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Guidelines for Relief Teachers Getting Started Visit a range of school Consider the schools – do they suit your criteria Proximity Culture Co-ed / single.

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Presentation on theme: "Guidelines for Relief Teachers Getting Started Visit a range of school Consider the schools – do they suit your criteria Proximity Culture Co-ed / single."— Presentation transcript:


2 Guidelines for Relief Teachers

3 Getting Started Visit a range of school Consider the schools – do they suit your criteria Proximity Culture Co-ed / single Primary / secondary

4 Steps to Success Prepare your CV and Covering Letter Emphasize your strengths Subjects Experience Flexibility – technical, PE, special needs Availability – days, time, part time, hour by hour

5 The School Make an appointment with the Person in Charge of Relief – PICOR Your CV is also useful if staffing needs arise within the school, they are often filled by relieving staff.

6 The Interview Take to the interview: MOE number Tax number – you will have forms to complete Bank account details CV with referees Days, times, subjects

7 Request an information pack that you can take away. It will contain details like: Evacuation procedure Uniform rules Classroom rules Discipline system School map Bell times

8 Advance questions: Keys – where to collect them Staff relief – where is it located Where is the staffroom/bathroom Time of staff meeting – arrive 15 minutes before this.

9 The Pay Trained or untrained Limited Authority to Teach Depending on your Step Keep a diary of dates, times and schools – payment is delayed.

10 Dress Code Be the detective! Have a look at other staff on your visit. If in doubt ask the PICOR. Be aware the clothes are at risk around desks, pens, technical areas – consider this! Demonstrate your professionalism!

11 The Phone Call You are available ‘on call’ Often, but not always you will be called the evening before – the morning is for last minutes sickness and/or family Do not spread yourself too widely Do I require any particular type of footwear / clothing?

12 How it works! The climate for relief is in your favor – staff are guaranteed 5 non-contacts that are safe! Part timers will be filled up first with casual relief. You will be part of a pool The PICOR will rotate relievers – primary source of income You – the Reliever

13 The Big Day The PICOR tries to: Limit your movements Gives you the responsibility of the same teachers relief May be asked to do duty – but not likely!

14 Some Advice Arrive early to collect your daily timetable sheet Now you can plan your day and get organised – things to check out!

15 Keys? How many – you may get a ‘master key’ School map – where am I going? – sort the first 2 periods out at least Do I have work for each class? Read it – check room details are clear Do I need to collect specialist equipment – video, posters etc

16 Movements to specialist rooms – library, gym etc Where do I get a register of attendance? What are they doing? Your subject area or not? Ask for a couple of white board markers.

17 Start to feel at home – cup of coffee chance to read relief P1 & 2 Where to sit – introduce yourself and ask where to sit Meet the HOD or other staff in your area – possible contact for discipline issues

18 If you are relocated to the library, computer rooms etc check the instructions prior to departing each room. Where do I leave the work set by the teacher? Videos etc At the end of the day check with PICOR to see if you are needed tomorrow? If you let one person leave for a drink they will all try it!!

19 The Classroom Some advice: Try to be “in” the class Put your name on the board – if it is difficult give them an alternative e.g. Mrs. A, Miss Copy work for the period onto the board

20 Remember – Classroom Management Skills “if you continue you will force me to move you – it’s your choice” “do you have a seating plan? – right please sit in your allocated place” “you should be up to question 3 by now!” What is your ‘pack up’ procedure?

21 The Work This is the majority of your ‘job description’ – it is work as usual in the classroom. The expectations should be made very clearly that the work needs to be completed in full.

22 Things to consider… If you have a period before a break insist they complete the work before going to break – Encourage the students to complete the work for homework Communicate with the teacher setting the work

23 Check the names on the roll: If you are comfortable with pronunciation do the roll Try not to distract / interrupt the learning You may choose to find a ‘diligent’ student and get them to help you Move around the room looking for names on bags, books etc.

24 Discipline Issues Ideally – be aware of classroom rules and uphold them The reality – some students will challenge your knowledge of rules and your resolve! Advice – do not confiscate items – unless dangerous – make a note to classroom teacher and/or PICOR

25 Procedures Defiance – not following instructions – no generic punishment Referral – send an escort with the student and a brief note explaining behavior Refusal – send a note with a ‘diligent’ student to request assistance Report – to the PICOR – they know problems and issues for relievers and generally will support you and follow them up.

26 Survival Kit Refill Pens Note pad for messages – school forms should be available but not always Keep a record of those who leave the room – ‘classroom allergies’

27 Some survival activities – personality tests, shape questionnaire, mind bogglers – make sure you have the answers! Know the referral system! Whiteboard markers Bribery!! Isn’t all bad – rename it competition!!!

28 Troubleshooting What is your worst nightmare? 1.“We’ve already done this work Miss” 1.“Mrs. A didn’t give us back our books” 1.“Oh Miss, Mrs. A lets us eat” 1.“Oh Sir, we’re allowed to listen to our walkmans” 1.“I haven’t got a pen”

29 1.“I need to go to the toilet” 1.“I need to go see Mr. Hessell, we have a meeting” 1.Student arrives 15 minutes late with no note 1.“Hey you don’t normally sit there, Miss this isn’t fair” 1.“I’ve had a text I need to call home”

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