"This is a really good class"

 These are words to beware as a supply teacher; as they can often be incredibly misleading. 

 The "good class" usually refers to a top set who their teacher has taught for a number of years. The group that hang on their every word, but as a result aren't too interested in listening to anybody else. 

 I was once told this about a top set Science group. "Lovely set this" said the teacher, "won't be a spot of bother" 

 I was too young to know any better so I expected good things. I was looking forward to teaching this class so I went in positive. 

 "Can a few of you hand these books out for me?" I said cheerily, to a class that didn't look to keen on listening to me, as they were so engrossed in their own conversations. 

 "Do it your fucking self" said the one kid who was bothering to listen to me; the others couldn't even stand to look at me, as I was clearly not good enough for them. 

 Suddenly it became apparent that it wasn't a nice group at all; it was a bunch of teens who'd only respect people they knew. I had to earn their respect. 

 I gave them a starter that they didn't do, put on a short film that they didn't watch, and then went through a detailed lesson through which they barely batted an eyelid. 

 

 I fought my way through the lesson, putting up with verbal abuse, a complete lack of effort, and students who wouldn't even look at me when I spoke to them.

At one point a student got a magazine out and started reading it, completely ignoring my initially polite request to put it away I took action. I took it, tore it in half, and threw it in the bin.

 I'd had enough and unleashed hell. I was shouting and throwing everything I had at this class. They were paying attention now but weren't happy about being challenged. 

 I kept them in for ten minutes after the lesson, and all I could hear from them was "pathetic" and "wanker" said to be heard. 

 I had never come across such a rude bunch of students. A truly foul class who had obviously left their manners in their mansions.

 When I told the teacher after the lesson he said the ever helpful lie: "well they're never like that for me" 

 If you believe that, you'll believe anything. 

How to survive a cover lesson.

 I've already written about how the average supply lesson starts, and how unnerving and horrible that can be for the supply teacher. 

 So what do you do when faced with the unruly mob? What do you do if no work is left? And what do you do if the students are in the classroom already? 

 I'll answer these questions, and more. I'll also highlight the basic errors that you need to make sure you avoid at all costs. 

 Now nothing here is guaranteed to work, as you'll eventually come across students who will not comply, but this should help you to avoid absolute mayhem. 

 So you've made it to the room and there's the typical riot of excitement from the students. 

 So what to do now? If the students are already in the room, I would advise that you send them back out. Be firm, don't shout and scream, but be very clear. 

 Give yourself a minute to then swiftly straighten the room up, locate the work, and be sure that you have the necessary resources. 

Always have pens, paper, and colouring pencils in abundance. You'll need them and having them allows you to avoid students holding the lesson up further. Also make sure you have a packet of tissues. You don't want to let a student out of the room for silly little reasons. 

 Now this is important, and it might sound contrary, but right now the work doesn't matter. Getting the students settled and ready to work on your terms is vital. 

 Get to the door, and address the students and explain that they cannot enter the room until they're quiet, and in a straight line. This might take a while but they'll realise that they aren't going to get their way. 

 If the majority won't be quiet, then you can start to let in the few who are and explain that they need to take their coats off, put their bags away and have their equipment out. Slowly but surely you'll get every student into the classroom, and if some won't comply you explain the consequences.

 This all might take time, but with patience you'll avoid disaster. If you have a seating plan then make sure you enforce it, although if you don't then form a line of boys and a line of girls and send them into the room in a boy/girl seating plan, which is still surprisingly effective. 

 Now make sure you continue to set your standards by making sure that no student is wearing a coat, and that bags are under tables. 

 This might all take a while but you aren't letting the students dictate the lesson. You're making it clear that you are in charge, and that they aren't going to have it their way.

 Now if there's no work there are a number of things you can do to provide you with time. Firstly ask the students to write the date in their books, and write 3 things that they learnt last lesson. Go round asking students to tell you their list, and show that you are interested in what they are doing. 

Try and have a class discussion for a few minutes and ask the students to get involved in the lesson. Try and break the lesson up as much as possible to avoid boredom.

Whatever topic they are doing remember that YouTube is your friend. There will be a five minute video on just about every single topic on earth. 

 Always ask for access to the school's computer system as it allows you a number of advantages. Access to the internet, and also allows you to type up the instructions for a lesson without having to turn your back on the students. 

 Ask the students to make notes on the video, or if you want show it twice. Tell them to make notes on the second watch. I'll be honest at this time you're playing for time.

 Never tell them that you don't have work, as they'll always refuse to do what you try and give them. Be a good salesman and convince them that this work is of paramount importance. 

 A quick emergency lesson can be: write a newspaper report on the topic they have been doing. They can do a spider diagram of their ideas, draw and colour a picture, and develop their literacy with the range of approaches a newspaper article offers. Quotes, headlines, subheadings etc.

 This isn't a waste of a lesson, allows the students to do something of worth, and gives you plenty that you can tell them to add so you don't run of work.

 So what should you avoid? 

 

 Do not be a fool, you know the students aren't allowed to go to the toilet; so don't let them. You'll hear "our teacher lets us" a lot, so just explain that you aren't their teacher, so they won't be today" 

 Don't scream at them and shout, wait for them to listen to you, and hold your nerve. It might take five minutes but they'll get it eventually. 

 Don't put music on, don't allow them to sit on phones or have earphones in, and don't let a student sit and do nothing without consequences.

 Whether you know their name or not you can leave a description to their teacher, or ask any passing teacher into the lesson to tell you their name. There's a good chance this student will be well known.

 Always send out the worst offenders, and praise those who are working. Sending out those who aren't working or who are misbehaving might seem old fashioned but you have to remove their audience and explain the consequences to them one-to-one. 

 If you stand at the front screaming about detentions you'll get no respect. So give yourself time to think and explain the consequences in a calm manner. Be sure to follow up with these too. 

 

 For a plenary there are plenty of online quizzes, videos and resources that you can use. Use the internet, use the TES website, sporcle quizzes, and again YouTube.

 Make sure the students tidy the room up, and don't let them leave until it's acceptable. 

 At the end of the lesson make sure you go round tidying up. Teachers are protective over their classrooms so make sure you leave it spotless. 

 Also give as much feedback as possible. Make sure the school know that no work was left, and that every student who needs reporting is, regardless of number. 

 Ultimately, stay calm, be patient, and hold your nerve. Be as clear as you can, and keep the work simple and accessible. 

 Punish poor behaviour, reward the good, and never be too proud to ask for help when it's needed. 

This won't turn a chaotic class into a perfect group, but it will show that you are firm and you're not to be messed with. Never be afraid to try something new, and remember you're there to do a job, and not be friends with the students. 

 Take pride in your work, stay in control of your emotions, and avoid letting the students run the lesson. 

 Good luck. 

 

 

 

If we don't act soon, we'll lose even more teachers.

 Teaching can be a lonely profession. This might seem an odd thing to say about a job in which you are in a room with thirty students. 

  It certainly is not lonely when those thirty students are on your wave length, are engaged with their learning, and you can see the pay off of all your hard work. 

  

 However when you're in that classroom and all you can see is chaos, or what is sometimes worse: utter indifference and a sea of disinterested faces; you'll never feel more alone or more isolated. 

  It's suddenly you versus them, and you have little chance of winning. You'll throw everything you have at this group, everything you were taught, every piece of advice you were ever given. 

 

 So where do you turn when this happens? Where the class won't behave, won't work, and simply don't listen to you?

 

 If you work in a supportive school, then you'll turn to your colleagurs and they'll offer you support, give you advice, or even take a few of the worst offenders from your group.

  

 However, this does not often happen. All too often teachers are just left to deal with this alone, all the while developing their insecurities, and leaving them to believe that it's all their fault. 

 

 Behaviour incidents that are reported are treated as inconveniences by heads of department. Others will say "oh that's a good group, and they don't behave that way for me" which is the greatest kick in the teeth a teacher can have.

 I've struggled myself, and had to learn on my own. I feared going in everyday, and was ultimately left alone and dreading that group that wouldn't listen. I battled through and worked myself harder and harder, and just about survived, but I've seen others completely broken by teaching, and ultimately quit the proffession whilst feeling a complete failure. This didn't need to be the case, schools could've done more.

 The schools response to struggling teachers was often to observe the teachers lessons over and over, to apply more pressure, as if it was a lack of effort that was leading to these troubles. 

 We have to do more to help those teachers who are struggling. Alleviate the pressure on them rather than intensifying the pressure or ignoring them and hoping the problem goes away. 

 Schools often don't help those teachers and I've known teachers who are struggling to be given the worst groups in an attempt to force them out of the school. 

 It's sadly been the case that these students will torment a teacher all year and suffer no consequences, but when a student from the class swears at a member of senior leadership they're instantly punished. 

 Schools need to have consistent punishments and let students understand that every member of staff matters. All too often the school give the message that you don't need to respect the struggling teacher, but make sure you respect the hierarchy.

 Members of staff could do more in making schools more pleasant environments also; places where you want to come everyday. 

 

 Teachers walk past eachother without saying hello, staff rooms are often unattended as staff choose to eat alone, and those who are struggling are left alone to stew on their "failings".

 We need to start realising that we can stop teachers walking away from the proffession by actually being supportive, positive and welcoming.

 

 So many potentially great teachers have walked away as they felt alone, and were tired of not being listened to: not just by the students but more significantly my other members of staff. 

  

 

 

 

 

We can build a clock, but we can't tell the time.

 Ask a year 7 student to tell you the details of the English Civil War, and there's a fair chance you'll get a fairly decent answer. These kids know their onions, and will often amaze you with their knowledge.

 

 However ask a group of year 7 students to form a straight line, and you'll be met by a chaotic mess, confused stares, and at best a messy zig zag. 

 They also cannot sit still for more than two minutes, keep their hands to themselves, and they absolutely cannot stay quiet. Turn your back for three seconds and one boy will have another in a headlock.

 Every lesson is interrupted by numerous latecomers, and learning postponed further as the teacher has to hand out basic equipment to the five or six children who don't even have a pen. These kids have time to stop at the shop to buy an Easter egg and a can of red bull for lunch, so surely they can buy a pen. 

 This might all sound old fashioned, but students simply cannot manage the basics at school. 

 They talk over the teacher, utterly oblivious to just how rude they are being.  Silences are to be filled with noise, rarely cherished.

Students don't underline titles, forget to start sentences with capital letters and rarely ever use a ruler. 

 There are the more extreme cases of students who cannot read, don't know their address, and in extreme cases have no idea when their birthday is, and I'll discuss them at a later date. However, even the best students struggle to get the absolute fundamentals right. 

 In fact they don't even struggle, they just can't do them at all. 

 This might all sound churlish and curmudgeonly, but I genuinely believe that getting the basics right allows students to truly go on and get the best from their education. 

 If the teacher doesn't have to spend ages correcting trivial mistakes they can concentrate or delivering outstanding lessons that challenge and inspire. 

 

 

 

How to set cover work

 Sooner or later as a teacher you will have to set cover work. For the last few years I've experienced a wide variety of cover work, and I can say that a large number of teachers seem to have absolutely no idea how to set suitable work for their class. 

 

 So here is a list of do's and don'ts: 

Do: 

Leave a seating plan: This is a basic one, but it makes a massive difference. If the students realise that you know where they sit they're far less likely to try it on later. You give the supply teacher power from the start. If you don't have a seating plan then write that somewhere. 

Don't: 

Set group work: in a supply lesson this is just giving a class a lesson off and allows chaos to mount. 

Do: 

Leave the answers: not every supply teacher is going to be a subject expert, so if they don't know what appears to you to be a basic answer they'll appear extremely stupid to the students. Having a copy of the answers available helps them beyond measure. It also keeps the lesson moving along. 

Don't: say "the kids know what they're doing" Whether they do or don't they are highly unlikely to actually reveal this to a supply teacher. Even the best classes enjoy the chance to have an easy lesson, and this is giving them a great opportunity to do nothing. 

Do: keep it simple, keep it clear: 

 The work shouldn't be complicated. This doesn't mean it just has to be book work, as you can still include a starter, a plenary, and many varied tasks. However, it should be straightforward and easily accessible. You should be able to immediately understand what to do at a quick glance. 

Don't: leave an irrelevant task. 

 Try and keep it focused on something you have been doing. Students hate to do something they know will be thrown in the bin at the end of the day, and as a result put in practically no effort. 

Do: make sure all the resources the supply teacher needs are actually in the room. So often the book needed is nowhere to be found, there aren't enough copies of the worksheet, and there isn't even a sheet of paper for the kid who's left his book. It's very hard to complete the tasks on page 50 if there's no page 50.

Don't: leave nothing at all. This happens with alarming frequency and even the best supply teachers will struggle to contain the chaos that ensues. Someone is having to take that class with absolutely no work, and it's not fair on either them or the students. 

Ultimately if you follow these then the supply teacher has no excuse. You've made it easy, and they can do their job. It might all sound basic but so many don't do it, and it makes the covering teacher's job far harder than it should be.

The Lesson Begins

The noise is audible down the corridor, and my mind is racing at the prospect ahead. This is going to be a battle. 

 As I turn the corner 30 pairs of eyes catch mine, and suddenly it begins.

 "Hooray, we've got a supply teacher"

Say a group of children, suddenly ecstatic at the news that they're about to have an hour without educational merit. They physically jump up and down with all the delight of football fans who've just seen their club win the FA Cup.

 "We have got you, haven't we?" asks a student as I open their classroom door. 

"No, I'm just opening the door"

"Oh!" says the suddenly crestfallen child, before it dawns on them that I'm being sarcastic.

 I swing open the door, and the kids shove past me. 

 A mass of poorly coordinated limbs, giant bags, and teenage spots enter the classroom with all the grace of a vagrant vomiting in an alleyway. 

 In they pour; coats still on despite it being 30 degrees in the classroom; bags on tables in a less than subtle attempt to hide the obligatory mobile phone; and language a darker shade of blue.

  This is a typical start to a supply lesson, in a better than average school. 

  The students are not ready to learn. Plainly speaking, if they're going to work, they aren't going to do it without an awful lot of resistance. 

 Within five minutes there will be enough rule breaking to have seen five students permanently excluded in another age, but now swearing, defiance, and flagrant rule breaking are the standard in supply lessons.

 A glance around the classroom will reveal boys putting one another in headlocks, girls applying eyeliner, and another group communicating with the person next to them at an ear shredding volume. 

 Inside I'm screaming loudly at the chaos that I am about to try and calm; but in reality I'm stood at the front, staring at the students and deciding what tactic to apply. 

 I open my mouth; and it begins.