What do you want to be when you grow up? Well, my answer is simple, a teacher. As I got older and somewhat wiser it didn’t change. Ever since I can remember I have wanted to teach, from helping with the Sunday school memory verses to trying to teach my brother to hold my violin. I knew a placement would be extremely valuable approaching the end of my degree, helping to motivate me, and set me up for success in preparation for the dreaded PGCE applications… Realistically, what else can I do with a music degree?
Jokes aside, I have loved my degree, but I love teaching and working with children and young people even more. This has always been evident after years of summer camps, voluntary work, and mission trips. I wouldn’t put myself into stressful dorms and chaotic crafts and games for nothing. Nevertheless, I needed real, first-hand experience in a classroom if I had any hope of making it onto a competitive PGCE course. A daunting thought but a feeling I would have to overcome if I was serious about this teaching career, which I was.
Dan Rathers said:
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“The dream begins with a teacher who believes in you, who tugs and pushes and leads you to the next plateau, sometimes poking you with a sharp stick called ‘truth.’”
Let’s just say I wouldn’t be where I am now if it hadn’t been for those necessary jabs.
In reference to the Gibb’s reflective cycle, I hope to accurately portray a review of my first day in Larne Grammar School, and my first few weeks at the Junior Academy of Music.
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Returning for my second ‘first day’ of school!
On Wednesday the 27th of September 2023, I began my time as a student teacher in Larne Grammar School. After a volley of emails, a phone call interview and my CV thoroughly combed through by the Principal, I was approved and warmly welcomed by the Head of Music into Larne Grammar School. After a brief visit beforehand to familiarise myself with the area, parking was the first real issue… Prior to my placement, I kept in touch with the Head of Music who acted as a guiding hand when I asked about trivial things such as, the dress code, starting times, general routine, and the important questions, what I do for lunch? Ultimately, she made the transition much smoother than I had dreaded the weeks before.
On my first day, I hoped to make a great first impression with both teachers and pupils. The teachers in the music department were friendly and eased me into their normal routines. I was feeling excited and honestly, a bit terrified to start. But, to gain the valuable experience I needed, I knew the struggle would be well worth it in preparation of my PGCE application and the new skills to further my career aspirations. The plan was to stay within the music department, observe and occasionally help within the classes and then eventually, lead the junior school music classes in Years 8-10. A nerve-wracking prospect of staring blank-faced at a classroom of judgmental 11-14 year-olds but a challenge I would eventually have to take on, as well as help with extracurriculars such as junior choir and choral group which were held on Wednesdays during and after school.
The music department had just one classroom but made up for its smaller size in enthusiasm both from the teachers and students, which was evident from my first day there. For the first few classes, a mix of music amongst other subjects such as Geography, Personal Development, and employability, I merely observed the classes and accustomed myself to returning to the classroom environment. It felt unusual to be back at school, not as a student. I sat at the side of the room trying not to fixate on some strange looks I received from the pupils while scribbling in my notebook and eagerly typing during the lessons. I was able to see first-hand how the pupils responded to different forms of learning and discipline. From normal pen and paper, and use of an interactive board, to quiz apps such as ‘Kahoot’, it was interesting to see how much has changed since I was at school. I was able to see first-hand how the pupils responded to different forms of learning, for example, when learning note values the class clapped and used names of hot drinks such as mi-lk for minim, tea, for crotchets, coff-ee for quavers and cap-pu-ci-no for semi-quavers. Using quizzes, whiteboards, and various methods of recap to ensure it was understood and remembered.
My initial feeling before starting placement was fear. I was scared. Worried I wouldn’t fit in, worried I’d be put off teaching but thankfully, this wasn’t the case. After what I thought would be a stressful and unpredictable day, I was pleasantly surprised and left school feeling encouraged and excited for what was to come.
I think my first day was overall a positive experience and set an optimistic tone for the rest of my time here. I was eased into their normal routine while introduced to classes of various ages without being overwhelmed by the whole school, but rather becoming familiarised with one department. The teachers were both encouraging, and motivating, continuing to fuel my passion and prepare me for the challenges I’ll face. I can confidently say a few weeks in, that I continue to learn from my mistakes and become more prepared and excited at the prospect of a career in education.
If I had the opportunity to redo my first day, I would communicate and engage more with pupils directly, and be less afraid to walk around and help them with work when needed. I would take my nose out of my laptop, and focus less on documenting everything and more on being present and in the moment, taking everything in. It’s a learning process but one I am enjoying and always striving to improve in.
Because one placement just wasn’t enough…
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I decided to complete an additional placement in Queens University Belfast called the ‘Junior Academy of Music’ (JAM) as a teaching assistant. I wanted to push myself and maximize my experience in children and youth work in various settings. I am either a dedicated student or stretching myself too thin, hopefully not the latter.
After a lengthy application form, Zoom meetings, and an introduction day I was all set. This placement introduced a new set of challenges, but I was still excited, slightly scared, but less than usual, so perhaps progress had been made! My role in JAM as a teaching assistant was to assist in musicianship classes and lead when necessary, and to help with ensembles, such as the various choirs, and to play alongside the musicians in the string ensemble and lead warmups. I have also covered instrumental, violin lessons and other instrument lessons, thankfully I have managed to stay within stringed instrument territory. Although, there was a close call with a beginner trumpeter which was cause for concern. I admit that I wanted to be more flexible, but I draw a line under brass instruments, as I would be no better off than the beginner.
Prior to starting, we were supplied with different teaching resources, such as songs and simple rhythm games to learn before we met with the children. On my first day, I was placed in a small musicianship class JAM 1 (children aged 4-7) in a group of 10. We all sat in a circle on coloured spots to demonstrate spatial awareness and to promote inclusivity. The young children were excitable and eager to interact with the untuned percussion instruments. The children were nervous, and honestly, I was nervous too. After settling in, we taught them simple 4/4 rhythms, rhyming games and songs: A welcome song and name-learning song to help the children learn everyone’s names. My time in JAM has been rewarding and continues to demonstrate a range of teaching.
Being with children of a younger age group has, so far, taught me patience and helped me to incorporate playful elements into lessons, making them more interesting and engaging. On the plus side, learning to click up and down on one hand and then a triangle in the other while quietening children during choir is a special skill, I can confidently put on my CV. Overall, I am love JAM! Going forward I would like to try to take on more leadership roles, such as, lead the string ensemble, but I believe I have grown in confidence and gained awareness I had previously lacked.
Without sounding like a broken record…
I hope to lead with a willing and flexible attitude to situations and opportunities. To reach my full potential…or try to. Between the teaching, people, and environments, these placements been more helpful than I could have ever imagined. I look forward to the rest of each placement. Constantly learning, constantly improving and hopefully feeling less imposter syndrome!
A wise man once said:
“By now you should realize one simple truth about becoming a better teacher: Teacher training goes on forever.”
-Tom Bennett
Prepare to hit play on my next adventure! An impromptu lesson that actually went well? Shocking I know…
Stay tuned!
Anna
Click here to visit the Junior Academy of Music Website to learn more!
References:
Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods
A quote by Dan Rather (no date) Goodreads. Available at: https://www.goodreads.com/quotes/79856-the-dream-begins-with-a-teacher-who-believes-in-you.
Bennett, T. (2012) in Teacher – mastering the art and craft of teaching. Continuum Publishing Corporati.