Seriously disillusioned NQT

Sarah3

I gave up a very good well paid career last year to pursue a career as a secondary teacher of Maths because I was led to believe there was demand in the system and because I thought I would totally love it and be great at it.

After applying to approximately 20 jobs during the summer and not even receiving a reply, I eventually got offered 7 hours in a school 100km away from me. At the time I was estatic. Roll on 7 weeks and I am feeling totally different.

The school I am in is a DEIS school and has a high proportion of students with SENs. This doesn't bother me as much as the significant number of other children who has behavioural problems. In my 7 weeks teaching I have endured incredible disrepect such as ignoring me when trying to teach a subject and instead chatting and messing with fellow students and also using insulting language aimed at me as well as other studenst. It has become obvious that the vast majority of students do not want to learn. I had a parent teacher meeting 2 weeks ago and was looking forward to speak to parents about their child's behaviour but out of my most challenging class, 2 parents out of 15 turned up.

At this stage I am feeling totally disillusioned with teaching and am wondering if it is inevitable that for the next 5 years or so I will have to prove myself in a challenging school in order to get into a better school. At this point I feel like quitting this schoool but suspect that might come back to haunt me in every future interview. I feel ready to throw the towel in and go back to my old career where I can earn alot more than my current €200 pw and not have to put up with half the stress.

Any advice would be truly appreciated. can things get better for me?

flatbackfour

Sarah3 wrote: »

I gave up a very good well paid career last year to pursue a career as a secondary teacher of Maths because I was led to believe there was demand in the system and because I thought I would totally love it and be great at it.

After applying to approximately 20 jobs during the summer and not even receiving a reply, I eventually got offered 7 hours in a school 100km away from me. At the time I was estatic. Roll on 7 weeks and I am feeling totally different.

The school I am in is a DEIS school and has a high proportion of students with SENs. This doesn't bother me as much as the significant number of other children who has behavioural problems. In my 7 weeks teaching I have endured incredible disrepect such as ignoring me when trying to teach a subject and instead chatting and messing with fellow students and also using insulting language aimed at me as well as other studenst. It has become obvious that the vast majority of students do not want to learn. I had a parent teacher meeting 2 weeks ago and was looking forward to speak to parents about their child's behaviour but out of my most challenging class, 2 parents out of 15 turned up.

At this stage I am feeling totally disillusioned with teaching and am wondering if it is inevitable that for the next 5 years or so I will have to prove myself in a challenging school in order to get into a better school. At this point I feel like quitting this schoool but suspect that might come back to haunt me in every future interview. I feel ready to throw the towel in and go back to my old career where I can earn alot more than my current €200 pw and not have to put up with half the stress.

Any advice would be truly appreciated. can things get better for me?

Try to see the good in all of your students. Also see this as a great learning experience. The likelyhood is that you will not have to teach in such a difficult school next year.

happywithlife

welcome to the education sector!

don't know what advice to give but don't think you thought it through really at all - the whole teaching thing that is.

you haven't said but are you fully qualified to teach maths - have you had any teaching experience before this? have you completed a dip? - just trying to understand what knowledge you have of teaching methadologies, approaches to teaching & classroom management etc

maybe i'm being too harsh but i find i have little sympathy for anybody who thought they could just turn up in front of a class and hey presto they would inspire all their pupils michelle pheiffer (sp?) style in that film dangerous minds. teaching is a profession, a vocation and requires specialised training to do effectively....
(again, just to reirate, sorry if you think i'm being too harsh, but this is my feeling on the matter)

longhalloween

Apply EVERYWHERE! And if you have to move to Dublin/Galway/Cork do it.

RealJohn

Just look on it as great experience for both teaching and life. Stick it out. It will stand to you.
Don't take the insults personally. They're only kids and kids are typically pretty thoughtless, especially those with behavioral problems.

Try to teach those who want to learn and do your best with those who don't. You might even win them over provided you stay positive yourself.

And on teaching maths, I've found if you have a lot of students who are very negative about the subject it helps to switch to something they won't have seen before or something you can teach with practical work rather than just numbers, letters and symbols on the board. They think they know what maths is and that maths is boring. Show them that thry're wrong on both counts.

vallo

happywithlife wrote: »

don't know what advice to give but don't think you thought it through really at all - the whole teaching thing that is.

maybe i'm being too harsh but i find i have little sympathy for anybody who thought they could just turn up in front of a class and hey presto they would inspire all their pupils michelle pheiffer (sp?) style in that film dangerous minds.

Ya think?? What a miserable response to someone who is obviously under a lot of stress. Nothing in Sarah's post suggested that she is so ridiculously naive, and it's a sad day when a poster gets criticised for merely stating that they wanted to do a job that they thought they could be good at.
Sarah, my advice would be to stick with what you have but keep applying to schools. If you only have 7 hours, perhaps you could use some of the rest of your time to drop CVs in to schools on spec, maybe get some subbing elsewhere.
Also you aren't travelling 100km each day I hope?? If so, or if you are 100km from home and friends that won't help to raise your spirits.
There is no doubt about it, but all teaching jobs are not equal. I had a really tough school for my dip year, just like what you describe, but not DEIS. After that job I got some hours and then some more hours in a lovely school. Some problematic classes, but nothing compared to what you have. It is all a matter of luck really.
Mid-term break is only around the corner. And, somewhere within a <100km radius of where you are now there is a maths teacher about to go on maternity leave. Look on your current job as a temporary work experience and all that matters is that your principal will give you a good reference.

Fuinseog

Sarah3 wrote: »

I gave up a very good well paid career last year to pursue a career as a secondary teacher of Maths because I was led to believe there was demand in the system and because I thought I would totally love it and be great at it.

After applying to approximately 20 jobs during the summer and not even receiving a reply, I eventually got offered 7 hours in a school 100km away from me. At the time I was estatic. Roll on 7 weeks and I am feeling totally different.

The school I am in is a DEIS school and has a high proportion of students with SENs. This doesn't bother me as much as the significant number of other children who has behavioural problems. In my 7 weeks teaching I have endured incredible disrepect such as ignoring me when trying to teach a subject and instead chatting and messing with fellow students and also using insulting language aimed at me as well as other studenst. It has become obvious that the vast majority of students do not want to learn. I had a parent teacher meeting 2 weeks ago and was looking forward to speak to parents about their child's behaviour but out of my most challenging class, 2 parents out of 15 turned up.

At this stage I am feeling totally disillusioned with teaching and am wondering if it is inevitable that for the next 5 years or so I will have to prove myself in a challenging school in order to get into a better school. At this point I feel like quitting this schoool but suspect that might come back to haunt me in every future interview. I feel ready to throw the towel in and go back to my old career where I can earn alot more than my current €200 pw and not have to put up with half the stress.

Any advice would be truly appreciated. can things get better for me?

welcome to teaching. maybe a better job will turn up and you can bid adieu to that one. in some schools you are a doormat and teachers accept that.

iona_buss

I've been in a DEIS school for a few years. I only planned to stay one year but just can't get anywhere else (looking for full time hours). The first year is tough but it gets easier and you get to know the students and able to deal with situations better. It takes time. Its difficult but you do get there eventually. Be consistent, follow through with threats and don't make threats that you can't follow through on! Hang in there.

allprops

Those students need their education maybe more than others. Keep fighting the good fight, stay positive. If you are serious and honest you may never see the reward of your hard work but the benefits will pass on to the students you bare teaching. Focus on the couple of good students who are generally doing their best. Talk to teachers in your school and try to work strategies that suit that school.
Don't give up!

Sarah3

Mnay thanks for all the helpful posts.

As for 'happywithlife' I feel you are being too harsh. Of course I have completed the PGDE, hence the 'NQT' title of the thread and I am qualified to teach Maths. In fact I gained an A1 in the Hons. Leaving Cert and then enjoyed a career for 10 years in which I used Mathematical techniques every single day so my ability to understand and teach Maths could never be in question.
.
AS regards my classroom management strategies, during my teaching practice I never had a need to refer students to the Deputy Principal and if truth be know I was constantly praised for my classroom management strategies by my tutor. What helped there was the majority of students seemed to value the role of education and want to learn whereas that constrasts significantly in the school I am currently in. I have tried to vary my classroom strategies and also vary my teaching methodoligies but it seems to me that most of the students come to school for the social aspect than to truely learn. I suspect this attitude stems from their homelife when I see only 2 out of 15 student's parents turning up for the p-t meeting.

I am a mother myself and I truely have all my students's best interests at heart and no matter how much abuse I have directed at me or how much diustrubance a student gives, I will always strive to get them to do their best and to instil in them a value for education, but some days I really question how much of an effect I can have on these children.

I am tired driving 100km each way to school, earning less than the cost of my travelling expoenses and childcare and spending too long dealing with discipline issues when I really want to teach Maths.

Is it ok to feel this way?

golden virginia

Sarah3 wrote: »

I am tired driving 100km each way to school, earning less than the cost of my travelling expoenses and childcare and spending too long dealing with discipline issues when I really want to teach Maths.

Is it ok to feel this way?

of course its ok to feel this way.. you have graduated to feeling like a teacher!If you really want to teach your subject despite the **** then you have the right attitude.

When I first started teaching I was in different school every year on poor contracts. The one thing I realised is that the classes or students that are particularly **** to you, will within a few months be eating out of your hand. There is probably a good reason why the are challenging you - they really want to learn but have had negative experiences and dont trust newcomers ( especially in DEIS context). Stick to your guns and these crowd will not only row in behind you, but will lift you.

iona_buss

I always remember my lecturers telling us if our lessons were interesting enough we would not have discipline problems in our class!!! Typical. Unfortunately the style of classroom management needed in our kind of schools just isn't taught. We are in the minority. At the end of the day its a skill that takes time to develope, but def extra tips and tricks does make it feel a bit smoother. Some teachers make it look so easy and I know that makes it more frustrating! I always think those teachers are like the dog whisperer, Ceaser. How do those dogs know to behave as soon as he walks into the room and it is the same with students, how do they seem to shut up when a specific teacher walks in!

From what you said, that you really want the best for your students, speaks volumes of the teacher you really are and can become. Don't give up. Schools need more teachers like this. This interest you have in your students can't be learned and some teachers don't have it. I think you would be a loss to education if you gave up now. So you're struggling with getting the little buggers to do what you say, but you will get there. At the end of a day teachers can learn those skills over time but not all teachers have that interest in their studetns.

I know some DEIS schools are worse than others and if you can you need to take full advantage of any support from form tutors and year heads. Don't be afraid to ask for help, what do you care what they think if you keep asking them, you're only meant to be learning. You don't learn to be a teacher in your Hdip year.

I hope it gets easier for you, I hope you have less of those moments where you just want to scream, the frustration I know that seems to just consume you on your drive home.

Hang in there.

Enjoy the midterm.

clartharlear

Their parents don't even care enough about their education to turn up for a few minutes a year to a PTM - how badly do these children really need someone decent who will teach them, who will care about their education, who will stick with them despite all their problems?

Now that my midterm break has started, I feel I can have a bit of a kinder perspective towards the little wotsits! I've also faced some extremely rude behaviour this half term.

But here are some things that I've found it soothing to reflect upon:

clartharlear

Causes/Reasons
Interactions with other people are very negative therefore
student feels frustrated.
Low self esteem has made him try to get attention and
assert himself defiantly in an unacceptable way.
This student wants to be disliked to reinforce negative self
view.
The student is trying to satisfy the needs for power and
belonging therefore appropriate methods of doing so
need to be presented.

Do:
Remain detached. Remember, their defiance-(unless you are shouting/arguing or using sarcasm) is NOT aimed
at you so try not to take it personally. By remaining disconnected you can offer help without risking saying or
doing something that will only aggravate the situation

clartharlear

Observed
Displays a total lack of courtesy towards staff

Causes/Reasons
Often quite a fragile individual – behaviour can be a coverup
for frustration and unhappiness.
This student may have been hurt by peers or adults at
home and/or school and is now hurting others as a form
of revenge and power.

Do:
Remember this student can’t be changed with force. Fighting fire with more fire never works – it just leads to
more arguments and more serious incidents. Remember also the student’s anger is probably not personal –
usually it is directed at adults and authority in general as a result of failing, being hurt or even being spoiled.

clartharlear

I'm working in a super supportive school and I've been given lots of brilliant advice and help about dealing with the little monsters.

One thing that I've been told several times (and I hope to hell it's true!) is that the more the kids need help, the harder they'll push it away - they're testing you because they need someone in charge who is tough. The kids know all about experiencing failure (esp in maths!) but what they excel at is driving poor adults demented! Sure isn't it natural for them to do what they're good at?

BUT if you can take all they throw at you, wipe yourself down, and still comport yourself as a professional educator, eventually they will believe that you will stick around for them and slowly they will learn to trust you and that when you tell them what to do, it is for their own good.

clartharlear

golden virginia wrote: »

There is probably a good reason why the are challenging you - they really want to learn but have had negative experiences and dont trust newcomers ( especially in DEIS context). Stick to your guns and these crowd will not only row in behind you, but will lift you.

Yeah, that's a much shorter and sweeter way of making the point I was trying to get across!

Stick in there, OP, we'll get there in the end.

implausible

Sarah3 wrote: »

AS regards my classroom management strategies, during my teaching practice I never had a need to refer students to the Deputy Principal and if truth be know I was constantly praised for my classroom management strategies by my tutor. What helped there was the majority of students seemed to value the role of education and want to learn whereas that constrasts significantly in the school I am currently in. I have tried to vary my classroom strategies and also vary my teaching methodoligies but it seems to me that most of the students come to school for the social aspect than to truely learn. I suspect this attitude stems from their homelife when I see only 2 out of 15 student's parents turning up for the p-t meeting.

I am a mother myself and I truely have all my students's best interests at heart and no matter how much abuse I have directed at me or how much diustrubance a student gives, I will always strive to get them to do their best and to instil in them a value for education, but some days I really question how much of an effect I can have on these children.

I sympathise with your feelings OP, I really do. But I do feel that you need to change your way of looking at the situation. Before I got into teaching, my only experience of the education system was of being in a nice honours group of students from mostly middle-class caring families. We were carefully segregated for the most part from weaker students, travellers and the trouble-makers. My expectations were therefore coloured by my experience in school and it takes a while to accept the simple fact that every student does not have a stable home environment to support or motivate them.

Our HSCL officer is very fond of reminding us that the kids we teach are not from the kinds of families that we come from. I can add to that that they are not like the kids I encountered in school.

My roundabout point is while you may aspire to only teach bright students who want to learn, that is not the job. Any teacher's job is to teach the students in front of them, because at the end of the day, despite how frustrating they can be, they need and are entitled to learn.

Stick with it, decide (with them preferably) what is acceptable and not acceptable in your class, have sanctions and implement them and call in reinforcements where necessary. If you put in the hard discipline and class structure work now, you will get around them and get to actually teach them. Turn your disillusion into positivity - how much you can learn from teaching these kids. And don't wish your life away waiting for a better job in a 'better' school to come up. Jobs are scarce and even if they weren't, 'good' schools employ the same teachers as 'bad' ones. Indeed, I would offer the opinion that it takes a better teacher to teach the difficult students.

As for parent-teacher meetings, you're not alone. They don't teach the golden rule in the PGDE: "you never see the ones you want to see".

Don't give up. From your post, it is obvious that you care about the students and teaching them and that is half the battle.

Rosita

Sarah3 wrote: »

I had a parent teacher meeting 2 weeks ago and was looking forward to speak to parents about their child's behaviour but out of my most challenging class, 2 parents out of 15 turned up.

It's scant consolation but it probably wouldn't have made any difference anyway. If kids are wrecking teachers' heads they are probably doing the same to parents or else the parents don't really see much wrong with the way the kids behave as they are so conditioned to it anyway and were maybe like that themselves.

I remember at one of my first parent teacher meetings listening to a mother describing how moody and obnoxious her son was at home and the realisation dawned on me that (good news) it was not personal towards me, but that (bad news) nothing could really be done about it.

HappyNoel

Sarah,

I'm on my second maternity leave posting and I'm also teaching in a DEIS school - and I can absolutely sympathise with what you're going through. It can be incredibly frustrating and I find myself becoming very self critical and despondent when faced with extreme behaviour.

I've had students tell me to f**k off, push me out of their way, been threatened - "I'll puck the f**king head off you, I'll put your f**king head through the door". One student tried to knock me off my chair by shouldering me out of his way. Another threw a pen at me (I ducked). Then there's the violent, bullying students who are threatening to assault other students in the class (and spending much of their time on suspension as a result). There are many good students in the classroom who are trying to learn and who aren't able to because of the behaviour of others.

After that you get to the other sources of disruption - constant talking, gum chewing, play acting, throwing paper/pens/whatever, constant lateness and behind it all the sense of entitlement from some students that they have every right to behave this way (and you'd get the same thing from their parents!) It is incredibly frustrating and you could get very cynical. But if you are annoyed at this it's probably a sign that you actually care - if you didn't care at all you wouldn't be getting frustrated and that would be worse! I have had ideas of just walking away from this job but I'm going to stick it out until something better comes along - and with the retirements in february it hopefully will (the mat leave finishes in March anyhow).

So best of luck, reading your story at least reminds me I'm not the only one being frustrated by the disgraceful behaviour of some. And the fact that many of them come from very unstable family backgrounds explains their behaviour, but doesn't excuse it. But as an earlier poster said, it's just the nature of the job and you'll always meet some disruptive students (though I never thought I'd be dealing with threats of assault and being physically pushed out of the way) . Learning how to deal with them takes time. It's taking time for me. I'll make mistakes on the way. But mistakes are opportunities to learn. And I'll be better for the experience at the end.

Macushlablue

Have to agree with the frustration when parents don't show up for PT meetings. Unfortunately, the reality is that the kids who are in the 'challenging' class or who are most 'challenging' themselves behave like that because of their parents.
If they had supportive, caring parents who respected the education system, they'd be completely different children. You can assume that the parents had the exact same experience of education as their children are now having - the cycle never ends!

I've been teaching for thirteen years now, a lot of that time in the town I grew up in, so I've seen two and maybe three generations of families with exactly the same problems. One child I kept coming across was left filthy and unwashed for weeks as a baby infant, was completely out of control by 1st year and was in a reformatory-type school by 2nd year. He's now 17 and I can guarantee that in thirteen years time, his child will be in secondary presenting with the same issues.

It is heartbreaking to see the same cycle being repeated, despite all the attempts at intervention, social workers, DEIS etc.

eirn

I hope things pick up for you Sarah. I had a really tough time as an NQT. It is incredibly difficult not to take things personally when you are working with challenging pupils.

At first I thought it was because I did my dip in a really lovely school, and now I was facing reality. But in hindsight I can see that there was a discipline issue in the school from the top down. Kids that could care less about what the principal had to say were unlikely to be bothered by a new teacher.

We had various incidents of pupils’ committing criminal offences on school grounds, but a short suspension was the most severe consequence for any of these actions.
As the school year progressed, and they realised I wasn't going anywhere, things did improve. I put my heart and soul into teaching, and desperately wanted all of my students to succeed. Most, but not all, came to acknowledge that. Some even appreciated it

The assumption that interesting lessons mean an end to disruption in the classroom is sadly, completely ridiculous. Although I found making the lessons as relatable as possible to their own lives, using audio-visual resources, and giving them practical tasks to work on did make the lessons smoother. I know you probably do all these things! But personally, I found myself losing sight of some basics because I was so focused on trying to stop them from running riot:) I also resorted to bribery now and again to be honest!

There were good days and bad days. I tried to appreciate the great kids, help the kids that wanted to be helped, and tried not to give up on the ones that wanted nothing to do with me.

I went from being ready to quit mid-year, to being a bit down about having to leave when my contract came to an end! I was fortunate enough to find a job in an excellent school this year. Where teachers can actually teach. In spite of yourself, your experience this year will make you a better teacher, if nothing else, you'll have incredible patience!

(It also seems to be a bit of a rule of thumb that the parents you most need to talk to are the least likely to turn up to parent/teacher meetings).

golden virginia

eirn wrote: »

I found making the lessons as relatable as possible to their own lives, using audio-visual resources, and giving them practical tasks to work on did make the lessons smoother. I know you probably do all these things! But personally, I found myself losing sight of some basics because I was so focused on trying to stop them from running riot:) I also resorted to bribery now and again to be honest!

There were good days and bad days. I tried to appreciate the great kids, help the kids that wanted to be helped, and tried not to give up on the ones that wanted nothing to do with me.

I went from being ready to quit mid-year, to being a bit down about having to leave when my contract came to an end! I was fortunate enough to find a job in an excellent school this year. Where teachers can actually teach. In spite of yourself, your experience this year will make you a better teacher, if nothing else, you'll have incredible patience!

Erin, you were absolutely right to not give up on the students who wanted nothing to do with you. I am not sure if you are actually lucky to find a job in an excellent school. There is nothing so rewarding to teaching as beating the challenge of turning students attitude and drawing out their inherent excellence despite visible lack of management or audio -visual resources. I personally would be bored out of my tree in an excellent school - I have taught in some of those. It is possible that Sarah would get hooked on turning students around, and i think she might just , by the sounds of her!

eirn

I would have stayed where I was if my contract hadn't come to an end!:)

I know exactly what you mean though. But different schools have completely different challenges. From schools where parents want nothing to do with you, to schools where parents would almost like to have your mobile number so they can quiz you at all hours of the day:D

I just had a personally and professionally tough time last year, so to be completely honest, for now, it is kind of nice to not face aggression on a massive scale every day. But its only for a year, and I'm definetly not scared of going back to teach in a 'tough' school when my contract here is up.

golden virginia

Eirn, apologies,i dont mean to be mean. i have a permanent job in disadvantaged school so i have the teaching attitude of disadvantage. it is needed.

I have been where you are though going from school to school. Wish you all the best in these tough times.

peanuthead

I worked in a DEIS school four 4 years, exactly like the one you are in Sarah. At the beginning I was so badly disrespected, humiliated, abused - I was actually quite young starting off so I don't think I actually realised how badly I was being disrespected. Probably was a good thing.

By the time another job came around, I really had to think about whether or not I wanted to leave. Students in theses schools need teachers in a way that goes well beyond the job description actually. A lot of them come to school seeking the normality they don't have at home or trying to get away from the endless distractions or arguments there. You find yourself becoming attached to these students and caring about them in a way other students don't need.

There were times I was so emotionally drained, whether from a fight with a student or parent, that I came home crying.

A friend of mine who is a tradesperson once said to me "How hard can it be?" The analogy I used with him, albeit a stupid one, was this:

If he wants to make the perfect table, that's easy so long as he has the skill. He can buy the best wood, the toughest nails etc... and his table will be perfect, so long as he does his job right.

We don't get a say in our raw materials or in our tools. We have to work with what we have.


On another note Sarah, can I just point out this to you: I am now 2 years in a great school - the total opposite end to the spectrum and although behaviour is not a problem for me any longer - there are a whole new set of pressures and stresses to deal with such as results, colleges, points, hours upon hours of extra curricular.


It is not going to be easy either way, and I hope you don't take this the wrong way, I am not trying to be smart towards you at all but it is great to see a thread like this here because the fact of the matter is that the question that tradesman had for me is the question on most non-teacher's lips. Another one I was told only very recently was "I don't get all this 'I don't have time - you get in, you teach them, you get out."

Good luck

glenn3ie

Chin up Sarah.

Get to know the students individually. The quiet word says so much more the loud scream. Is there any way you can relate to them? Sport, music, clothes, films etc. 5 minutes from the end of class ask "Anyone see XFactor last night? What you make of ... being voted off?" etc... Get a discussion going. Get them to realise that teachers are just people who teach.

As soon as they see you lose control, you've lost the battle. They are children and we are the adults and thus have to behave like adults, even if they do not behave as they should.

Bare in mind the home situation of these kids, they probably use bad language at home with their parents, they are probably abusive to their parents, violent to property and people and then when they come through the school door we expect them to automatically conform to what WE as teachers have decided is correct. Keep telling yourself that any abuse you are receiving is not being directed at Sarah but at the teacher, the institute, the authority, the 'man'.

Best of luck.

happywithlife

happywithlife wrote: »

welcome to the education sector!

don't know what advice to give but don't think you thought it through really at all - the whole teaching thing that is.

you haven't said but are you fully qualified to teach maths - have you had any teaching experience before this? have you completed a dip? - just trying to understand what knowledge you have of teaching methadologies, approaches to teaching & classroom management etc

maybe i'm being too harsh but i find i have little sympathy for anybody who thought they could just turn up in front of a class and hey presto they would inspire all their pupils michelle pheiffer (sp?) style in that film dangerous minds. teaching is a profession, a vocation and requires specialised training to do effectively....
(again, just to reirate, sorry if you think i'm being too harsh, but this is my feeling on the matter)

Sorry but I find the tone of yout post astonishing to say the least, that is if you read the post properly. Especially coming from a person who is has their own struggles to find a job in another post.

The OP is bending over backwards with a tough commute, tough students and it's made tougher that she's teaching only a handful of hours a week.

OP I would hang on in there and apply EVERYWHERE in the meantime. It might reflect in your favour in an interview that you were as dedicated as you are, perpared to do what you're doing now, against, say, a person who has done a couple of years in a lovely school down the road with lovely students. Best of luck

gaeilgegrinds1

I'm teaching years and this is the first year I've suffered severely with stress. I just can't hack it to be honest. I teach in a fairly disruptive school, only recently so. I don't know what advice to offer, I'd love to say stick with it but my job seems to be getting more difficult rather than easier.

Fuinseog

clartharlear wrote: »

I'm working in a super supportive school and I've been given lots of brilliant advice and help about dealing with the little monsters.

One thing that I've been told several times (and I hope to hell it's true!) is that the more the kids need help, the harder they'll push it away - they're testing you because they need someone in charge who is tough. The kids know all about experiencing failure (esp in maths!) but what they excel at is driving poor adults demented! Sure isn't it natural for them to do what they're good at?

BUT if you can take all they throw at you, wipe yourself down, and still comport yourself as a professional educator, eventually they will believe that you will stick around for them and slowly they will learn to trust you and that when you tell them what to do, it is for their own good.

There is very little education for dealing with problem kids. You are thrown in the deep end and given no help, which would not be acceptable in other sectors.
there see to be two schools of thought on the matter. One suggests a harder line on gurriers and troublemakers, while the other, the one being currently promoted and in my view failed, suggests more understanding for the problem student and turning the other cheek.

Fuinseog

happywithlife wrote: »

welcome to the education sector!

don't know what advice to give but don't think you thought it through really at all - the whole teaching thing that is.

you haven't said but are you fully qualified to teach maths - have you had any teaching experience before this? have you completed a dip? - just trying to understand what knowledge you have of teaching methadologies, approaches to teaching & classroom management etc

maybe i'm being too harsh but i find i have little sympathy for anybody who thought they could just turn up in front of a class and hey presto they would inspire all their pupils michelle pheiffer (sp?) style in that film dangerous minds. teaching is a profession, a vocation and requires specialised training to do effectively....
(again, just to reirate, sorry if you think i'm being too harsh, but this is my feeling on the matter)

where does one get his specialised training? I personally learnt little of relevance during my dip and certainly not to deal with a problem pupil or a parent who turns up at your classroom door wishing to assault you.
in this regard schools and the dept are grossly negligent.