I’ll be submitting my Ed.D. thesis. It’s an outgrowth of work I did towards an M.Ed. before transferring to my doctoral studies. That, in turn, was a continuation of the PGCE in Secondary History I completed at Durham University.
Such transition points leads one to reflect upon changes and continuities. Recently I’ve been prompted into thinking about underperforming teachers as a result of a findings in a widely reported survey. Instead of debating the ins-and-outs of whether employment law relating to teachers should be changed, I want to consider the things that cause complacency and rot to set in. I don’t think anyone sets out to be a poorly-performing teacher.
No, instead, it’s a slow process of decline. The ten points below are those I’ve witnessed colleagues struggle with, and a couple (especially number 6) is something I’ve found difficult to remember to do myself. If you’re not on top of your game it’s easy to do things to ‘just get by’. And that’s a difficult and dangerous situation in which to find yourself.
I’d be interested in your reflections on the following as 10 things educators tend to forget to do after their teacher training and NQT (Newly Qualified Teacher) year:
- Read academic journals.
- Greet students at the door.
- Write about their lessons – what went well/badly.
- Mess about with technology for the sake of it.
- Rearrange their classroom regularly.
- Phone parents/guardians for positive reasons.
- Active learning – role-play, etc.
- Observe good practice elsewhere.
- Maintain a professional development folder.
- Ask for help and mentoring
What have I missed? With which of these do you agree/disagree?
Image CC BY-NC-SA snacktime2007