Preparing for school placements

A significant part of a teacher training course is time spent on school placement, so make sure you prepare enough before and during the placement. 

Before the placement

Before you begin, you will be given plenty of advice by tutors and allocated tasks that you must undertake during the time in school. There is nearly always a lot of paperwork to complete, so grit your teeth and get on with it!

In the case of extended placements, it is normal to make a preliminary visit to the school or educational setting to meet staff and children and become familiar with the set-up. Don’t forget to be friendly, smile a lot and reassure the host teacher by your positive but mature attitude that you will be an asset and not a liability.

During the placement

During the placement, it takes time to adjust to a new situation, so don’t be discouraged if you struggle and feel a bit overwhelmed, especially during the first few days. The placement provides opportunities for you to hone your teaching skills and learn about the various teacher roles, supported by a tutor and the school staff.

Top tips for success

1. Clarify with the teacher/tutor/mentor precisely what is expected of you, when you will be taking responsibility and what you need to prepare

2. Show a willingness to ‘get stuck in’

3. Don’t try to endear yourself to the children by being overfamiliar; you can be friendly without compromising your teacher status.

Preparing for potential setbacks

As the placement begins and you do more teaching, you will discover that a variety of practical factors over which you have no control interfere with your carefully laid plans. Your reaction to unexpected twists and turns reveals a lot about your suitability for teaching, so try to be flexible and view such difficulties as opportunities rather than annoying hindrances. Save your complaining for when you meet your friends in the evening.

The majority of placements are satisfactory or better; occasionally a placement is disappointing, either because you receive inadequate support, guidance and help from the host teacher/mentor or for some unaccountable reason you don’t get on with the children. In such cases it is important to do your best to stay positive, refuse to countenance failure and make constructive use of your tutor and mentor. The reality is that although occasional setbacks are inevitable, they can be used as an incentive to do better and do not spell the end of your teaching career.

Activity

Evaluate your professional progress, applying the following coding to the below statements:

1. Progressing well,
2. Progressing satisfactorily, 
3. Requiring attention,
4. Requiring urgent attention.

• I am being positive about my situation
• I am maintaining open communication with colleagues, especially the class teacher. 
• I am listening carefully to advice. 
• I am thoughtfully acting upon advice. 
• I am being friendly, courteous and warm towards others. 
• I am acting in a considerate and caring manner. 
• I am preparing and evaluating lessons thoroughly. 
• I am maintaining necessary paperwork, including assessment of pupil progress. 
• I am reflecting on my teaching during lessons and after the session. 
• I am interacting with parents and keeping them informed. 
• I am becoming familiar with school policies for safeguarding children. 
• I am taking opportunities for leisure and recreation to ‘recharge my batteries’.

*This is an edited extract from Primary Professional Studies edited by Alice Hansen.