What teachers need to know about ADHD
Dr Mark Kennedy is a Senior Teaching Fellow at The Institute of Psychology, Psychiatry and Neuroscience, King’s College London. He is also Lead Educator on the Understanding ADHD: Current Research and Practice course on the FutureLearn Platform. Attention Deficit Hyperactivity Disorder (ADHD) is regarded as a “neurodevelopmental disorder”; which puts it in the same category as Autism Spectrum Disorder (ASD). It’s the most common neurodevelopmental disorder, affecting around 4-5% of children. Despite this, teachers frequently say that they lack specific knowledge about ADHD and what strategies can be used to help children affected by ADHD. When you ask people what ADHD is, they describe a child with too much energy. In reality, there’s a lot more to it than hyperactivity. In fact, there are three “presentations”; Hyperactive-Impulsive, Inattentive and Combined Type. The most common form in the general population is actually inattentive, not hyperactive-impulsive, which comes as a surprise to some people. Teachers need to be aware of ADHD for a number of reasons. Children with ADHD often struggle academically. As well as being a concern for parents and teachers in itself, ADHD and associated difficulties in school can also begin to impact the child’s self esteem. Beyond this, it has been linked to poorer outcomes in adulthood, such as unemployment and difficulties in relationships. Importantly, research has shown that teachers simply being aware of what the disorder is, can actually be beneficial. I think that’s a really positive message, especially given the immense pressure teachers are under to accommodate the broad range of issues children in their class may be facing. Free-to-join online ADHD course Motivated by a desire to increase awareness, King’s College London have partnered with FutureLearn to create the free-to-join, online course: Understanding ADHD: Current Research and Practice, which launched in May. The course is an accessible and time-efficient resource for anyone looking to learn a bit more about the disorder. Being ADHD aware also matters because there’s reason to believe that girls with ADHD are being missed. When you look at population-based studies, for every one girl with ADHD, there are two boys. But when you look at clinical referrals, the ratio is double that (1 girl: 4 boys). In our course, we speak with a mother of a daughter with ADHD. She describes her daughter’s report card, which contained descriptions of ADHD behaviours, but no-one had considered that she may have ADHD. Much like Autism Spectrum Disorder, there’s a huge amount of evidence to suggest that the brains of children with ADHD are hardwired differently, compared to those without it. That matters because it means that children with ADHD are less able to regulate their behaviour, again like those with ASD. Understanding that – and the increased empathy that this understanding brings – along with helping children to understand this, has again been shown to help. As well as being aware of the disorder, there are low-cost, practical things teachers can do to help. For instance, sitting a child with ADHD close to the teacher has been shown to help; it’s harder to get distracted and makes it easier to pick up on the teacher’s cues. More practical tips, strategies and evidence based advice is discussed in the Understanding Attention Deficit Hyperactivity Disorder course on the FutureLearn platform.
The knock-on effect of Brexit on career opportunities
With the once distant idea of Brexit fast becoming a reality, concerns over the future of the current labour market have grown. For young people, the impact on the job market presents a lot to be worried about, particularly with the threat of large firms moving their offices to Europe. Giving rise to the gig economy, Brexit means young people face increased job insecurity, resulting in potentially hugely damaging consequences. Whilst there’s no way of perfectly determining what will happen, it’s not all doom and gloom for those starting out in their career – Sharon Walpole, Director of www.Careermap.co.uk, has identified the potential good, the bad and the ugly impacts of Brexit on the labour market… Apprenticeships Change doesn’t have to be all bad, in fact 2019 marks a big year for apprenticeships as they are expected to be boosted after Britain’s exit from the European Union. Indeed, whilst the 2017 levy that was introduced by the Government has led to a decline in the total amount of people taking up apprenticeships and a huge strain has been placed on smaller businesses, the quality of apprenticeships has risen greatly. By 2020, The Apprenticeship Levy has promised to create 3 million apprenticeship starts, equipping more young Brits with the opportunity to earn whilst they learn. As a result, there has been a rise in the number of those applying for the new high-quality apprenticeship courses as businesses are desperately looking for more highly skilled workers to replace the departing Europeans. Additionally, the opportunity to build a better career within businesses means that retention and motivation within the workplace is expected to improve. With tuition fees putting so many off university, this is a perfect opportunity to explore what apprenticeships are on offer. Take this time to explore Further Education and School Leaver Programmes as many even offer you the chance to earn yourself a degree or vocational qualification without the student debt. What about my degree? With the decline in attractiveness and reputation of the UK after a possible hard Brexit, there is much concern over the loss of funding for humanities and social sciences due to the financial impact that the loss of international students will have. With the expansion of Higher Education into businesses, it has been suggested that whilst The Russell Group will face the biggest economic loss from a decline in international students, they will be given greater support, meaning smaller institutions will lose out. Alongside this, universities could lose their research opportunities abroad, as well as the ability to participate in collaborative funding. However, a decrease in students can also be positive for UK students as they will be given greater opportunities to benefit from smaller numbers on their course, giving them the ability to build better relationships with lecturers and build better skills for the future. Travel European students currently studying in the UK face a race against time to complete their education as the costs of studying are likely to increase. An end to the free movement of people means that immigrants will no longer have the same privileges as British citizens and this works similarly with Britons studying abroad, damaging job prospects as well as access to education and services. Additionally, the potential scrapping of the EU’s student exchange scheme, ERASMUS, means that young Britons won’t have nearly the same travel opportunities to live and work abroad as older generations had. This can lead to a generation largely closed off from the international world, eliminating opportunities for international friendships and impacting chances in the job market. This does not meant that equivalent schemes cannot be established however, as UK universities will still have strong relationships with European universities, so all might not be lost.
Keeping the love for history alive
Benedict Freeburn, history teacher at St Mary Magdalene CE School, explains the positive impact great CPD can have on teachers’ passion for their subject. After giving explanations of how William the Conqueror won the Battle of Hastings to a multitude of classes, does your passion for teaching shine as brightly as it did the day you first walked into the classroom? The best teachers are highly skilled at ensuring true love for their subject endures, regardless of how many years they have been teaching it. But schools have an important part to play in nurturing this. History beyond the classroom School trips are a great way to spark students’ imaginations and immerse them in the subjects they are learning. Our school is ideally located for this and as a history teacher, I’ve seen the positive impact of taking students on half-termly trips to exciting locations such as the Tower of London and Hampton Court Palace. Giving students the chance to chat about the famous characters from history inside the rooms they inhabited, or see the actual graffiti created by those imprisoned in the Tower for themselves, really helps to bring history to life. But spending time outside of the classroom in these places can be hugely beneficial for teachers too, as I discovered recently when my colleagues and I attended a CPD event at the Tower of London. Always learning Having visited the Tower with our students at least eight times a year as part of the history curriculum, we were amazed at how much a CPD-focussed event enabled us to learn about the subject we love and the different ways of teaching it. One highlight of the event, which was run by Historic Royal Palaces, was being able to chat to a current GCSE examiner about the new numerical grading system. As a relatively new school, St Mary Magdalene is about to start teaching GCSEs for the very first time, so it was great to be able to ask questions and get a clearer understanding of what examiners look for in a grade 9 answer, and how this differs from the previous A* grade. Taking a tour from a teacher’s perspective, rather than that of a student, helped to underline how our trips to the Tower can support teaching at Key Stage 3, as well as our GCSE units. We returned to school invigorated with new lesson ideas and a deeper understanding of the site’s history – it is quite amazing how many questions you have when you’re not monitoring thirty students. The experience has changed our approach to teaching Key Stage 3 history. The Tower now plays a central role in developing students’ enquiry skills, featuring heavily in our Normans and Tudor schemes of work. The CPD event has also provided a strong introduction to the Elizabethans for Key Stage 4 too. Inspiring students School trips are designed to an experience that motivates students to make good progress back in school. CPD days away from the classroom are equally important for allowing teachers to delve deeper into their subjects and explore the most effective ways of teaching them. With over 70% of students at St Mary Magdalene studying history GCSE, we believe that the passion our teachers have for history is shared by our students. For more information, visit CPD for schools.
Advice for students after receiving their GCSE results
Deciding what you want to do after your GCSE results can be a tough choice, and you might not even know what career path you want to head down just yet, so making decisions on A Levels and further education can be hugely overwhelming. The key is to keep your options open and throw yourself into everything; nothing needs to be set in stone just yet. Below is some advice to help you navigate your way through this tricky period from Sharon Walpole, Director at www.careermap.co.uk… Gain some hands-on experience As part of your school curriculum you’ll be given the opportunity to do work experience, which usually involves spending a week shadowing members of staff as they go about their jobs. This is a great chance for networking so put some effort into finding a worthwhile placement; think about what sort of work interests you and what kind of environment you might want to work in. Don’t panic if you have no idea what career path you want to take yet, this is the perfect time to try new things out, discover what you like and what’s not right for you. It can sometimes be tricky to secure work experience so make sure you’re flexible and open to trying different things; your placement may not be your dream job but it can give you valuable experience or help you get your foot in the door. Make use of your school’s advice and careers services as well as your family, as they may be able to put you in touch with potential contacts. Remember, to secure the most lucrative opportunities, you must be proactive: make phone calls and email out your CV, for example, as the more positions you apply for the greater your chance of being successful. Throw yourself into all things extra-curricular A great way to develop essential skills for your CV (and personal statement if you end up going to university) is through extra-curricular activities. Whether it’s debating to enhance your communication, or sports to improve your team-working abilities, it all counts. Not only that, but this is also a great opportunity to meet new people, find out what you enjoy and work out where your strengths lie. Take a step back A Levels aren’t for everyone, so don’t feel pressured into staying in school if you already have a pretty good idea of what you want to do. Whilst aspiring doctors and vets will have to get the grades, there are plenty of apprenticeship schemes – from engineering to accounting – available that might be a better fit for you. Apprenticeships and vocational qualifications such as BTECs and National Vocational Qualifications (NVQs) can be done alongside A Levels, or even instead of, and they focus on the practical side of the working world, meaning that you can put what you already know into action. Apprenticeships even give you the opportunity to be paid around £170 per week, meaning that you can start earning early on, and get a head start into the concept of ‘adult life’ from an early age. Be sure to do your research into all the alternative options out there to find the best choice for you. If you change your mind about higher education later on, you can apply to university with your level 3 NVQ qualification or your BTEC results. Think it through If you’ve decided A Levels are the route you want to take, think about the relevance of your chosen subjects to your future. If you’re unsure what you want to do later on, keep your subjects varied, but if you know which area you want to go in to, then it’s important that you pick subjects relevant to the topic. Employers are crying out for those with more technical skills in maths and sciences as these jobs tend to not be too oversubscribed. Take this into account if you have a flair for these subjects, and perhaps consider a language if this is something you enjoy as it’ll make your CV stand out a little more. More information on what to do following your GCSE results can be found in the Careermap Results Day Guide: careermap.co.uk
Bringing history to life through animation
Victoria Nielson, CEO of Waterloo 200, discusses getting youngsters engaged with history through the Age of Revolution project… Q&A on Waterloo 200’s history animation competition 1. Tell us about Waterloo 200 charity, about its background and how the Age of Revolution Project came about. Waterloo 200 is the official body recognised by the UK government to support the commemoration of the Battle of Waterloo. As part of our work we have launched a five-year educational legacy project – the Age of Revolution. The aim of the project is to broaden understanding and engagement of the revolution in Europe between 1775 and 1848. Our goal is to engage with over 2,000 national UK schools across the education spectrum through providing bespoke educational materials, multimedia technologies and creative educational partnerships. The Age of Revolution resource brings together objects and artworks from museums and galleries across the UK, together with facts, information and curriculum-linked ideas to help bring this extraordinary period to life. 2. Why did the charity decide to run an animation competition? We’re always looking for ways to link the extraordinary people, events and ideas of the time – such as protests, equality and the invention of things we now take for granted – with the lives of children and young people today. Animation is a great way to pull all of these aims together. One of the best ways to learn about something – including history – is to present or explain it to someone else. By creating an animation about the Age of Revolution, students have to really focus their learning about the period and think creatively about how to get their message across, in a fun and engaging way. We hope that presenting this as a competition will not only encourage more schools to have a go, but will also mean they can share their wonderful ideas with us – and others. We’ve included a step-by-step guide to making an animation in our online resource so we hope that will also help students (and teachers!) develop new skills in digital making. 3. Have you seen any entries yet and, if so, what impressed you? It’s a little early for entries at the moment as schools have until February 2020 to submit their entries. The judges are looking for imaginative, creative animations, which genuinely reflect students’ own ideas and thoughts about ‘Revolution’. We really want to encourage schools to be as creative as they want to be – they can use photography, clay or digital apps. We just want people to have fun with it and for their film to answer the question “What Does Revolution Mean to Me?” We are lucky to be working with hugely talented judges who are experts in creativity, filmmaking and history. From historian and Waterloo 200 ambassador Dan Snow to award-winning Casting Director Kate Rhodes-James, BBC Animation Producer Barry Quinn and Anra Kennedy, Partnerships Director at Culture24, our judges are waiting to be impressed. 4. How can schools get involved in the competition? Firstly, we need schools to encourage their children to engage with the competition and what revolution means to them. We would point teachers towards our Revolutionary collection held on our website (ageofrevolution.org) to introduce their students to the objects and images of the Age of Revolution. Students may want to look at the Age of Revolution as a whole or concentrate on a specific theme for their film – be that Riots and reforms or the Industrial Revolution. We then would ask teachers to plan a simple story with their class which will form the arc of their animation, as well as to think about the different elements – from characters to format to colours and storylines. It’s then down to creating the film! 5. Do you provide wider resources on the Age of Revolution for schools? We have many free online resources for teachers supported by the Age of Revolution project. It includes an online gallery of over 100 revolutionary objects, carefully selected from museums and galleries across the UK, with facts and information written specifically for teachers. Teachers can choose from our range of tried-and-tested historical enquiries, creative challenges, activities and ideas, to bring classroom learning to life across the curriculum, for all ages. Schools can visit ageofrevolution.org for more information and a bank of free resources. 6. What do you have planned for the future? We’re about to launch a graphic novel about the Peterloo Massacre – created specially for schools. It’s been created by Polyp, Robert Poole and Ben Marsh (our historian partner from the University go Kent) – it’s described as: “The explosive tale of Peterloo, told through the voices of those who were there. A vivid, original and historically accurate ‘comic book’ visual account of the 1819 Manchester massacre, to be published as part of the 200th anniversary commemorations.” As with all our resources it will be accompanied by associated classroom activities for teachers. We have also just closed an exciting funding opportunity for schools and museums to apply for funding to develop digital making projects. We want them to work together to use simple digital tools such as apps, green screening, video, 3D printing, microcomputers etc to get creative with ‘Revolutionary’ museum collections – and with our own online ‘Revolutionary collection’ of objects. We’ll be working with successful applicants from September on these projects and will share any great ideas on our website as part of our resource, for other museums and schools to try.
How edtech can relieve exam stress for an entire school community
Karin Bjerde, Head of Strategic Growth at Kognity, comments on how edtech embraces a hands-on and personalised approach to education that eases stress, teacher workload and budget pressures. Students have studied hard over the year. They’ve memorised quotes from plays and poems, learned the tools of critical analysis, practised applying formulae and theories, and mastered the French tenses. However, by May, most become increasingly concerned about their exams and results, and if history is anything to go by, they are not the only ones to feel the stress. Teachers, department heads, senior leaders, support staff, parents, and governors often invest just as much in student outcomes as the students themselves. For years, they have taken students on a dedicated path of learning. They’ve given them the tools and strategies to help them get through the content, and hopefully developed autonomous learners. Year on year, teachers provide feedback, host revision classes, apply interventions, encourage, empathise and support their students, but by the time pupils sit down to put pen to exam paper, staff and parents have to concede their part in the process. Occupying national headlines earlier this year, we heard teachers highlight the profound effect that students’ mental health can have on the entire school community. School staff have grown acutely aware of the ways in which exam pressure can affect their students’ mental health and will often take this pressure on themselves. Dedicated, hard-working teachers lie awake at night worrying whether they have sufficiently supported their students and what more than can possibly do. While teachers may absorb their students’ stress, thanks to digital innovations and education technology, we now have the tools that can make it all a little easier for teachers and students alike. If some of the stressors of exam preparation can be eliminated, or at least alleviated by edtech, the trend of schools investing in evidence-based resources should come as no surprise. Technology now exists to support learning in a way that is engaging and accessible for students, while taking away some of the considerable stress placed on school staff and students. Thankfully, in the contemporary education environment, edtech advances such as intelligent textbooks can be implemented in classrooms and at home to complement and supplement traditional teaching, learning and assessment. Incorporating video, 3D models and embedded formative assessment, these resources are designed to improve learning in a way that is valuable, student-friendly and highly personalised. Not all stress can be eliminated, but if technology can assist in maintaining a healthy, more manageable level, it seems akin to a duty-of-care to embrace the wave of edtech and digital resources. Afterall, it will only be through the adoption of innovative and contemporary approaches that shake up the systemic shortcomings, that significant progress will be made in transforming the mental wellbeing of the entire education community. How can edtech support students and teachers? Digital tracking of knowledge and progress to highlight knowledge gaps to help tailor more in-depth student support. Auto-correcting assignments reduces marking time and eases teachers’ workload. Digital textbooks ensure resources are up-to-date and curriculum aligned, reducing research time for teachers.. Increase student engagement through interactive and engaging tools such as videos and 3D models for a truly immersive learning experience. Cloud-based learning provides a central learning hub for students and teachers. See kognity.com for more options on how to ease exam stress using edtech solutions.
Overcoming the myths of clearing
As of September 20th, 2018, the academic intake year seen a total of 60,100 hopeful students accepted through the UCAS clearing process. Not only was this figure 150 higher than the previous year, it broke a new record for the number of students in total who had been taken in through clearing. Unfortunately, despite the incredible number of success stories which have generated from the clearing process, in 2019, there still exists a major stigma around it. In this article, we set out to quash the myths and provide you with a factual realisation of the benefits of clearing. What is clearing? Clearing takes place between July and September. It is designed to help students who need another opportunity to apply, regardless of the reason. Much of the confusion regarding the clearing process is based around who can apply. If you fall within any of the following categories, then you can apply: • Your application was not received by UCAS until after the 30th June, as by this stage they will not have been able to submit it to higher education institutions on your behalf • You didn’t receive any offer(s) • You had paid the full application fee for a course which has either been declined or unsuccessful • You either didn’t respond by the due date or declined your offer(s) • You didn’t receive the grades, therefore your offer was not confirmed • You declined a changed entry point, a changed course of study, or a changed start date A-Level aftermath The first major point regarding the clearing process, which is misinterpreted, is that it is only for people who failed their A-Levels. Not only is this untrue, it couldn’t be further from the truth. Yes, clearing does offer an alternative route into further education for those who failed to meet preestablished grade requirements, however, this is one very small dimension to the process. It is a sad reality that many students will beat themselves up if they don’t get their predicted grades at A-Level. However, once you arrive at university, everyone starts off from the same place. Teaching is designed and geared to ensure that everyone is in the same boat, regardless of your previous experience or learning. Similarly, don’t think because you’ve come through clearing that the rest of the class will be more intelligent — they could have gone through the exact same experience! Once you’re in, you’re in, and there is no looking back. For students carrying out their A-Levels, there is no denying that you have a lot on your plate. Yes, of course you will receive copious amounts of help from your career advisor at school or college, but, quite frankly, you might not know what you want to do. Often this can lead to jumping into a university course that you didn’t actually want to do. This is where clearing can show its true worth. Rather than devoting the next three or four years of your life to a degree which you are unsure about, reapply once you have had a summer to weigh up your options. ‘But it’s only the courses that nobody wants to do…’ If you listen to the word on the grapevine, you might think that the only courses available through clearing are the ones which nobody wants to do. This, however, is little more than a rumour. Of course, there are a number of subjects which are incredibly oversubscribed from the off-set. However, even for those courses, the grade boundaries will usually be higher, and if the candidates don’t meet the requirements, unfilled places will remain. All clearing does is match students to courses which are not filled. The credibility of the course isn’t diminished in anyway because it features in the clearing process — you could literally find anything on there, even the course you had initially applied for. Don’t think that because you’ve had one knock back from that course that you are inappropriate for a second shot. Many students find that they miss the cut the first time around, however, they can enter on the second intake. Edward Brooks is a recent graduate of Northumbria University. After completing his first year at Teesside University in Middlesbrough, Edward began to look at alternative locations for the remainder of his studies. He wanted to be closer to his family in Newcastle. Unfortunately, because he had missed the cut off for UCAS applications, he would have had to wait for another year if he was going to apply using the standard procedure. Thanks to the university clearing process, Edward was able to apply to Northumbria. He details how his process was utterly seamless: “I was a bit stressed at first. I’d heard that clearing can be really confusing and time-consuming, but, I got in touch and everything was pretty simplistic — I was on the right course for me, in the right location in a few weeks”. What else? The clearing process isn’t difficult, but, we do admit, come results day, things might be a bit haphazard. However, there are walkthrough guides online detailing how to make the most out of the process. Don’t be fooled into thinking people will think less of you if you go through clearing. Clearing is somewhat of a Pandora’s box, or Narnia style cupboard, in that it can lead you into endless opportunity. Sources ucas.com bbc.co.uk
Five reasons to teach entrepreneurship to teenagers
Catherine Whitaker, CEO & Head of Learning of EtonX, discusses how to teach entrepreneurship skills to the next generation of business leaders… Entrepreneurship has gained mass appeal on our TV screens, through the naked ambition of the Apprentice or the trenchant verdicts of the Dragon’s Den judges. But are we missing the opportunity to communicate entrepreneurship’s wider value in preparing for our schoolchildren for the future? Having developed an online entrepreneurship course for teenagers around the world, I know there are many transferable skills children can develop from entrepreneurship training. Here are five of the key ones. The first is creativity. Entrepreneurship requires students to use idea generation techniques both to come up with new business opportunities and to deal with the hurdles they might meet putting their idea into practice. Analytical thinking is the second benefit. Children will come up on day one with ideas such as a music-sharing app but guiding them to carry out research and find out if there is actual demand for it develops analytical skills. Entrepreneurs are quick to test ideas (often with a Minimum Viable Product), learn from test results and decide either to iterate or to start again. This, too, requires analysis but also, adaptability – the third key skill. Students learn to be flexible, to embrace different perspectives and respond to feedback. The fourth skill is persuasion. Gaining support for a product or service from potential collaborators, investors and customers requires persuasive skills. Students need to think hard about what will motivate any of these people to support them, what messages will appeal and how to present their calls to action. Finally, teenage entrepreneurs rarely work alone so the skill of collaboration is also developed through entrepreneurship experiences. Putting students in groups to develop a concept and pitch it to their peers creates an engaging way to gain build their confidence and ability to work with others. Generation Z need to develop core skills like entrepreneurship These transferable skills – creativity, analytical thinking, adaptability, persuasion and collaboration ‒ are critical for rounding out Generation Z’s education. As jobs worldwide are being automated away by technology, our students need to develop the core human skills that allow them to adapt to change with new ideas and ways of working. The Apprentice and Dragon’s Den provide a gripping view of entrepreneurship. For my money though, the true benefits of teaching this subject lie in its fostering of children’s ability to come up new ideas, analyse success or failure and work collaboratively in a team, all of which equip them with crucial soft skills for a fast-changing world. See www.etonx.com for more information on entrepreneurship courses.
Simple quick tips to impress as an NQT
Robert Aitken, ex-teacher and education technology specialist at ONVU Learning, has some advice for the NQT in your school… Step one is complete; you’ve found an NQT job for next year. It’s only natural to feel a little scared by the prospect. You’ve spent the last year training and now it’s just you at the front of the class, and there are 30 students staring back. There’s no need to panic though. Here are eight ways to build confidence as an NQT and to be your best self. 1. Get to know your new school before your first day Once you know you have a job with a school try to visit several times and learn as much information from the team. Gather as many resources as possible. If you’re based a long way away, try to visit at least once and then follow-up with some probing questions. That will allow you to spend your time over the summer holidays planning effectively and gaining confidence in your approach. 2. Learn and follow school policies from the outset Each school has its own way procedures and it is vital that you follow them wholeheartedly as an NQT. Reading them carefully is the task number one, but if you can spend time shadowing a class or a student before the summer break you’ll get to know how such policies and approaches are delivered by teachers in the classroom in practice. That will make all the difference in your ability to assimilate and thrive in the new environment. 3. Look for respect, not to be liked There’s a saying: “You shouldn’t smile until Christmas”. That’s a pretty big challenge. A smarter version is to look for respect. Don’t fret about telling students off when needed, but at the same time you can laugh when the situation comes up. Just remember who is in charge and the goals everyone is there to achieve. 4. Stick to the basics of teaching – explain, model, question Alex Quigley’s book ‘The Confident Teacher’ has a tip: Don’t think of trying to deliver overly complex ‘wow’ lessons every lesson every day. Just ensure that you have a core process of explaining new ideas, showing how they work in practice, and then using effective questioning to assess the learning delivered and if it has translated into understanding. 5. Look after your voice A study by Greenwich University found that 50 per cent of NQTs suffer from voice loss during the year. What a problem to have! The NUT2 advises teachers to take a range of steps to avoid this, from warming up the voice at the start of the day to finding a comfortable range of pitch to drinking enough water. It’s a real problem, so take steps to address it so that the risk is minimised. If it should happen, do the right thing right away so the episode passes as fast as possible. 6. Don’t agree to do too much too soon – even under pressure It’s easy as a new member of staff in a school to want to throw yourself into a wide range of new activities. Everyone wants to be respected and relied on. But everyone needs time to prepare lessons, do their household chores, sleep, AND have a life beyond teaching. As you become more experienced, teaching and preparation will take up less time and you can take on new roles. A teaching career can last over 40 years! Don’t try to conquer the task at the expensive of your life. 7. Use networks for help and support early and often As an NQT you’ll have a network of people within your school to help you – usually a mentor and an induction tutor as well as a peer network of NQTs and RQTs (2nd year teachers). You may also be part of a wider network through a multi-academy trust or local authority – and you’ll probably be in touch with fellow students from your initial teacher training programme. It’s important to use them – and to remember that no question is too silly to ask! Ask the question before you run into the problem. 8. Take time to reflect on your lessons in a positive way Take a moment out of each day and reflect on your lessons. Notice the critical incidents within them, and use reflection and external coaching to continually improve. Some schools make this easy with technology and structured techniques that improve the effectiveness of such self-reflection. Certainly think back after each lesson and ask ‘what would I do again?’ – identifying the key things that you did right. If anything could be better, think about what happened to drive that outcome, the internal and external factors. It’s an exciting time, and as in all aspects of life, proper planning prevents poor performance. Every student deserves a great learning experience and every NQT is able to deliver one, with the right attitude, training, and support. Self-reflection and a growth mind-set focused on continuous professional development will get a committed NQT through day one, week one, and year one, and onwards for a rich career.