RUN THE RIVER 2016 – Another Thames Teachers Achievement!

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The Thames Teachers Team looking fierce!

The Thames Teachers Team had a great time at last week’s Run the River 2016 – a 5km or 10km run organised by Teach First
to raise funds for providing top class education for students from disadvantaged backgrounds.
We signed up for the run before the summer holidays so it was a bit of a shock to the system returning from our breaks and having to do some last-minute training! When it came to the day our nerves, team spirit and energy bars were the perfect combination for helping us all the way! The atmosphere was electrifying with so many supporters cheering us along the way, encouraging tired runners to push on!

“Over 3,000 runners came together under the twinkling lights of the iconic London skyline and ran along the banks of the River Thames. And, by running off the pressures of the day, networking with – and competing against! – colleagues, clients and teams from across the city, raised cash to help Teach First improve education for children living in low-income communities. “

We strongly recommend joining us at next year’s Run the River. Anyone, regardless of fitness levels, can take part. Three of us walked the entire route and enjoyed it just as much as the runners with more time to admire some of London’s most well-known architectural, cultural and historical landmarks including the Tower of London, the Tate Modern and City Hall.

So, whether you’re a serious runner on the lookout for your next must-attend challenge event, an occasional jogger, or a complete beginner looking for a fun yet meaningful way to enjoy a late summer evening with friends or colleagues, Run       the River is the perfect occasion to get involved with. We will be sure to let all our candidates know next year so they can join the Thames Teachers Team!

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Still looking fresh before the run!

 

Written by Deon, Director of Thames Teachers. 

Meet Chris, our Payroll and Admin Manager

Hi, I’m Chris and I’m the payroll and compliance manager at Thames Teachers. I’ve moved around a lot; I went to university in Liverpool, trained and worked as a music teacher for a couple of years in Leeds, before switching careers to a financial management position in Manchester. My current role brings together my knowledge […]

The Melbourne University Teaching Opportunities Expo, 13th July 2016

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We are excited about The Melbourne University Teaching Opportunities Expo on Wednesday 13th July from 10am!

Thames Teachers has partnered with Teaching Initiative, a Melbourne based agency. Look out for Teaching Initiative’s stand at the Teachign Opportunities Expo and enjoy a Thames Teachers cup cake whilst telling us about your plans to teach in the UK and explore Europe!

To book a place, follow this link:

https://www.eventbrite.com.au/e/teaching-opportunities-expo-tickets-25015112876

LOOKING FORWARD TO SEEING YOU THERE!

G’Day Australia! 

Hannah, our Teacher Recruitment Manager has been back from her trip to Australia for three weeks with things getting busy for the September recruitment drive! Here is a piece she wrote at the end of her trip in April…..

Meet Rachel, our Secondary Teacher Consultant…

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Rachel enjoying one of the stunning Cinque Terre villages in Italy.

Meet Rachel, Thames Teachers Secondary Consultant, placing Secondary Teachers from across the Globe into London schools. 

One might think is making a big move to London, leaving behind your comfort zone in Australia with our good weather, amazing beaches and great lifestyle worth it? I can honestly say yes!

I am originally from Perth in Western Australia, a truly special part of the world. I have fond memories of taking my dog for a walk around the Swan River with my family, and of course trips to the wineries in The Margaret River, full of the most amazing restaurants, surf beaches and bush walks. I also love going down Beaufort Street in Mount Lawley with Five Bar being our favourite haunt!

 

Once I graduated from university I went on to teach Science and Maths in a small town in the Wheatbelt. This is a farming strip in Western Australia, which was quite a cultural shock for me compared to my university lifestyle in a city. After teaching there for three years, I decided to move back to the city to teach Science in a high school. It was an experience I thrived on but I started thinking I needed to do something different to grow professionally and personally. That’s when London started calling!

I wanted to truly experience a brand new challenge in my life, and what could be more exhilarating than moving to London? It has given me the opportunity to teach in a culturally diverse setting, learn a new curriculum and to change my teaching style to make Science exciting to London kids. One thing I underestimated is just how sociable and friendly everyone is in London. It’s very easy to make friends and there is always so much going on all over the city. It also opened up the doors to travel around Europe.

The beauty of London is its location with Europe a short flight or train journey away. I try to commit to seeing a new part of Europe once a month: my favourite city so far is Lisbon. The vibrancy and the food make it a unique city with some of the most friendly people I have ever met, also it’s a 2.5 hour flight from London! I am keen to explore more of Portugal and might tackle Porto next! As you can tell I am loving my life in London and I cannot recommend the move over highly enough!

 

If you are based in Australia and thinking of teaching in the UK, we are hosting two free events called #thamesteacherslive in April 2016, as follows:

MELBOURNE CBD – Tuesday 12th April, at 5.30pm

BRISBANE CBD – Thursday 14th April, at 5.30pm

We will be hosting these events to talk to you about how to plan your move and what to expect from London schools. There will be the chance of networking with fellow teachers over free drinks. If you are interested please email: australia@thamesteachers.com

#thamesteacherslive coming to Australia – April 2016

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Visiting London was always on my bucket list while growing up in Australia; everything from the fascinating history and cultural diversity to the restaurants and amazing shopping! Not to mention, Europe is just on the doorstep. I have been lucky enough to live and work here for the last two years and now, just as I am starting to miss family and friends, Thames Teachers is sending me back home for two weeks – in other words I have landed on my feet!

Thames Teachers is sending me to Brisbane and Melbourne to launch our Thames Teachers Live events in April.

 

Brisbane is my calling! I am so excited about meeting up with my friends who are luckily, mostly teachers and have the holidays off which means lots of lovely catch-up dinners followed by visits to my favourite bars and pubs in the Valley and New Farm. I cannot wait!

I grew up on the beach in Yeppoon, Queensland, and spent half my life on it with my dog, Banjo. After visiting many of Europe’s crowded beaches, I’m looking forward to having the space to enjoy the sand and surf again. Also, the thought of a beach BBQ right now in this English weather is very inviting.

In fact, a friend called me last night and said two words – “road trip” and I cannot wait! We will be visiting Yeppoon and Ballarat (where I also lived) as well as so many of the beautiful spots on the East Coast.

I also plan on catching up with my sister in Melbourne, who is one of the biggest foodies you will ever meet. She has planned an epic food and drink journey for us; being a self -proclaimed expert on where to find the best brunch, the best coffee (dare I go there) and of course bars!

Can you tell I am pretty excited to be going home? I will be in Melbourne on the 12th April and Brisbane on the 14th April at Thames Teachers Live. We will be hosting evenings in each city for anyone interested in coming to work with us in London, and from personal experience it could be the best thing you ever do!

See you there!

Hannah

Thames Teachers Live

Registration open 1st February

#thamesteacherslive

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NQT’s on: Observations, Behaviour Management and Technology

My name is Emily and I have recently joined the Thames Teachers team after graduating this summer. I trained as a Primary School teacher with an EYFS specialism and for the last three years I have worked across the Key Stages in London-based classrooms (including a rather unforgettable Year 6 placement). I live with three NQT’s who have all contributed to this post. It’s based on their own personal experiences during their first 6 weeks in the teaching profession.

Being a Newly Qualified Teacher (NQT) is an overwhelming experience; I currently live with three budding Primary Teachers who work across the Key Stages. As students, they went through a BED programme, studying for three years to develop their own pedagogy and gain experience across London-based classrooms. Now in their first teaching posts, it’s fair to say as they head towards half term, there’s a certain relief creeping in, although looming observations are always a concern. NQT’s in their induction year are generally observed once every half-term, teaching one of the core subjects. My housemate Josh’s first observation with his Year 3 class, teaching Mathematics, was graded as ‘Outstanding’ (the highest possible) and I’m quite sure the joy on his face won’t ever go away.

My other two housemates are yet to have their observations, but are now counting down the days, stressed by the thought that maybe after three years training they still aren’t good enough (they definitely are!).  Rules of induction years changed in 2012, meaning there is more freedom to schools to dictate when observations are, although all NQT’s must be observed every 6-8 weeks. Being an NQT, does mean 10% more time with PPA, allowing additional time to prepare for lessons.

Behaviour management is the most common concern for 70% of NQTS (GOV, 2013) as Lily, my other housemate who’s a Year 6 Teacher is finding out! Lily is quickly learning effective strategies when dealing with challenging KS2 boys; her current system, is a coloured card for each lesson i.e. if a child ends up with more green than red cards, a reward is given, if not a sanction is put in place. On the other hand, Alex, a Year 1 teacher, has a happy rainbow and a sad cloud, recognising positive and negative behaviours amongst the younger students.

Technology is not only a growing tool within classrooms but a distraction. All 32 of Lily’s class have mobile phones, at the age of 11. That’s 32 mobile phones which are technically banned by school policy but 32 mobile phones which turn up every day. The class, who are spilt equally in gender, are all comfortable with their smart phones. The children are confident enough to text each other through lessons. Lily has introduced a ‘Telephone Tardis’ were she collects the phones at the being of the day and they ‘vanish’ away on a day’s time travelling.

In EYFS, the progression of technology has seen a change in ideology with tablets being introduced as a new sensory experience. Alex who works at a progressive primary school has seen his children’s interest in play and discovery learning fade with the introduction of the devices. The familiarity of using one at home attracts pupils but has meant a movement away from the outdoors with Alex’s pupils moaning about wanting to use the technology. The school policy means Alex has to incorporate the devices into his teaching regularly for a wide range of lessons. Alex has taken an unusual approach, the children last week engaged in an English lesson were basic words associated with using the tablet such as ‘tap’, ‘swipe’, ‘listen’, ‘look’ encouraged the pupils to use the object as an educational resource; it too helps children to develop their motor skills and useful apps can be used for Story time. For Alex, mixing technology with tradition is the way forward, taking children out of their comfort zone with the device is important, next week he plans to take the pupils to their outdoor space and use them to document the change in seasons. Technology continues to grow in UK classrooms; there is multiple research to support technology in classrooms but yet traditional methods are still well backed by government policy and academics.

 

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/184078/DFE-RR218.pdf