Same difference

The neat thing about supply teaching is that every school is different. I've learned so much just from observing the ways things are done from one place to the next. So far this year, I've had two placements which have had the following things in common:

- They're both in nursery
- They're in the same part of town and the same bus takes me there (though thankfully the new school is a little closer)
- They're both a little overwhelming in scale, but in different ways

The last placement was in an enormous, multi-building labyrinth of a primary school, but the nursery itself was small, calm, and easy to manage. I learned all the kids' names in one day. The new placement is in a much smaller building but it is strictly a nursery school and there are approximately 100 kids there at any given time, all free-flowing throughout the grounds. I have no idea how I'm ever going to remember their names.

I spent the morning floating around, playing with the kids and getting a sense for the place. I have to say, it was pretty impressive. They have so many cool things going on, and they have two fantastic outdoor areas, better than any other that I've seen. In the afternoon, I went along with one of the other TAs to look after a little boy with severe Autism.

I've never been given so little responsibility on a first day. It made me a bit uncomfortable (because I felt like I should be more focused/doing more) but it was nice. The school is nice. And so are the kids, the staff, and the parents. Lots and lots of nice.

I got to spend a fair bit of time in the sensory room, too, which is always a treat. If you've never seen one, sensory rooms are basically spaces loaded with, well, sensory things: lights, projectors, disco balls, bubbles, pillows, mirrors, music, massage stuff, etc. They're really lovely. Great for Autistic children and, I think, for their teachers as well. I always feel refreshed and rejuvenated after spending time in one.

That being said, I was definitely tired by the end of the day. I didn't even realise it until after I left. I don't know if it was the weather or the work or the lack of sleep I got last night (probably a combination of all three), but it took everything I had just to stay awake on the bus ride home. I have a feeling I'm going to sleep very well tonight.

Things you'll already know if you follow me on Facebook...

I finally have work! Well, sort of. I'm working half days in a Nursery (3 year olds) until next Friday (though I wound up staying a full day yesterday). It's a really lovely school and the staff have been extremely friendly to me (quite unusual!) and the kids are actually well-behaved (even more unusual!).

I remember last year when I was doing supply, I always felt as though I was fumbling through the day. Every school/teacher was different and I never knew exactly what was expected of me, much less where to find things or what the kids' individual needs were. But I guess a year of experience has done me some good, because I haven't felt that way at all this time. It was actually shocking to me, how confident I felt. And the other teachers seem to have noticed it too, because they made it abundantly clear they wanted me to apply for their permanent position. Of course, the application deadline was yesterday and I didn't find this out until after lunch, so I had to stay after school and write as quickly as I could in the half hour between the end of school and the deadline. (It meant missing capoeira too, grrr!)

There are a few cons to taking this job (the long, boring bus ride and the lack of challenge being two) and I don't even know whether I'll get it... but it feels really good to be appreciated and to have it confirmed that I can do this work. Sometimes I doubt myself. Being an agency employee in London can be pretty rough. Often the permanent staff will treat you like you're disposable and not a real human being.

It's also grad school application season. I'm applying for PGCE (Post Graduate Certificate in Education) programmes at both the Institute of Education and Roehampton University, but I also found a sweet MA in Special and Inclusive Education programme (about as ideal as it gets, seeing as I want to conduct my research on how children with Autism respond to creative education) at Roehampton that doesn't necessarily require me to get my PGCE first, so I'm applying for that too. The only way I'll be able to afford school is to go part-time, so heading straight into my MA would cut 2 years off my completion time. But it might also limit my career options when I'm finished. I'm not sure which option is better.

Other things:
- I'm continuing to stay busy and meet new people. I'm having a blast, but I'm also exhausted now that I'm back at work (I'd forgotten how tiring teaching can be).
- I'm in the process of becoming a Mentor for Kids Company. I can't even tell you how excited I am about that.
- I'm now in charge of planning workshops for Blues Revolution (which I have finally officially joined), and I have two coming up... a brand new one that I'll be teaching in October and our usual Beginner Intensive that my lovely friend Kavita will be teaching in November. Carter will of course be teaching both, because he's awesome like that.
- I have used parentheses excessively in this entry, and I will not apologise for it.

I guess I'm... not actually on vacation

Apparently I'm working this week, after all. Tomorrow and Thursday in a nursery, one-to-one with a boy who has Autism. Yay money! And I still have a fair chunk of time to do stuff around the city (albeit not at the snail's pace I'm currently moving at). And it's 10-5, so no getting up crazy early. I can deal with this.

I'll be there Monday and Tuesday of next week, too, before my contract at the other school starts.

Part of me is going to miss supply work.

So this is what they were talking about

Yesterday, I had my first experience in a mainstream school. I was working in the Speech & Language department, which is still special needs (learning support), but the kids seemed pretty normal to me. I guess everything is relative. After working with kids who can barely communicate, feed themselves, or go to the toilet on their own, kids who just have a bit of a harder time retaining information seem like downright geniuses to me.

The culture shock didn't end there, though. This school was enormous! Nearly 1500 students vs. maybe 50-100 at the others. It was completely chaotic.

First period, I helped out in a history lesson for students who had been pulled out of regular classes. They were talking about the slave trade, which was actually really interesting. I kept flashing back to The Book of Negroes (one of the best books ever - if you haven't read it, you should) while we went through the lesson, as pretty much everything we were talking about was chronicled in the book.

Second period, I was told I was supposed to be working with a couple of the boys from my first class, but they weren't in the room I was told they'd be in. They were, in fact, in French class. But they weren't supposed to be in French class, and when we finally found them, they came in with another teacher from Classroom who said he was meant to be working with them. So instead, I tutored two other boys... one of whom spent most of the time trying to set me up with his dad: "Miss, you are so beautiful. Have you got a boyfriend? Would you like me to find you one? My dad hasn't got a girlfriend. He was in a rock band. I'm going to tell my dad I found him a beautiful Canadian girl." Hilarious but a bit awkward.

Third (and last) period, I was in a regular Year 8 maths class as one on one support for one of the boys. I'm still not sure why I was there, since he didn't seem to need or want my help. I did my best to keep him on task and let him know I was there for him, but wound up spending most of my time helping out another boy who did genuinely want to learn. It was a bit of a challenge at first, since I barely remember how to do any math, but once the teacher explained it, I understood immediately. Which makes me wonder if maybe I should pick up some math workbooks and retrain myself. I may actually be decently good at it this time around.

Anyway, being in that class was certainly an enlightening experience. I've heard all this talk about how unruly classrooms in Britain are, but I hadn't experienced it yet for myself. I couldn't believe my eyes as I watched the class spent the entire period calling out, throwing paper balls, breaking and throwing pencil crayons, chatting, and fighting each other. The teacher had no control. I don't think he handled the situation very well, but then I imagine it must be really difficult to deal with that every day. How do you handle that? Not just in practical terms, but I mean, how do you handle the stress? How do you not let it wear you down, and have it turn you into a lesser teacher? I noticed that the teachers at my last school had become quite jaded, as well. How do you guard against that?

And how can I, as a temporary TA, help? I'm still learning how everything works over here, and of course it doesn't help that every school and every teacher has different rules and methods. I continually find myself in the awkward situation of trying to manage all the behavioural issues without actually knowing how they want them handled or what my boundaries and responsibilities are. I've kicked my observational skills into high gear and I'm learning a lot as I go along, but I long for a long-term placement where I can start to feel more in control.

Think positive

I have deleted my last entry. Not because I don't think it's a good thing to acknowledge fear, sadness, and vulnerability... I do. That's why I wrote it to begin with. But living here and seeing how various people respond to this city have really brought to light the importance of positive thinking.

I received an early morning phone call yesterday that granted me two more days of work. I was at another special needs school, out on the edge of the Earth (aka Zone 4 - it cost me £10 and at least 3 hours round trip each day). This school was smaller and not as well-off, and the staff, although lovely, was not quite so upbeat. The students were also much more abled.

I could tell you a million stories about them, but I'm afraid I'm much too tired. Suffice it to say that I really love this type of work. It is so rewarding. And no matter how awful these children can sometimes be (because many of them have conditions that cause them to lash out), you can't help but love them.

I've fallen in love

No, I haven't met any rich, handsome Englishmen yet. In fact, I've barely met any English people at all and need to do something to remedy that. But I have still managed to fall in love... with the students at the school where I worked yesterday.

Yes! I finally worked! And it was wonderful.

I received a call at 8:30 am asking if I'd be willing to help out in a Severe Learning Disabilities school. Yes! I had 10 minutes to get ready and figure out how to get there (Classroom helped with this, but I'm still in the habit of walking in the wrong direction absolutely every time I try to go anywhere). By the time I arrived, it was 10:10 am and I hadn't eaten breakfast aside from a juice box from the tube station. Oh well!

My class consisted mainly of 18/19 year olds, which I was shocked to learn because judging by their appearance, I would have guessed they were maybe 12. Tops. They all had profound and multiple disabilities (mental age of approximately 2.5 years old) and were among the lowest functioning students in the school. But holy cow were they ever happy and sweet. Same with the teachers. Everyone there was the embodiment of positivity.

Our day was a far cry from what you'd expect to see in a mainstream school. There weren't any lessons, per se. It was all sensory activity. Painting, massage, lots of time playing outside. They have one hour before or after lunch when they break off into various activity groups (visual art, sport, performing arts, and one more I didn't catch). These terms are used quite loosely. I spent time with the performing arts group, where they played Wii and with remote control cars and had a piano they could bang away at, and the sport group, where they did whatever they felt like outside. They had lots of props designed for stimulation. I wound up spending a good deal of my time jamming (singing and playing drums) with a musically talented Portuguese boy.

By the end of the day, I (and my new friend Lucy, the student with whom I spent most of my day) felt ready to pass out. Add in a very long walk to find the spot where I was to join my friends for supper (walked the right way, then doubted myself and walked the wrong way, then had to walk the right way again) and you get all the necessary ingredients for a very tired panda. But also a very happy one.

I am so impressed with the educational resources they have here. It makes Canada seem like a third world country in comparison.

Everything's coming up roses

Today's sunshine comes as a welcome contrast to last night's stormy weather. This morning, a few of us set out to see the changing of the guard, but missed it due to not being able to grab a good view through the crowd. Still, it served the purpose of getting us out and about to enjoy the lovely weather. From Buckingham Palace, we walked through the park to Piccadilly Circus, where we stopped for lunch (and found a Tim Horton's!), and then eventually wandered home. I can't believe how close we are! It couldn't have been more than a 20 minute walk back.


Anyway, once we got home, I sent off an email to my contact at the agency, just to confirm my interest and send some updated information for my file. We've all been freaking out a little, because even though we know it's still early in the school year and things will come together soon enough, it's hard being uncertain of your next paycheque. So imagine my relief when, not even 10 minutes later, I received a call from Classroom asking if they could submit my resume for two long-term positions that have just come up. Um, of course!!!

One is working in a mainstream school reception class, one-on-one with a boy who has low functioning autism. The other is in a mainstream secondary school as a TA for their performing arts program. I had gotten excited about the idea of working in a special needs school, but both of these opportunities sound awesome. Here's hoping one of them works out.

Tonight, I'm heading out to the new weekly blues night run by Blues Revolution. They've asked me to teach for them, so I'm looking forward to getting acquainted with everyone and getting a sense of the scene. Blues dancing is just beginning to pick up here, but there seems to be a very enthusiastic, willing-to-learn bunch of dancers, and that's so exciting for me. Bonus, too, that the venue is literally a 2 minute walk away. Should be fun.