First term... Done!

It is the first week of the Christmas holidays, which means… I did it! I made it through the first full term working as a Learning Support Assistant and English as an Additional Language Teacher at the secondary school I went to as a student from 2005 until 2012. Coming back there as a member of staff has been incredible, on the whole. It has been challenging and stressful and exhausting, but it has been amazing, and a real learning curve. Professionally and personally, I have made progress.

Before starting this job, I had so many good intentions to blog monthly about my experiences but I have not yet mastered the work-life balance. I spend a lot of my evenings and weekends planning lessons, making resources or reading so it’s a bit consuming sometimes, but I wouldn’t change it for the world.

Since half term, I’ve taken on year 7 and year 10 students as well as my year 11’s. I have two year 10 students – an Indonesian girl and a French boy and they are a delight to teach. I have a variety of year 7 students, who have never failed to make me either roll my eyes or laugh each lesson. My year 11 students have made exceptional progress and I could not be more proud of them. In terms of the learning support side of the job, I feel like I’m making so much progress there too, developing rapport with the students I support, and I’ve even supported some visually impaired (VI) students, including a Sixth Form student – which was a great experience. I am truly grateful for all the opportunities I have been given through this job.

Of course it hasn’t always been plain sailing. The COVID situation has been anxiety inducing at times, and behaviour management for me is something I still need to continue to work on, as is not listening to negativity from people who say things like “you are way too quiet to be a teacher” or “I can’t see you as a teacher”, and also the crippling self-doubt and pressure I put on myself sometimes. But, one particular thing I absolutely love and appreciate about the school I work in is the fact I can be open and honest about how I feel, if I need help or support or advice. There is always someone who will make time for me. Just like they did when I was a student. And, I think, that is how I know I am in the right place to develop and to become a teacher. I adore the people I work with, who have, in such a short space of time, seen something in me which others who have known me for longer have never seen in me, and potential which I have never seen in myself.

A highlight for me this term has been sharing my own language learning journey with all my students, and seeing their responses. From “Miss, how many languages can you speak?” Or “Did you really live in China?” To “What’s a graduation?” It was amazing, and then having them share their own language experiences with me. It felt like I’d reached a new level of mutual respect, especially with year 11 because, since then, their behaviour and attitude has improved greatly. Another highlight is having a mentor – who is an English teacher and is always willing to help me and advise me. Also having year 11 listen to the interview I did with Calum Scott for Swansea Student Media (“wow, Miss, you interviewed a celebrity.”)

The lower points have been learning curves. I know full well I need to work on my confidence, although I am feeling more and more at ease in the classroom, I just get very anxious at how I would cope in a full size class of students, but I am reminded that that will come with practice and experience. I worry about my subject knowledge for English, and indeed for EAL. I worry about my knowledge and skills in learning support. But, I am reminded – by others and by myself – that I am doing fine. Especially given the current circumstances. And considering I have had no real training for teaching or learning support. I remind myself again and again that I thrived in my roles of Deputy Editor, Creative Writing Editor and Designer of the students’ newspaper whilst at University with no experience and by taking hold of any opportunity I could. That’s what I am doing now – learning as I go along, sometimes making it up, but by asking when I am unsure and need support. I’ve also done exam invigilation, and after Christmas, the PGCE students will be coming into observe some of my lessons – which feels like a huge responsibility – so they can learn about supporting EAL students, and I am putting a presentation together for the teachers about supporting EAL learners in their classroom, which I hope will help.

In the three months since I started working as a LSA & EAL Teacher, I have progressed in ways I could never have thought possible. I am becoming a more confident and dare I say unique teacher. I love being able to empathise and trust my students – as a teacher and as a LSA. I also have new goals – to be an English teacher, as well as EAL and potentially MFL too. I definitely want to do either a English/Creative Writing or EAL focused Masters qualification in the future. Most of all, it has given me a purpose and a real sense of belonging.