My Journey into Teaching
What I love about teaching is that no two days are the same. My journey toward becoming a teacher began during my childhood, as I lived in a school for ten years while both of my parents worked there. Being surrounded by the energy and learning atmosphere of a school influenced me and sparked my passion for education. This passion grew further when I started working at a forest school, where I discovered the joy of engaging with children in a hands-on, creative environment. Later, during college, I completed a Childcare and Education course, which broadened my experience in various schools and nurseries, giving me an insight into teaching diverse age groups and settings. Looking ahead, I aspire to teach in Key Stage 1.
University Learning
At university, we learn in all sorts of ways: through lectures as a year group, small group teaching, and hands-on learning. My favourite is the seminars, where we engage in group learning. These sessions give us the opportunity to share ideas and discuss key topics with peers.
Many days on campus start at 9 am, and sometimes we have up to four sessions in a day. The university tries to arrange our timetable so that some days are packed with activities, while others allow us to manage our time more effectively.
A Day in the Field: Working with children
8:00 am – I woke up and got ready for the day. Don’t forget lunch!
9:00 am – I took the bus from the university to Darell Primary School.
10:00 am – I met with the rest of the class to discuss the plan for the day.
10:30 am – We introduced the activity to the children. Today, we would be exploring their local park and creating a poster about the importance of understanding their local environment. We gauged the children’s interest in the park, and found that those who lived nearby and visited often cared more about it than those who lived further away.
10:45 am – We walked to the local park together.
11:00 am – Local resident Anna, who works with the local council, gave a brief talk about the park. We gathered by a neglected notice board where the children’s posters would be displayed.
11:15 am – We split into groups, each with two children, and walked around the park. Using a worksheet, we asked the children what they could see and learned about what they liked and disliked about the park. We also discussed who owns the park, who uses it, and what activities people do there.
12:00 pm– We headed back to school and had lunch.
1:00 pm – In the classroom, we shared our findings and introduced the poster-making activity. The children would create posters celebrating their favourite aspects of the park.
1:15 pm – We split into groups again to begin creating the posters. The children used a variety of creative resources to make the posters exciting, with some even turning out 3D.
3:00 pm – The lesson ended, and we selected a poster to be displayed on the park’s notice board. Each child would have a chance to have their poster showcased, as the displays would rotate every two weeks.
3:10 pm – We headed back home, happy knowing we’d left an impression on the children about their local green space.
Evening Routine
4:00 pm – I met up with my friends in my flat, and we did some readings for our lectures for the following week.
6:00 pm – I made dinner for some of my friends.
8:00pm: Finally, we unwound by watching a movie before heading to bed.
Final thoughts
From engaging with children in the classroom to applying what we’ve learned in real-world settings, every day offers new opportunities to grow and make a difference. The combination of lectures, seminars, and hands-on learning ensures that we are not only prepared academically but also equipped with the skills needed to inspire and engage future generations. As I continue my journey towards becoming a teacher, I feel confident and excited about the impact I can have on children’s lives, both inside and outside the classroom.
To find out more about this course please visit BA Primary Education (QTS) | University of Roehampton, London.