Somehow 24 years has passed since I finished my PGCE and took up my first teaching post. It may be a while ago, but I remember being asked a great question during the interview for my first teaching post. That great question was ‘What is the hardest thing about teaching?’ My answer caused the interview panel to laugh, although it wasn’t intended as a joke. My answer was that like juggling, the hardest thing is keeping all the balls in the air.

Actually, I still think that’s the hardest thing about teaching, especially since the juggling act seems to have got ever more complicated. The job also gets ever bigger, but the days do not have any more hours in them, so this year I am trying to keep things simple and get real value from the time I put in.

My first big focus is on me. I need to manage my time so that I can teach effectively and my students get the best possible learning experience.

That means that during September, nothing matters more than getting into a sustainable routine. That routine isn’t just school related, but also includes getting enough sleep, getting plenty of exercise and spending time with family and friends.

I’ve got a schedule, let’s see how well I do at sticking to it.

*Picture credit: WA archery target with arrows, photo taken 17 May 2003 and uploaded to Wikimedia Commons by photographer Casito. Used under the Creative Commons Attribution-Share Alike 3.0 Unported license.*

Quite a few students remarked on this and started to think of [...]]]>

Quite a few students remarked on this and started to think of other dates that would work, which was nice.

This morning, I started to write 15/1/15, which does have a certain symmetry to it, before realising that I could write 15×1=15 Happy Multiplication Day! I am obviously feeling a bit over-tired, because it was lunchtime before I realised that I could also write 15÷1=15 Happy Division Day!

Tomorrow (16/1/15) is of course a Subtraction Day, which completes the set.

Four rules in three days – I think that’s quite neat.

]]>When walking through central London at the weekend, I noticed something slightly unusual about the menu pinned up outside the Golden Fleece pub:

I thought it was odd, but assumed it was a one-off. Then I spotted the same thing on the menu [...]]]>

When walking through central London at the weekend, I noticed something slightly unusual about the menu pinned up outside the Golden Fleece pub:

I thought it was odd, but assumed it was a one-off. Then I spotted the same thing on the menu in another pub, the Founders Arms:

I confess I am a bit baffled by this. For years I have been insisting that my students give money answers to two decimal places. Admittedly there are a few cases where two decimal places may not be appropriate, for example the price of petrol in the UK is always given to 3 d.p. but the final price that you pay would still always be rounded to 2 d.p. Surely that should be the case here, these are prices, in context – so 2d.p would be expected.

I don’t know why these pubs are presenting their prices in this way. Is it a fad? A new trend? Hopefully it’s not an attempt to mislead.

I do know that I will be including these images in my lessons in future. £3.5 may be a non-standard way of writing three pounds and fifty pence, but it’s one that any student with a good understanding of place value should be able to interpret.

]]>We started our new timetable at the end of last term, but I still haven’t met all of my students, so my main foci this week will be learning names [...]]]>

We started our new timetable at the end of last term, but I still haven’t met all of my students, so my main foci this week will be learning names and starting to establish relationships and routines.

**Goals for next week:**

**1. Learn names**

Learning names seems to take me longer every year. On my first teaching practice, I knew every student’s name by the end of the week. In my first year of teaching, it took just over 2 weeks. By last year, it took too long to learn everyone’s name.

I would like to know most of my students’ names by the end of next week, so I am going to really target this, using a combination of seating plans, name plates and a cunning plan.

**2. Establish routines**

I don’t want to spend the entire year telling my students where the tracing paper is, so I will be reinforcing practical classroom routines every lesson.

I also need to get into a routine. My working hours spiralled out of control last year, so I have written myself a schedule for the week and then set reminders on my calendar. My aim is to reduce my working week to below 50 hours. I said that this time last year, will I be more successful this time?

**3. Update the Welcome to the Maths Department display**

At the end of last year, we challenged some students to draw members of the department. We provided them with photos and asked for a cartoon or drawing. Some of the results were brilliant, here are some of the pictures of me:

Some of the pictures will be going on our ‘Welcome to the Maths Department’ display. I need to get a few more drawings done for new members of staff, so hopefully the display will be complete by the end of the week.

I always plan my week, but my plans often get blown away by the hurricane of the working week. Let’s see how this one goes.

]]>As we stood looking at our trolley of goods, debating whether we already had too much to carry or whether we could manage some more, I realised that I knew what the car could carry safely: the two of us, plus three passengers and a bit of luggage in the back. Now I’m not very good at weights of people in kilograms, but I do know the weights of some cyclists. Adding up the weights of the materials we had so far came to much less than 2 Paolo Bettinis, I was sure we could easily carry more than that. We allowed ourselves a limit of 3 Fabian Cancellaras, which meant we could buy everything we needed. It worked, we made it back up Crookes Mountain with no trouble and without the car feeling overloaded. I like this new unit, next time I’m faced with a similar problem, I’ll be measuring in Cancellaras again.

*Image Credit: Fabian Cancellera, cropped by BaldBoris from larger photo ‘Voigt Cancellara TDF 2010 Cambrai ‘by Thomas Ducroquet. Used under **Creative Commons Licence**, via Wikimedia Commons*

The sheet consists of a series of diagrams with missing angles marked as letters. Students need to use [...]]]>

The sheet consists of a series of diagrams with missing angles marked as letters. Students need to use their knowledge of angle properties to puzzle out the missing angles and the corresponding values of x.

I wanted my students to practise forming and solving equations, something many of them had struggled with. This proved to be a very accessible activity for everyone and provided good revision on both the algebra and angles topics.

Highly recommended – thanks to Jason for sharing this resource!

5 out of 5 stars – an excellent resource

]]>The sheet consists of a series of diagrams with missing angles marked as letters. Students need to use [...]]]>

The sheet consists of a series of diagrams with missing angles marked as letters. Students need to use their knowledge of angle properties to puzzle out the missing angles and the corresponding values of x.

I wanted my students to practise forming and solving equations, something many of them had struggled with. This proved to be a very accessible activity for everyone and provided good revision on both the algebra and angles topics.

Highly recommended – thanks to Jason for sharing this resource!

5 out of 5 stars – an excellent resource

]]>I know what my question is. I’ll be trying an ‘E Numbers task’ data handling task with my Y10 students sometime soon.

I’ve also posted this to www.101qs.com, it will be interesting to see what questions other people ask.

[...]]]>I know what my question is. I’ll be trying an *‘E Numbers task’* data handling task with my Y10 students sometime soon.

I’ve also posted this to www.101qs.com, it will be interesting to see what questions other people ask.

]]>Viggo Mortenson, quoted in [...]]]>

“Everyone thinks they can act. You would never go to a classical concert, see the most difficult violin solo and think, “I could do that!” But people do about acting. […] The better the acting, the more real it seems, and the more people think it must be easy.”

Viggo Mortenson, quoted in The Times Magazine 10.5.14

When I read this quotation, it occurred to me that I could offer a similar opinion about my own profession just by changing the word ‘act’ for ‘teach’.

This isn’t too surprising: acting and teaching are both entirely natural activities. Who hasn’t played childhood games that involved pretending to be someone else? Who hasn’t shown or explained something to a child, or to a friend or to a parent? However the fact that these activities are natural does not mean that they are easy to do well, especially if we are talking about the kind of sustained performance that would be expected of a professional.

I’m sure that acting isn’t easy. Great acting, the type that transports the audience to another place, looks so natural and easy that it’s not surprising that the audience doesn’t notice the years of training, the continual practising of the actor’s skills or the rehearsals for this role that led to a seemingly effortless performance.

I know that teaching isn’t easy. Great teaching, the type that inspires students and provides them with the support that they need to develop their knowledge, skills and understanding, looks so natural and easy that it’s not surprising that the learners don’t notice the years of training, the continual practising of the teacher’s skills or the planning for this lesson that led to a seemingly effortless delivery.

After more than twenty years as a classroom teacher, my goal remains the same: to be the best teacher I can be, so that I inspire learners and help them to develop a deep understanding and an appreciation of mathematics. After two decades of practice and a lot of professional development, I’m still learning. I will still be learning on the day that I finally leave the classroom. I have no idea whether I’m making teaching look easy and natural, I do know that it still feels like hard work – and I’m sure it always will.

I’m also sure that there will always be people whose only classroom experience consists of having been to school, but who nevertheless believe that they know what teachers do and how they could do it better. I don’t think that matters. Those people aren’t the ones who are in my classroom, trying to make a difference for my students. That’s my job. And do you know what? It’s great.

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