Case studies : Primary school teacher: Amy Martin

Amy Martin is a lower primary school teacher. After obtaining BA English Literature at the University of Sheffield she went on to complete a Lower Primary PGCE at Bristol UWE.

After graduation I was unclear about which career path to take. I started working in a children’s nursery and found that I really enjoyed it. Wanting to broaden my experience I joined an agency and worked in various roles including as an SEN TA (special educational needs teaching assistant). I also worked in a college as a learning support worker and volunteered one day in a week in a primary school.

Towards the end of my PGCE I applied for several teaching jobs in Sheffield. After a few interviews I got a temporary job as a reception teacher which got extended for the year and has now been made permanent.

My degree was not specifically relevant but the written and verbal communication skills I gained are useful. Also, having a degree in a core subject definitely helped to strengthen my teacher training application.

I get to work at about half-past seven and set up the activities, classroom environment and any other resources needed for the day. Then I greet the parents and children as they come in, take the registers and settle the children. With the help of my TA I teach a combination of classes throughout the day including a whole group class, independent learning groups and smaller focus groups.

Every day includes outdoor learning where I make written observations about the children’s development. I usually work through lunch and after school I may be meeting parents, tidying the classroom, marking, or attending meetings. I usually leave school at quarter past four; sometimes I work in the evenings planning lessons and resources but most of my planning is done on Sunday evenings.

Now my contract is permanent and I am no longer an NQT, I have been given the responsibility of being a subject co-ordinator for history and for the library. I would like to continue working with this age group, possibly becoming a foundation stage co-ordinator or an education officer in a museum or gallery.

Every day is different and it is certainly a very creative job. I really enjoy setting up practical resources and the fact that it can be quite physically demanding. When you get to know your class really well you can have a lot of fun while you’re teaching them. It is satisfying seeing the children enjoy something you have planned and taught well.

The most challenging aspect is that it is emotionally exhausting. You invest a part of yourself and your emotions in 30 children every day, their parents and the rest of your colleagues. The workload can be mammoth - planning, marking, assessments, reports, parents evenings, resources, admin, meetings...it never ends!

It sounds like a cliché but teaching really is rewarding and you can make a difference to children’s lives. There are plenty of shared resources available and a huge support and advice network. You get a teacher’s pension, job security and 12 weeks holiday a year.

If you can’t get a job working with children in an educational setting, it really doesn’t matter as long as you volunteer. Get a good breadth of experience in the different stages of education and with children who have additional needs if possible. This will give you an idea of what is taught and help you decide which age range to teach.

AGCAS

Sourced by AGCAS editors

Date: 

October 2010

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