Hi all! This is the sixth instalment of me documenting my journey through a postgraduate teaching degree, and all that comes with it. If you’re keen, you can find the previous editions below:
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#2 Placement
I’m currently partially through my second placement block, so it’s a really busy time, but I thought it would be interesting to reflect on placement when I’m actually in it, rather than retrospectively like last time.
Here are my experiences/thoughts so far!
The build-up to placement
Because placement is 50% longer this time around, it started earlier in the semester. That means that there is a longer ‘break’ (if you want to call it that) between regular uni classes, which don’t run across the placement period. And what that means is that assessments are also bunched up before placement and after placement. This semester, my assessment calendar looks a little like the below. Each assessment is a major one, with most assessments worth 50% of the entire unit.
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Unit 1 - Assessment 1 - due Week 3
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Unit 2 - Assessment 1 - due Week 5
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Unit 3 - Assessment 1 - due Week 5
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Unit 4 - Assessment 1 - due Week 5
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Unit 1 - Assessment 2 - due Week 12
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Unit 2 - Assessment 2 - due Week 12
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Unit 3 - Assessment 2 - due SWOTVAC
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Unit 4 - Assessment 2 - due SWOTVAC
That looks like a massive gap in the middle of the semester, but after you factor in placement, there’s not a huge break from assignments - they’re all typically due at a similar time before placement, and then after placement.
As such, you need to be really organised. Before the cohort started placement, pretty much all of the discussion was about assignments. “How are you going with this?” “Can I help with that?” It felt a bit stressful! But in the end, assessments came and went, and placement began.
Placement is more ‘involved’
The idea for placement is that the placement periods incrementally ramp up in terms of both duration and responsibilities as the degree progresses. What I mean by ‘responsibilities’ here is that you might, for example, spend longer lead teaching, and less time team teaching or leaving it to your mentor teacher entirely.
As an extension to that, you may also be expected to more thoroughly plan lessons, to demonstrate an understanding of what goes into a lesson plan, and the factors that need to be addressed. My experience so far is that teachers’ lesson plans in practice probably vary a bit in terms of thoroughness and detail, but that it’s an important skill to nail early on when you need to actively think about what will happen in every single minute of every single class.
Main takeaways
This placement period has been really interesting, because it’s quite a different environment to my first placement. I’m grateful for that, too, because it’s opened my eyes a bit, and given experience in varied contexts across the sector. Here are some general thoughts:
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Teaching is taxing! I’m not sure if this is just because I’m a pre-service teacher, and not super familiar with the processes and environment, but I’m going home absolutely exhausted every day.
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Little things go a big way. It probably seems like nothing, but after a tough day, a student saying “thank you” on the way out of class genuinely makes a huge difference, and is really appreciated.
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There’s only so much uni can teach you. As much as I’ve enjoyed my classes this semester and last, I feel like I’ve developed a lot more across the placement periods. I heard similar perspectives from past students before I started the course, and now I totally understand why; it’s very difficult to teach how to think on your feet, for example, but the experience in a guided and supervised setting really helps.
The harder it is now, the easier it will be later
This is how I’m trying to think about some of my classes. As hard as it is to do (and it is really hard), jumping at opportunities now is all about building experiences. I think I’ve been better in this placement than last at just saying “yes” to everything (within reason, and within the scope of the placement).
For example, if I took a class tomorrow and it didn’t go well, that would probably affect my mood in the short-term, but in the long-term, I’m certain I’d learn from it and be better as a result. I’d be better equipped to deal with a similar class in the future based on those experiences.
If I didn’t take the class at all, conversely, what have I learnt? I’m essentially kicking the can down the road to instead learn those lessons when I’m actually a qualified teacher, and have fewer supports (like a dedicated mentor teacher) around me.
It’s all about networks
Something I’m learning more and more - and this is coming from probably the biggest introvert on the planet - is that it’s really important to develop networks in the industry. And this is for a couple of reasons.
Firstly, there are the obvious practical benefits of career prospects and job opportunities. The more people with whom you have a positive relationship, the more chance you have of being referred for a job or have your proficiency as a teacher vouched for.
But the networks also give you people to talk to who understand the trials and tribulations of the profession. If you’re having difficulty in a particular situation or if you feel like you’ve delivered a poor class, there will no doubt be countless teachers ready to console and provide advice based on their own experiences. That’s really helpful in making you feel a little less alone.
Working with a mentor
The way it works with my course (and I assume other similar courses) is that, as a pre-service teacher, you’re allocated a specific mentor to work with. That mentor will be your go-to person to workshop ideas, get feedback on your lesson plans and teaching, and debrief after classes. They are typically very experienced, and are a terrific resource as a developing teacher.
I’ve been really lucky insofar as I’ve had two excellent mentors. They have been encouraging, warm, and, I think most importantly for me, understanding that classes won’t be perfect.
My general advice is to speak with your mentor (and other teachers at the school!) as much as you can. In my experience, they are always more than happy to help and answer any questions. After all, they were new teachers once, too, and everybody starts somewhere!
So what’s next?
As I mentioned, we’ll be working toward a second ‘block’ of assignment due dates once placement ends. Classes (lectures/tutorials) resume for the four units, but there aren’t actually that many classes between the end of placement and the end of the semester.
I’m guessing my next update will be when I’ve finished all of those assignments - so wish me luck!
