Its just too hard. Behaviour is borderline criminal, workload is absolutely horrendous and its impossible to meet all needs in the classroom. Im tired of cutting corners just to survive and the last 25 years feel like i have wasted my time. Its just become too difficult

So im currently doing my second year of supply and im with two agencies. One keeps me busy and the second is not really there much.

The second agency texted me this morning about a day work next week and I responded immediately with yes. A few hours later, I got a letter from the post for a hospital appointment for the same and I called the hospital to get it changed for a later date or time but was unable without waiting for another two months. I immediately texted the agent and told her I was unable to change the date or time for the hospital appointment which meant I couldn't go to the supply job. She blamed me for agreeing to go in the first place and said that this would hurt my chances of long term work.

I did tell her last year that I was planning on looking for ECT work. Couldn't get one last year but ill be trying all of this year for ECT jobs.

Now was i wrong or.... idk what to do?

Sorry if this is a little confusing.

For context/background: I’m in my late 30s and I’ve just moved here from the US about 6 months ago, so I began my first UK teaching role in September. I taught in the US starting in the early 2010s, then took a few years off to work in non-profits and get a masters degree in education. I taught again for a few years before moving into an Edtech role within a school, and eventually working for edtech companies, which I did remotely until this summer.

All that is to say, I have a diverse background with a range of experiences inside and outside of the classroom. I’m also a parent, so I have that perspective as well. Finally, I look very young - I always have - probably mid- to late-twenties so it’s always been difficult for people to take me seriously and trust my authority.

Here’s what I’m struggling with: I’m not sure if my current school is just not right for me, or if teaching in the UK in general is not the right move.

I am teaching at a school that’s an hour commute in each direction. The behavior of this particular year group is terrible and everyone in the school knows it. I was prepared for that. However, I had ZERO onboarding or prep before the first day of school. I was able to get into my classroom to set up and I was given a vague curriculum map, but I didn’t have any logins for curriculum resources until week 2, wasn’t told about the dozens of school traditions and norms (like requirements about notebook colors for various subjects or specific headings or markings, etc) and I had to find out by being told constantly I was doing things the wrong way by my students or HLTA.

I thought this would dissipate as the weeks went on and I became more confident in the (very specific) way the school operated, but six weeks in I’m still constantly getting corrected, told I’m going things the wrong way, and being monitored. My HLTA is older than me and has been at the school for a long time, so I respect that she knows a lot about the school. However she’s is always interrupting my lessons to correct me or yell at the students for talking or getting distracted. It makes me feel so inadequate and uncomfortable. She’ll say things like “you should really be using a ruler to underline your date on the whiteboard” or “shouldn’t the students be lining up now?” when I’m clearly finishing up what I’m saying to the class.

My partner teacher has also been at the school for a long time so I respect her, but the constant criticism and feedback is really starting to make me feel like I don’t know what I’m doing.

As an aside, my teaching philosophy is rooted in students’ well being and helping the whole child grow. That means ensuring they are happy, healthy, socially responsible and included, as well as teaching them content. I truly don’t mind a little chatter and some silliness here and there, as long as they’re getting their work done and participating in lessons. But my HLTA and partner teacher are constantly yelling at the students for talking and being too loud (they’re 9 and 10, of course they’re going to need reminding about indoor voices but they just talk loudly). I even took a break with them to let them ask me some questions about America once, and they were laughing and having fun, and my TA just yelled at them for being too loud and sort of scolded me for causing the noise. Also little things like the fact that I like softer lighting and absolutely despise overhead lights (they’re so overstimulating and harsh!) so I try to keep at least a few off and let the natural light be our main source of light through the windows. My TA and partner teacher are constantly walking in and just turning the lights all the way on and it’s like - I thought this was my classroom!

The other thing that really makes me hate teaching here is the expectations of perfection and almost being a drill sergeant instead of a caring, down-to-earth teacher. I’m just the kind of person who has never taken life or myself too seriously. Part of the reason I became a teacher was because I was inspired by passionate, caring and fun teachers that I had in my childhood. They made learning fun and I still remember the topics we covered while playing games, singing songs, creating art and participating in fun projects. I would absolutely hate school if I had to sit still all day, listening to a teacher talk at me and then continue to sit quietly while I filled out worksheets. Is this the expectation everywhere in primary schools here in England?

I’ve been scolded for letting students turn in ClassDojo points to come to my classroom at lunch for a lunch club. I’ve been scolded for letting students come to my classroom after school (with the aftercare leader’s permission) to help me clean the room and set up for the next day. I’ve been scolded for pulling a student aside and having a discussion with her because she was crying (“you’re fine, you should go back to your seat, you have work to do” is what my colleague said to her, then turned to me and said “if you let them do that once they’ll come to you all the time and just whine about everything”) and my TA and colleague step in to quiet my class or get them in line when I was just about to do the same. Again, I just don’t think it’s that serious if a student or two are whispering a bit or if they giggle about something quietly, because they’re human. I mean, how many of us teachers whisper or get distracted during staff meetings/inset days?? But I think my TA and colleagues assume I CAN’T control my students so they step in and demand silence.

Today my students were going outside for a brief movement break before an assembly where they’d have to sit for a while. I was walking them out when I was stopped by the office manager and asked a question. About 5 of my students made it outside before me, and of course my partner teacher was right there and said I really can’t let them outside without me, it’s a safeguarding issue, etc. I was right there, and they were running out onto the back playground area that is completely fenced in and I could see them. I take safeguarding very seriously but it’s all the little things that keep getting picked at, and often it feels like I can’t do anything right and I’m constantly being reminded of the rules as if I don’t know them.

Am I being too sensitive? Is this just not the right school for me, or is this how most UK primary schools will be, even if I move? The best part of teaching in the US was being able to close my classroom door and just TEACH. I made up songs about topics they were learning, we had class meetings where we got to know each other, we went outside on nice days and took our work with us, and they learned a lot and grew as humans. At my school now, I feel like I’m constantly under a microscope and I have to just “stick to the script”, keep the students silent at their desks throughout the day, keep them silent in the halls, and never let them get too close or comfortable with me.

Sorry for the novel. If you’ve made it this far, any advice from experienced teachers welcome!

Have they changed the meaning of this now then?

This used to be the way they described something terrible and now the little ones are using it as something brilliant.

Me today: 'Doesn't 'peak' mean something is bad?"

....Looked at as if complete idiot by 30 silent and uncomprehending 11 year olds.

Quite an unusual situation - haven't seen an answer for this anywhere. Got my timetable/ starting a new school next week. However, a school with much better pay and a substantially shorter commute (15 minutes compared to 50 minutes each way for current role) came up and I got an offer from them. Salary is much higher too as they are offering a TLR. I explained my situation where I just accepted a role elsewhere but would want to join them if it's possible. So they are giving me until Monday to accept the role otherwise they will move on. Not sure how my current school will take this.

Question - is it possible to resign for 31 October before I start a role? And are there implications for doing that with the current school?

Edit: Current school starts immediately next week. New job starts in January.

Hi All,

Just wondering what your thoughts are regarding new rules with EHCP pathways and absolutely huge amounts of need coming through?

So many children who would've gone to a SEN school are just in mainstream now & struggling to cope even with huge amounts of in classroom support.

I'm in secondary (HLTA) and it feels absolutely impossible to meet the demand placed on us at present. We're thin on SEN staff and cannot recruit anyone at all.

Edit: just want to add, I think inclusion is great. Things just feel chaotic!

Is it just where I am or is it everywhere in the UK?

For context, last year I taught for three out of five days each week. I really enjoyed it and valued the deputy head’s teaching style; however, she was often not in school. I am a qualified teacher, but I am currently working as a Level 2 TA due to personal circumstances. I am now keen to return to teaching.
I have applied for teaching positions within the school, but I feel the reasons given for not progressing my applications were not clear or convincing. On each occasion, the role appeared to go to someone already known to the CEO or SLT.
In my current role, I am carrying out responsibilities equivalent to, and in some areas beyond my role
My class has a high number of pupils with SEND and behavioural needs compared with other classes, which makes the role particularly demanding.
Since meeting with the headteacher to discuss my job role and pay grade,which was not approved
I have been excluded from staff meetings and training that other members of staff attend even one to ones attended but expected to have the knowledge from this training and carry out like all the paid level 3.
This has happened before, and it has left me feeling singled out and unsupported.
I have also experienced what I feel are microaggressions from the one of the part-time teachers, particularly the afternoon teacher. She appears to speak to the other TA more respectfully and seems to expect me to be in several places at once and manage multiple responsibilities simultaneously the tone she speaks to me in is very rude.
She gives me a job to do then calls me back so many times to do other tasks. Both teachers can’t cope with the class but pretend like everything is ok and want to look capable.
The stress of having to deal with 7 SEN children on my own many times a day contributed to my decision to look for another role as soon as possible.

I do not intend to involve the union at this stage, as I need a positive reference and am planning to leave. However, I want to record my concerns clearly.
There are also ongoing staffing and safeguarding concerns. The school is frequently out of ratio, and I am often left outside with a large group of children on my own, including during lunchtime duty. This is physically and mentally exhausting. I also feel that some teachers do not fully communicate to parents or SLT the level of need and behaviour within the class, possibly because they do not want to appear unable to cope. As a result, I am left supporting the most challenging pupils throughout the day, including at lunchtime, while the teacher avoids dealing with the more difficult or SEND-related needs.
Since asking for pay rise I’ve noticed I’ve been treated differently not included and another member of staff has mentioned if you stick your for yourself in this school you get treated like that.
Any advice on how to move forward

Hi all,

I would like advice about EYFS supervision arrangements I am a TA and have been asked to supervise 25 Reception children outside. It can be such a hazard because they have a lot going on from bikes climbing frames loads of equipement digging and gardening hoops bouncy balls.
On Fridays when they are short staffed its 35-40 kids.
Management have said academies have no ratio for Reception. Please clarify the EYFS requirements, whether a TA can be the sole supervising adult for this number of children, and what risk assessment and staffing arrangements should be in place. I do not feel safe out with that many children especially as many of them have needs and behavioural issues however it's like I've not
Got a choice I just get told I'm outside.

ECT 1. Dealing with difficult parents. Two are complaining to the school about me for either, "not giving clear enough instructions" to child- resulting in detentions for incompleted homework. Or for giving them afterschool detentions when they escalate up the behaviour system and not attending school-day detentions (Which to the parent is enough to ring the police about. Im not over exaggerating.)

I thought parents would be easier. They are fully developed rational humans and part of society. But I find it the hardest part. I'm still a young gen Z. Look young. Sound young. I find it hard to be firm with adults twice my age telling me i'm wrong for following and enforcing a behaviour policy their child refuses to accept and THEY agreed to when putting their child here.

Most parents are supportive. 95%. But I cannot get myself over the agressive, argumentative ones. It makes phone calls home feel impossible, and i'm already planning ridiculous, theatrical accidents to "miss" parents evening where i will have to sit face to face with these adults who dont respect me or the school.

I’m autistic, working in my first full time role and currently going through a rough patch teaching my GCSE classes (core subject that no one likes in my school) who are mixed to low ability and today the constant low level behaviour, disrespect and general immaturity got to me so much I nearly cried in front of them - after I had asked for support from my HoF 3 times, I had to abandon my lesson and they took over whilst she was teaching her GCSE class so I could go and calm down.

I have felt absolutely awful about it all day, on the verge of tears, because I feel like I’m at my wits end with them. I’m frustrated with the class, and with myself. I’m in my 3rd year after doing supply for 2 years so I have some experience but I feel like I should be better at this point and not having a meltdown when things don’t go to plan.

My HoD is supportive but she’s saying don’t take it so personally and stop overthinking everything. I just don’t know what I’m supposed to do - I’m trying to set work that’s appropriate to their needs and level, I’m trying to use the behaviour system but when it’s 85% of them not listening or not doing what there’s supposed to, I don’t know how I’m meant to get any teaching or learning done?

Also the behaviour system looks simple at first (B1, B2 etc) but I feel like there’s so much nuance of when/how to sanction especially when I’m trying to pick my battles, keep high expectations and build positive relationships?

Feeling like I’m in a rut and trying not to be hard on myself but I feel like I’m letting every one down and I don’t deserve my job.

My school is expected to attend a conference an hours drive from us on for an inset day. Is that allowed?

hi all

one of my pupils is having a real hard time at the moment emotionally, a parent has cancer and has now been given quite a short time left. obviously this has left this pupil distraught, and is finding me a lot for emotional support, she often comes to me usually once a day at break or lunch. i’m ok with giving her the time, she is a great kid. she says i am her favourite teacher, for context also does some great work in my lessons.

i really want to support her, and she is already seeing the school councillor. but as above she is seeking me out a lot of support and often times i just don’t know what to say to her.

is there any actual actions i could take to really support this child? or just do my best to listen to her? i want to try and make a difference but feel like im doing her a disservice.

obviously safeguarding wise i always make sure door is open if i am alone, etc, and put anything concerning on CPOMS.

any advice would be really really helpful

thank you everyone 🙏🏻

After years of mayhem when returning a test, I was lastminute.com the other day and didn't have time to add up the marks. Told the students they need to add up themsselves. That kept them (y9s) busy for a while and the room was sooooo peaceful.

Added benefit: I told them I'll count again before entering on the system, which I will.

What this means: When I was adding up and got the same number as them, I could be confident I got it right and din't need to sanity-check myself (and I could count a bit less diligently than I normally would).

Or maybe it was just luck...

Hi guys,

How many schools did you try?

How many schools, whether it’s primary, secondary, FE, same sex etc… schools did you try before finding the right school for you?

Or if you didn’t, did you realise the job may not be for you?

My first school was a high school, left because of mental health, lack of support and toxic work environment. Took a 2 year break. My current school is a middle school and I’m hating it. Behaviour is abysmal. A part of me is thinking try a grammar school, all girls school (I’m a female teacher so I’d prefer this), FE before packing it in?

In my current school, I’m thinking of leaving due to behaviour but I’m thinking isn’t it just the same everywhere?

I’m even considering in my possible next post just going part time. Idk if I can handle teaching on a FT contract.

TIA.

I started at a new school in September after being at my previous one for 4.5 years. Since starting teaching in the UK 6 years ago I've only been in two schools so do have evidence of committing to a role long term, and finished my last school with strong KS4 outcomes.

Unfortunately I have decided to leave the new school at Christmas, this is due to factors within the school including behaviour, a serious lack of resources for my practical subject which makes implementing the curriculum especially at KS4 impossible and the school generally not being the right fit for me. Also have some personal reasons, I want to take a few months off to spend time with a terminally ill parent, and also recover from my own chronic health condition (I would be aiming to secure a new role for April 2027). To make matters more complex I've been off sick the past two weeks due to a flare up of this condition.

I've saw someone posted here a few weeks back about leaving a new school after Christmas, I feel reassured that it's quite common and a lot of teachers do it if the school isn't the right fit. My question is, can my notice be handed in any time before 31st October, e.g. during the half term break (we have a two week break) or does it need to be on the last working day before half term? My reasoning is as I'm currently off sick, I want to do it as close to the Autumn 2 start as possible so I can then have an honest conversation with my LM about it the first week back.

Also for anyone who has left at Christmas, did it have any negative impact on working atmosphere/relationships with colleagues in the Autumn 2 term?

I've spoken to the union who advised that I could be signed off longer term until Christmas, however I'm going to take the half term to rest and then power through the remaining weeks in Autumn 2, as I can't afford the extended sick leave (I believe it's only 25 days for the first year) and want to leave on hopefully good terms for my reference.

Would appreciate any thoughts/advice, especially around the notice date and impact it has at work during Autumn 2 (specifically from those who left a school after starting in September).

Context - ECT1 in an eyfs/ks1 SEND class with 2 TA

Hi everyone, looking for some advice after a bit of a crap day. For context, I have a very difficult cohort, i mean constant behaviour difficulties with biting, hitting, throwing things; stealing things, not following instructions; running away from adults, everything. More children than not have difficult behaviour. Children are removed from class daily with dangerous behaviour.

I found out during my probation meeting that one of my TAs has asked to leave the class, & we have a new one here for probation tomorrow. Now i know this TA has struggled with the behaviour for the past 2 weeks, I think she takes a lot of it to heart and struggles to separate the behaviour from the child & takes it home with her. I’m just upset as I felt we had a good relationship, so i’m wondering why she didn’t tell me she was moving.

I try my best to limit the stress on my TAs, I don’t ask them to handle any admin duties, printing, prepping resources, nothing. Just to be present w the children & support with behaviour/adult led activities (+ nappies as most of them are in them, but i do change too when im not teaching). I just wonder if this is a reflection on me or just the behaviour of the children?

What role do your prefects take on within the school? Are they simply a title bestowed upon the ‘clever’ or ‘compliant’ kids, or do they have any power so to speak?

Also what process do you use to select prefects? And at what ages?

Hi all,

ECT1 here looking for some advice. I have a year 10 class of 30 in an option subject and I have an issue where a large potion of the class will not do work unless I’m actually standing over them or prompting them, and when I walk away they will stop. Obviously with a GCSE class of this size this is very frustrating.

The lesson is scaffolded, there are turn and talks, MWB afl, resource banks, sentence starters and I model/ have modelled how to answer the questions multiple times. But then I set them off on an independent task and they will try everything they can to get away with not doing it. But when I call them out on it they play the “I don’t get it Miss I don’t know what to write”. I finally snapped today and said anyone who hasn’t finished their answer will stay in break to write it, magically a lot more answers suddenly appeared.

I just don’t want this to turn into a really negative class environment where I’m battling with students to do the bare minimum. Is there more I can do teaching wise? Any advice would be appreciated.

Been told I’ll be called to a disciplinary to give evidence about a member of staff. Not been given a date. Can I speak to my union rep about this as I’m a bit nervous?

Not talking about parents evening, that’s a couple of months away. Around October every year year 7 form tutors have to attend a mini progress evening where they talk to student’s parents about how they’re getting on, any issues etc. Other year group form tutors don’t attend and are allowed to leave early. There’s also a similar evening in June/July when those students are at the end of year 6, and they will come to their new school where year 7 form tutors to be will stay the evening to meet them etc, whilst other year group form tutors go home early again.

Is this fair? How does this work out directed time wise, with some staff having to work more contracted hours than other staff? Is there any point to this, could it not wait until dedicated parents evening?

Just wondering, is all.

Hi all, hope you’ve had a good day!

I am seeking some advice regarding the uni aspect of ITT. I’m currently teaching around 5 hours a week, and I am absolutely loving it! The only thing I’m struggling with is the cognitive overload of uni.

I am neurodivergent, and I am finding it really overwhelming. The observation sheets, lesson plan documents etc are all just walls of text with absolutely no chunking, and I’m finding it quite difficult to process. Today’s observation sheet, for example, included over 20 different things that I was meant to be making notes on, and the instructions themselves spanned 3 pages of pure text. I understand that that is the nature of the PGCE, so I just get it done, but does anyone have any tips for processing everything and avoiding complete overwhelm from the cognitive load?

Additionally, we are expected to follow up every observation with a chat with the classroom teacher (and a 300 word reflection on the conversation), but teachers have enough on their plate so I don’t want to ambush their time asking them about the 20+ things that I made notes on.

The paperwork is manageable now; I’m teaching such a small timetable that I do have enough time for it. However, once my teaching load goes up to 40% next term, and eventually 80%, I’m really scared that I’m going to struggle mentally with the sheer amount to do on top of the overwhelm from trying to break down the paperwork and reading myself.

I 100% made the right decision - I love every minute in school and couldn’t be happier spending my work day in this way! I don’t want this sparkle to be dulled, so any advice will really go a long way for me.

TIA!

On my ECT end of year one report I’ve been given a letter grade. It has left me with a really weird feeling, I was expecting the progress report for each strand but overall just an on track or not on track.

Is this standard for ECT reports?? Why would they do this? I got graded a B and it’s made me feel so awful and subpar. Doesn’t feel supportive at all

Hi, I currently mark physics for AQA however the school I’m in now teaches edexcel. AQA have offered me a second exam paper this year but I’m wondering financially if I’m better taking on edexcel marking or a second paper from AQA. Can anybody who marks for edexcel science (any of the papers) give me a ball park of what they make for an exam series please? Thank you