As Spring Term 1 comes to an end, I find myself reflecting on the transition from first to second placement, and what a transition it has been.
Transitioning to anything can very much be a ‘sink or swim’ moment in your career, where you test the waters – as it were – to see if you thrive in a new environment and flourish professionally, or you simply learn to appreciate the place you transitioned from. Either way, these tests and pushes beyond your comfort zone all add to the metaphorical bank of experience.
Whilst my first placement offered me a gentle hand into the world of teaching, my second placement was undoubtedly the true source of my teaching confidence. I cannot lie and say it was an obvious ‘click’ moment, but everything just slowly started to make sense. Similarly, I noticed that I was beginning to do things through muscle-memory, like taking the register and following behaviour policies, rather than just robotically imitating other teachers, and I feel I am now starting to find my own groove in this pedagogical journey.
I feel it would be fraudulent, however, to suggest it has all been sunshine and rainbows throughout this transition. Along with differing schemes of work, each school has their own individual flair or style when it comes to teaching. The four months I had spent at my first placement had taught me to follow their specific behaviour policies, and it was at just the moment where I had finally started to naturally integrate it into my own lessons that we switched to a whole new school, with a whole different policy to learn. The second placement school was much larger, with a slightly looser hold on behaviour, so I knew this would be a big wake up call.
On top of this, I had new systems to learn, new colleagues and dynamics to juggle, and new classroom relationships to build. What got me through that initial barrier was the reminder that I am brand new to the school, which means I can be whoever I want to be. I can set the rules. Having learned from my previous placement of what to do and what not to do when introducing myself to classes, I had a much clearer idea of the teacher persona I wanted to exude when up on my pedagogical ‘stage’.
Whilst juggling all of this, I also had an increase in my teaching hours, which meant more lessons to plan and more reflections to write. This did, and sometimes still does, put a strain on the belief in my teaching abilities. It can be very easy to put on the teaching performance mask to benefit the learners in front of you for that hour. However, it is much harder to manage all the ‘behind the scenes’ elements to the job – planning, marking, emailing, reporting – that require you to take off that mask, revealing under the layers merely a naïve ITT student that is still learning and growing, just like the very pupils we support in the classroom.
In spite of everything, rain or shine, I remain hopeful. My plan is to stay at this current placement until the end of my ITT course in July, and I have applied to stay on as an ECT from September. Regardless of that outcome, I am proud of how far I have come, and of the confident teacher I have started to become, as I continue to find my feet and experiment with different teaching methods. Transitioning placements can always be a risk, but as I am thrown into the deep end, I feel myself finally ready to swim.
Transitioning between placements are a vital part of the training journey. Moving into a new school environment allows trainees to encounter different approaches to teaching, behaviour management, and school culture, helping them to develop adaptability and resilience as educators.
While these transitions can present challenges, they also provide valuable opportunities for growth, confidence-building, and professional reflection. As trainees progress through their placements, these experiences help shape them into reflective practitioners who are better prepared for the realities of the classroom and the next stage of their teaching careers.
Ready to take the next step? Apply now and start your journey towards becoming the teacher you’re meant to be.
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