Which one of us are you asking?
Oh, actually, doesn't matter -- we're both teaching in the UK -- taught in the US prior (again, that applies to both of us). |
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Yes, we both taught in the US. I taught at an after school programme in Arizona whilst I was in graduate school and then taught primarily at a suburban high school in southern Ohio for 9 years prior to this...(ok, no fair use the math to calculate my age).
In case you are worried that you have to have experience to take a position over here, don't. I'm sure it helps, but it is certainly not a requirement. There was a young man from Canada teaching in my department last year who had NO prior teaching experience. He came straight out of teacher education. |
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I thought I'd add a few questions here since they relate to typical types of teacher things.
I'm a prospective English teacher but I'd like to hear from anyone.
1. What lesson plan ideas did you find to be the most successful?
2. What kinds of lessons did not translate well from the U.S. (or your home country)? Why do you think they didn't work?
3. Did you find that you had adequate supplies already avaliable in your classroom? Or did you need to make extensive purchases to supplement?
Feel completely free to add anything else that these questions may have made you think of! |
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Nice questions. Here are my answers from a science teacher's prospective:
1. What lesson plan ideas did you find to be the most successful?
In general, lessons which work best are divided such that there is a short self directed starter activity so that the kids can get focused while you get attendance, followed by a short period of teacher lead instruction (about 20 mins max), followed by some kind of reforcing hands-on, group-centered activity, and finally capped with about 5-10 mins of clean-up and question/answer/sharing time.
2. What kinds of lessons did not translate well from the U.S. (or your home country)? Why do you think they didn't work?
As a science teacher, I am struggling most with labs/practicals here because the kids don't seem to be particularly use to following the same sort of structured conditions and using the lab safety in the same ways kids in the US are. Keep getting, "but the other teachers don't...". Lab safety can be pretty lax here. At the same time, there are some labs which US teachers use all the time (rockets & the Van deGraff generator) which are not legally permitted here due to safety concerns.
3. Did you find that you had adequate supplies already avaliable in your classroom? Or did you need to make extensive purchases to supplement?
NO...I've had to purchase a lot of items to help organize my classroom and provide for those hands on activities that I mentioned earlier. I've needed to buy paper, glue sticks, white glue, markers, scissors, rubber bands, paper clips, binders, page protectors and classroom organizers such as stacking trays, shelves, and baskets for organizing lab supplies. I also found it very useful in reducing personal stress loads to purchase a printer/scanner/copier for my classroom for which I then need to purchase ink. Also, items such as candy or stickers for prizes and bandaides for boo-boos. I could have gotten around buying ANY or ALL of these items though if I had been willing to lower my own personal standards though...It's the same kinds of things
Hope that helps,
Meli
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Let me add a few tid-bits here:
First, most schools use teachers for internal cover (aka subsitute) work. However, there is probably a contractual limit to how many times during the year they can use you. In my school, the limit is 38 times per year. It is important for you to keep a good record of the specifics of all the cover you do specifically if it is last minute and unposted.
Second, you are suppose to have untouchable PPA time equivalent to (I think) 10% of your contact time. The school is not suppose to be able to take this PPA away from you. If there is an overwelming reason why it needs to be taken, the school should offer you some replacement time.
Third, as a new teacher in the school you should have access to a mentor teacher and a time-tabled untouchable mentor period every week. This is especially important if you are going for QTS. You need to keep a journal on what QTS standards you are addressing during each of these mentor sessions. If you want more on this, I can add details.
...By the way, put in the application for the QTS as soon as you can. For this you will need to submit copies of the following to NARIC:
1) High school transcripts and diploma
2) Undergraduate transcripts and degree certificate
3) Teaching certification certificate
4) Graduate transcripts and degree certificates (if applicable)
The NARIC will cost about 46 pounds, but will NOT translate your qualifications specifically. What it said in my case was the my high school diploma was equivalent to earning at least 5 A*-C grades assuming that I earned at least a C in each of those classes, that a US Batchelor's degree is equivalent to a UK Batchelor's degree, and ditto that for Master's and above. This leaves a small problem for those of us who earned more than 1 undergraduate major...I can provide more detail on this if this is a concern for you.
If you are going for QTS bring student work and any original teaching materials made by you as they can be used as evidence in your portfolio.
Anyway, hope there something helpful here.
Meli |
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