5 Things I wish I’d known as an ECT for my first day of school
Utilise support
When I first started teaching, I had no mentor and NQT/ECT years didn’t exist. I found myself isolated with a class which were ‘the worst class in the school.’ Not wanting to show weakness, I struggled on which ended up with me looking for a new career by Spring term. Within the school staff seemed to be in cliques which seemed as impenetrable as fort Knox and I didn’t want to embarrass myself by asking for help. Conversations in the staff room ended up being about the newest diet or what had happened on Coronation Street rather than asking for the help I desperately needed.
Looking back now, I wish I had asked for that help. I realised in the following years that my inability to ask for help had actually made my job so much harder and had impeded my progress as a teacher. Within the staff, were the some of the most knowledgeable and amazing teachers I have ever had the privilege of working with. If I had drawn on that expertise and wisdom earlier, I am sure my life would have been so much easier.
Top Tip
- Developing genuine relationships with all members of staff is crucial- they are your greatest ally.
- Always ask for help no matter how small you feel the issue is. Do not let things mount up and get on top of you.
- Use the expertise of your mentor and other experienced staff to support you on your teaching journey.Passing your degree and completing teaching practice versus full time teaching is a big step up. There are so many things to learn so draw on experienced members of staff. Remember everyone is busy so if help isn’t offered it may just be because of time restraints not through lack of willing- just ask!
Set the standard for behaviour
Having completed my teaching practices in some excellent schools, where there were very few behaviour issues, I started my teaching career with a very sheltered view of behaviour management. I was not fully prepared for the range of social and emotional challenges which I would be faced with as I embarked on my teaching career. The first day started with a circle time getting to know you task and within minutes, I realised things were not going to plan. By the end of the day, I was the typical cartoon character of a teacher who had been chewed up and spat out by a year four class. In my defence, I can’t actually remember being briefed as to the extent of the behaviour issues within the class before arriving on day one. No-one sat me down and explained the needs of the children within the class so I was at quite a big disadvantage. Although a baptism of fire, I probably learned the biggest lesson of my teaching career- without the correct behaviour no learning at all can take place. Establishing clear boundaries and expectations for behaviour became my biggest priority.
Understanding what your core values are around behaviour is essential as you are modelling these constantly to your children. I believe that modelling positive behaviours based around respect and growth mindset are imperative. Know where the boundaries are and read the school behaviour policy inside and out so that you are consistently managing behaviour in line with the rest of the school. Outlining the desired behaviours, you want to see is essential on day one. I always explained to my classes that we were equal partners in the learning journey this meant that I was just as accountable for as they were for the agreed behaviours in class. Through a circle time or by creating a class charter, desired behaviours were stated positively i.e. We show respect to everyone at all times. I would usually have this displayed within the class and everyone within the class, including the adults would sign it and stick to it. To reinforce this, I would refer to it throughout the day when positive behaviours were demonstrated by the children and absolutely ensure that the adults were modelling the desired behaviours.
Top Tip
- Be clear about your core values.
- Read and apply the school’s behaviour policy.
- Ensure all adults are modelling the behaviours expected within the class.
- Recognise and praise good behaviour frequently.
Prepare meaningful work
If you are anything like me, having my own classroom filled me with absolute joy! I spent hours creating labels, buying colour co-ordinated tubs and boxes from Woolworths and arranging pencil pots. Most of August I was up to my eyes in poster paint creating items for display (which in hindsight were totally meaningless and didn’t enhance the learning at all). I had prepared some ‘lovely tasks’ for the children to complete on the first day which, on reflection, had very little challenge and were an open invitation for boredom and bad behaviour. As the behaviour escalated, I realised it was almost impossible to back track and make that first impression. All of that ‘hard work’ was the ‘wrong work’!
Children need to be busy and learning completing purposeful tasks. At the beginning of every new year which followed that disastrous year, I made sure that the day was structured and as close to the timetable as possible. The tasks were shorter than usual so I could promote high expectations of presentation and standards of written work. My aim was for every child to succeed on that first day so they left on a high and had made the best possible start to the year. I would lavish praise (where deserved) and focus on creating the growth mindset culture which was at the heart of my teaching ethos.
Top Tips
- Speak to the previous teacher so you know exactly where the children’s starting points are.
- Prepare meaningful tasks which allow you to model and reinforce standards of work expected.
- Keep the children busy. Inactivity and boredom can lead to bad behaviour.
- Aim for the children to leave your class on the first day with the passion for learning ignited!
You can’t do everything
When I started teaching, there was one teaching assistant, who was not classroom based across eight classes in Key Stage 2. The TA was amazing and I am forever grateful for the encouraging conversations we had which honestly kept me going through that first year. As someone who has perfectionist tendencies, I had the overwhelming feeling of not doing enough for the children in my care. I spent lunchtimes teaching extra lessons for children who could barely read and very quickly every waking moment was consumed by doing my best for the children. Looking back, this was very self-destructive behaviour and if I had a mentor maybe I would have gained some perspective.
I realised after my first year that boundaries needed to be put in place for myself to protect my mental health. In all honesty, I can’t say that it was a speedy process as my desire to give the children the best possible experience always came first. I did, however, gain more self-awareness and reflection which added perspective to my day. I created a mental mantra which I would go to each day to keep me grounded.
- You are only human.
- You are good enough.
- You are doing the best you can.
- There is always tomorrow.
Top Tips
- Set realistic expectations of yourself.
- You don’t need to be the first one in and the last one out. Manage your time allowing rest time away from school or completing work at home.
- Be kind to yourself. You are a work in progress and there will be some bumps in the road. Try not to take it personally.
Be yourself
I remember the first time I met the staff on a training day which was held in the huge hall of the school. Everyone was excited to be back at school; people were excitedly chatting about their summer holidays and the senior leadership team were hovering over the projector and wonky screen; the smell of quiche and sausage rolls drifted from the kitchen and the caretaker was fixing a broken table. I remember vividly the mixed emotions of fear, excitement, dread, awkwardness and a whole host of other emotions. Where did I fit into all of this? How was I meant to behave? Who was I meant to be? I was approached by a lovely lady who ushered me to a table and instantly remarked on my new sparkly engagement ring which put me at ease. I realised very quickly that everyone genuinely wanted to get to know me and slowly the anxiety waned. I am naturally quite chatty so decided to just be myself and genuinely get to know them also. The relationships and friendships in my first school were absolutely the most positive of my entire career. We all had our flaws but respected and cherished each other regardless.
You must be true to yourself. Be genuine and let people see the wonderful person you are warts and all! Nobody is perfect.
Top Tips
- Always be yourself.
- Be genuine, honest and act with integrity.
- Show a genuine interest in those around you.
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