“This Is Why I Teach” – Educators Across the Country Explain Why They Love Helping Students Learn
As part of our #JustLetMeTeach campaign we want teachers to share those classroom moments where learning suddenly comes alive – and here are some stories to start the ball rolling…
Amy Fordham is leader of literacy and resident English teacher at Ormiston Venture Academy in Gorleston
I remembered why I love my subject
“One of the best times I’ve had with my Year 7s recently was during Reading Week. Students read their own books for a portion of the lesson, as did I, and then the second half I picked one of my favourite books for their age group: Holes.
They settled in and sat there listening to me reading, and we laughed at my appalling American and Polish accents – but when we were interrupted or had to stop – they were disappointed, and so was I. Talking about books and reading and sharing the texts I love with them reminded me why I love my subject.
Nothing kills literature and English more than making the students (and me) jump through examination hoops; it murders poetry, it massacres classic literature and it degrades and simplifies Shakespeare. So thank god for Reading week and Year 7!”
Leanne Morris is an English teacher at Burford School, Oxfordshire
We’re sharing this article as part of our #JustLetMeTeach campaign, in which we’re inviting teachers to share the moments when they’ve been able to pass on what excites them about their subject, and what has excited their pupils too – whether or not it helps children pass a test.
Get involved by using the #JustLetMeTeach hashtag on social media, or get in touch with us on our Twitter and Facebook pages.
Derryn Hinks is deputy headteacher and lead practitioner for media at Toynbee School, Eastleigh
This is why the job is so rewarding
“Thanks to a fully functioning radio station, funny images which accompany the Word of the Week and tangible reading rewards (that students actually want) – Venture’s students shine the literacy beacon without much persuasion needed from adults at all.
As educators, we must engage our students in aspects of learning rather than expect them to be interested in our educational agenda – which is there to help them, of course; but but they are kids and we must not forget that.
So, for example, our Words of the Week are accompanied by daft memes or student related references – it is actually ‘cool’ now to laugh along with the Words of the Week and try to pronounce words such as ‘facetious’ or ‘superfluous’.
Our academy is situated in an underprivileged area so to see our students, of their own choosing, incorporating this higher level vocabulary (which they might otherwise never be exposed to) into their written responses, and being proud of this, fills us with immense pride too.
This is why the job that we do is such a rewarding one – we are shaping little humans and they are so willing to follow in our footsteps – we just need to make sure that we ‘do education’ their way; because that’s why we are in this profession, right? For them.”
Amy Fordham is leader of literacy and resident English teacher at Ormiston Venture Academy in Gorleston
I remembered why I love my subject
“One of the best times I’ve had with my Year 7s recently was during Reading Week. Students read their own books for a portion of the lesson, as did I, and then the second half I picked one of my favourite books for their age group: Holes.
They settled in and sat there listening to me reading, and we laughed at my appalling American and Polish accents – but when we were interrupted or had to stop – they were disappointed, and so was I. Talking about books and reading and sharing the texts I love with them reminded me why I love my subject.
Nothing kills literature and English more than making the students (and me) jump through examination hoops; it murders poetry, it massacres classic literature and it degrades and simplifies Shakespeare. So thank god for Reading week and Year 7!”
Leanne Morris is an English teacher at Burford School, Oxfordshire
We’re sharing this article as part of our #JustLetMeTeach campaign, in which we’re inviting teachers to share the moments when they’ve been able to pass on what excites them about their subject, and what has excited their pupils too – whether or not it helps children pass a test.
Get involved by using the #JustLetMeTeach hashtag on social media, or get in touch with us on our Twitter and Facebook pages.
Monica Sharma Kapoor teaches chemistry at Wakefield Girls’ High School
It’s real, dramatic, and they’ll never forget it
“I can’t help it – I’m a big fan of the Harry Potter series of books and my colleagues know it; I was even asked if I had a spare witches broomstick this year for World Book Day, which I tried not to take personally.
Our school loves to celebrate Harry Potter book night every February, and it is an evening event that I actually look forward to. The invites go out to our local primary school and there is a scramble amongst our own students to be involved as they too want to share their love of the series and its characters with younger pupils.
It is a magical occasion when we transform our theatre into Hogwarts, complete with the Sorting Hat, House feasting tables and moody candlelight. The science labs are transfigured into Snape’s dark classroom to deliver Potions lessons, the library becomes a place to learn Defence Against the Dark Arts – and we even play Quidditch with the help of the Southampton University team.
Our students become teachers for the evening, leading the way with magical experiments, explaining the rules of Quidditch and reading sections of the book to an entranced fan base. Occasions like this set pupils’ imaginations on fire; they are reliving literature and making it come alive in a vivid and visceral way which they will never forget.
I believe we should always try to create special moments like this for our pupils to experience learning outside the classroom – because it’s real, dramatic and supports social as well as intellectual development.”
Derryn Hinks is deputy headteacher and lead practitioner for media at Toynbee School, Eastleigh
This is why the job is so rewarding
“Thanks to a fully functioning radio station, funny images which accompany the Word of the Week and tangible reading rewards (that students actually want) – Venture’s students shine the literacy beacon without much persuasion needed from adults at all.
As educators, we must engage our students in aspects of learning rather than expect them to be interested in our educational agenda – which is there to help them, of course; but but they are kids and we must not forget that.
So, for example, our Words of the Week are accompanied by daft memes or student related references – it is actually ‘cool’ now to laugh along with the Words of the Week and try to pronounce words such as ‘facetious’ or ‘superfluous’.
Our academy is situated in an underprivileged area so to see our students, of their own choosing, incorporating this higher level vocabulary (which they might otherwise never be exposed to) into their written responses, and being proud of this, fills us with immense pride too.
This is why the job that we do is such a rewarding one – we are shaping little humans and they are so willing to follow in our footsteps – we just need to make sure that we ‘do education’ their way; because that’s why we are in this profession, right? For them.”
Amy Fordham is leader of literacy and resident English teacher at Ormiston Venture Academy in Gorleston
I remembered why I love my subject
“One of the best times I’ve had with my Year 7s recently was during Reading Week. Students read their own books for a portion of the lesson, as did I, and then the second half I picked one of my favourite books for their age group: Holes.
They settled in and sat there listening to me reading, and we laughed at my appalling American and Polish accents – but when we were interrupted or had to stop – they were disappointed, and so was I. Talking about books and reading and sharing the texts I love with them reminded me why I love my subject.
Nothing kills literature and English more than making the students (and me) jump through examination hoops; it murders poetry, it massacres classic literature and it degrades and simplifies Shakespeare. So thank god for Reading week and Year 7!”
Leanne Morris is an English teacher at Burford School, Oxfordshire
We’re sharing this article as part of our #JustLetMeTeach campaign, in which we’re inviting teachers to share the moments when they’ve been able to pass on what excites them about their subject, and what has excited their pupils too – whether or not it helps children pass a test.
Get involved by using the #JustLetMeTeach hashtag on social media, or get in touch with us on our Twitter and Facebook pages.
Rebecca Sheldrick is a teacher of SEND – Foundation Learning, at Impington Village College, Cambs
I chose to teach
“I chose to teach; a choice I made somewhat later in life, but one that has given me more job satisfaction than I ever thought imaginable.
It is the camaraderie of colleagues. It is the opportunity to share a subject you love on a daily basis coupled with the chance to be creative, striving to deliver your subject in an engaging manner. It is the real buzz about School, along with the unpredictability of the next day. And it is of course the pupils.
The bright-eyed Year 7s, full of wonder and eagerness. The confident Year 8s, no longer the new kids on the block. The ‘too cool for School’ Year 9s, exploring and pushing boundaries. The maturing Year 10s with their GCSE heads on. The more serious Year 11s, with exam pressure mounting. The sixth formers, getting to grips with more intense and more independent study. All of them make the job interesting, varied, and worthwhile.”
Monica Sharma Kapoor teaches chemistry at Wakefield Girls’ High School
It’s real, dramatic, and they’ll never forget it
“I can’t help it – I’m a big fan of the Harry Potter series of books and my colleagues know it; I was even asked if I had a spare witches broomstick this year for World Book Day, which I tried not to take personally.
Our school loves to celebrate Harry Potter book night every February, and it is an evening event that I actually look forward to. The invites go out to our local primary school and there is a scramble amongst our own students to be involved as they too want to share their love of the series and its characters with younger pupils.
It is a magical occasion when we transform our theatre into Hogwarts, complete with the Sorting Hat, House feasting tables and moody candlelight. The science labs are transfigured into Snape’s dark classroom to deliver Potions lessons, the library becomes a place to learn Defence Against the Dark Arts – and we even play Quidditch with the help of the Southampton University team.
Our students become teachers for the evening, leading the way with magical experiments, explaining the rules of Quidditch and reading sections of the book to an entranced fan base. Occasions like this set pupils’ imaginations on fire; they are reliving literature and making it come alive in a vivid and visceral way which they will never forget.
I believe we should always try to create special moments like this for our pupils to experience learning outside the classroom – because it’s real, dramatic and supports social as well as intellectual development.”
Derryn Hinks is deputy headteacher and lead practitioner for media at Toynbee School, Eastleigh
This is why the job is so rewarding
“Thanks to a fully functioning radio station, funny images which accompany the Word of the Week and tangible reading rewards (that students actually want) – Venture’s students shine the literacy beacon without much persuasion needed from adults at all.
As educators, we must engage our students in aspects of learning rather than expect them to be interested in our educational agenda – which is there to help them, of course; but but they are kids and we must not forget that.
So, for example, our Words of the Week are accompanied by daft memes or student related references – it is actually ‘cool’ now to laugh along with the Words of the Week and try to pronounce words such as ‘facetious’ or ‘superfluous’.
Our academy is situated in an underprivileged area so to see our students, of their own choosing, incorporating this higher level vocabulary (which they might otherwise never be exposed to) into their written responses, and being proud of this, fills us with immense pride too.
This is why the job that we do is such a rewarding one – we are shaping little humans and they are so willing to follow in our footsteps – we just need to make sure that we ‘do education’ their way; because that’s why we are in this profession, right? For them.”
Amy Fordham is leader of literacy and resident English teacher at Ormiston Venture Academy in Gorleston
I remembered why I love my subject
“One of the best times I’ve had with my Year 7s recently was during Reading Week. Students read their own books for a portion of the lesson, as did I, and then the second half I picked one of my favourite books for their age group: Holes.
They settled in and sat there listening to me reading, and we laughed at my appalling American and Polish accents – but when we were interrupted or had to stop – they were disappointed, and so was I. Talking about books and reading and sharing the texts I love with them reminded me why I love my subject.
Nothing kills literature and English more than making the students (and me) jump through examination hoops; it murders poetry, it massacres classic literature and it degrades and simplifies Shakespeare. So thank god for Reading week and Year 7!”
Leanne Morris is an English teacher at Burford School, Oxfordshire
We’re sharing this article as part of our #JustLetMeTeach campaign, in which we’re inviting teachers to share the moments when they’ve been able to pass on what excites them about their subject, and what has excited their pupils too – whether or not it helps children pass a test.
Get involved by using the #JustLetMeTeach hashtag on social media, or get in touch with us on our Twitter and Facebook pages.
Hussain Ali is head of maths at the East London Science School, Bromley-by-Bow – check out his maths YouTube channel
A negative turned into a positive
“The recent national snow event had students off school across the country. We were still open and let’s just say that my classes weren’t too happy. I allowed them two minutes of moan time to let off steam – but that wasn’t nearly enough.
I teach students with additional needs and they are often reluctant to put pen to paper. I suggested that perhaps they should write directly to our principal with their concerns. With a very brief outline plan of suggested paragraphs and a little direction as to a balanced argument, they all went from being very annoyed to being industriously engaged in writing considered and highly individual letters. Most students were able to see the situation from the principal’s viewpoint, whilst making a case for their own opinion. We spent only twenty minutes on this activity and I submitted the letters in their raw state – hot off the press as it were. The students had to believe that their letters would be read that day and might have a chance of having an impact. Every student managed to complete a clear and reasoned argument during this time, far more than they would usually achieve during such a short timeframe. Pedagogy tells us that pupils will have far more motivation to compose if the topic interests them and they believe that what they write will be read. Fortunately our principal responded – sending each student a personalised letter in return. As a teaching professional, having the chance to respond to a need as it arose, allowed a negative situation to turn into a real positive.”
Rebecca Sheldrick is a teacher of SEND – Foundation Learning, at Impington Village College, Cambs
I chose to teach
“I chose to teach; a choice I made somewhat later in life, but one that has given me more job satisfaction than I ever thought imaginable.
It is the camaraderie of colleagues. It is the opportunity to share a subject you love on a daily basis coupled with the chance to be creative, striving to deliver your subject in an engaging manner. It is the real buzz about School, along with the unpredictability of the next day. And it is of course the pupils.
The bright-eyed Year 7s, full of wonder and eagerness. The confident Year 8s, no longer the new kids on the block. The ‘too cool for School’ Year 9s, exploring and pushing boundaries. The maturing Year 10s with their GCSE heads on. The more serious Year 11s, with exam pressure mounting. The sixth formers, getting to grips with more intense and more independent study. All of them make the job interesting, varied, and worthwhile.”
Monica Sharma Kapoor teaches chemistry at Wakefield Girls’ High School
It’s real, dramatic, and they’ll never forget it
“I can’t help it – I’m a big fan of the Harry Potter series of books and my colleagues know it; I was even asked if I had a spare witches broomstick this year for World Book Day, which I tried not to take personally.
Our school loves to celebrate Harry Potter book night every February, and it is an evening event that I actually look forward to. The invites go out to our local primary school and there is a scramble amongst our own students to be involved as they too want to share their love of the series and its characters with younger pupils.
It is a magical occasion when we transform our theatre into Hogwarts, complete with the Sorting Hat, House feasting tables and moody candlelight. The science labs are transfigured into Snape’s dark classroom to deliver Potions lessons, the library becomes a place to learn Defence Against the Dark Arts – and we even play Quidditch with the help of the Southampton University team.
Our students become teachers for the evening, leading the way with magical experiments, explaining the rules of Quidditch and reading sections of the book to an entranced fan base. Occasions like this set pupils’ imaginations on fire; they are reliving literature and making it come alive in a vivid and visceral way which they will never forget.
I believe we should always try to create special moments like this for our pupils to experience learning outside the classroom – because it’s real, dramatic and supports social as well as intellectual development.”
Derryn Hinks is deputy headteacher and lead practitioner for media at Toynbee School, Eastleigh
This is why the job is so rewarding
“Thanks to a fully functioning radio station, funny images which accompany the Word of the Week and tangible reading rewards (that students actually want) – Venture’s students shine the literacy beacon without much persuasion needed from adults at all.
As educators, we must engage our students in aspects of learning rather than expect them to be interested in our educational agenda – which is there to help them, of course; but but they are kids and we must not forget that.
So, for example, our Words of the Week are accompanied by daft memes or student related references – it is actually ‘cool’ now to laugh along with the Words of the Week and try to pronounce words such as ‘facetious’ or ‘superfluous’.
Our academy is situated in an underprivileged area so to see our students, of their own choosing, incorporating this higher level vocabulary (which they might otherwise never be exposed to) into their written responses, and being proud of this, fills us with immense pride too.
This is why the job that we do is such a rewarding one – we are shaping little humans and they are so willing to follow in our footsteps – we just need to make sure that we ‘do education’ their way; because that’s why we are in this profession, right? For them.”
Amy Fordham is leader of literacy and resident English teacher at Ormiston Venture Academy in Gorleston
I remembered why I love my subject
“One of the best times I’ve had with my Year 7s recently was during Reading Week. Students read their own books for a portion of the lesson, as did I, and then the second half I picked one of my favourite books for their age group: Holes.
They settled in and sat there listening to me reading, and we laughed at my appalling American and Polish accents – but when we were interrupted or had to stop – they were disappointed, and so was I. Talking about books and reading and sharing the texts I love with them reminded me why I love my subject.
Nothing kills literature and English more than making the students (and me) jump through examination hoops; it murders poetry, it massacres classic literature and it degrades and simplifies Shakespeare. So thank god for Reading week and Year 7!”
Leanne Morris is an English teacher at Burford School, Oxfordshire
We’re sharing this article as part of our #JustLetMeTeach campaign, in which we’re inviting teachers to share the moments when they’ve been able to pass on what excites them about their subject, and what has excited their pupils too – whether or not it helps children pass a test.
Get involved by using the #JustLetMeTeach hashtag on social media, or get in touch with us on our Twitter and Facebook pages.
Caroline Sherwood is teaching and learning director at South Molton Community College, Devon
We did it Euclid’s way…
“We teach a lot of Euclid’s geometry at secondary level, so I thought I would try out presenting it to my students the way Euclid himself presented it to the world. The impact was brilliant; my students were very excited and enthused by the idea of learning knowledge from over 2,000 years ago.
Furthermore, specifically learning the geometric definitions and thinking through the thought processes and reasoning behind Euclid’s proofs, has significantly improved their clarity of thought and their ability to reason when working on geometry problems.”
Hussain Ali is head of maths at the East London Science School, Bromley-by-Bow – check out his maths YouTube channel
A negative turned into a positive
“The recent national snow event had students off school across the country. We were still open and let’s just say that my classes weren’t too happy. I allowed them two minutes of moan time to let off steam – but that wasn’t nearly enough.
I teach students with additional needs and they are often reluctant to put pen to paper. I suggested that perhaps they should write directly to our principal with their concerns. With a very brief outline plan of suggested paragraphs and a little direction as to a balanced argument, they all went from being very annoyed to being industriously engaged in writing considered and highly individual letters. Most students were able to see the situation from the principal’s viewpoint, whilst making a case for their own opinion. We spent only twenty minutes on this activity and I submitted the letters in their raw state – hot off the press as it were. The students had to believe that their letters would be read that day and might have a chance of having an impact. Every student managed to complete a clear and reasoned argument during this time, far more than they would usually achieve during such a short timeframe. Pedagogy tells us that pupils will have far more motivation to compose if the topic interests them and they believe that what they write will be read. Fortunately our principal responded – sending each student a personalised letter in return. As a teaching professional, having the chance to respond to a need as it arose, allowed a negative situation to turn into a real positive.”
Rebecca Sheldrick is a teacher of SEND – Foundation Learning, at Impington Village College, Cambs
I chose to teach
“I chose to teach; a choice I made somewhat later in life, but one that has given me more job satisfaction than I ever thought imaginable.
It is the camaraderie of colleagues. It is the opportunity to share a subject you love on a daily basis coupled with the chance to be creative, striving to deliver your subject in an engaging manner. It is the real buzz about School, along with the unpredictability of the next day. And it is of course the pupils.
The bright-eyed Year 7s, full of wonder and eagerness. The confident Year 8s, no longer the new kids on the block. The ‘too cool for School’ Year 9s, exploring and pushing boundaries. The maturing Year 10s with their GCSE heads on. The more serious Year 11s, with exam pressure mounting. The sixth formers, getting to grips with more intense and more independent study. All of them make the job interesting, varied, and worthwhile.”
Monica Sharma Kapoor teaches chemistry at Wakefield Girls’ High School
It’s real, dramatic, and they’ll never forget it
“I can’t help it – I’m a big fan of the Harry Potter series of books and my colleagues know it; I was even asked if I had a spare witches broomstick this year for World Book Day, which I tried not to take personally.
Our school loves to celebrate Harry Potter book night every February, and it is an evening event that I actually look forward to. The invites go out to our local primary school and there is a scramble amongst our own students to be involved as they too want to share their love of the series and its characters with younger pupils.
It is a magical occasion when we transform our theatre into Hogwarts, complete with the Sorting Hat, House feasting tables and moody candlelight. The science labs are transfigured into Snape’s dark classroom to deliver Potions lessons, the library becomes a place to learn Defence Against the Dark Arts – and we even play Quidditch with the help of the Southampton University team.
Our students become teachers for the evening, leading the way with magical experiments, explaining the rules of Quidditch and reading sections of the book to an entranced fan base. Occasions like this set pupils’ imaginations on fire; they are reliving literature and making it come alive in a vivid and visceral way which they will never forget.
I believe we should always try to create special moments like this for our pupils to experience learning outside the classroom – because it’s real, dramatic and supports social as well as intellectual development.”
Derryn Hinks is deputy headteacher and lead practitioner for media at Toynbee School, Eastleigh
This is why the job is so rewarding
“Thanks to a fully functioning radio station, funny images which accompany the Word of the Week and tangible reading rewards (that students actually want) – Venture’s students shine the literacy beacon without much persuasion needed from adults at all.
As educators, we must engage our students in aspects of learning rather than expect them to be interested in our educational agenda – which is there to help them, of course; but but they are kids and we must not forget that.
So, for example, our Words of the Week are accompanied by daft memes or student related references – it is actually ‘cool’ now to laugh along with the Words of the Week and try to pronounce words such as ‘facetious’ or ‘superfluous’.
Our academy is situated in an underprivileged area so to see our students, of their own choosing, incorporating this higher level vocabulary (which they might otherwise never be exposed to) into their written responses, and being proud of this, fills us with immense pride too.
This is why the job that we do is such a rewarding one – we are shaping little humans and they are so willing to follow in our footsteps – we just need to make sure that we ‘do education’ their way; because that’s why we are in this profession, right? For them.”
Amy Fordham is leader of literacy and resident English teacher at Ormiston Venture Academy in Gorleston
I remembered why I love my subject
“One of the best times I’ve had with my Year 7s recently was during Reading Week. Students read their own books for a portion of the lesson, as did I, and then the second half I picked one of my favourite books for their age group: Holes.
They settled in and sat there listening to me reading, and we laughed at my appalling American and Polish accents – but when we were interrupted or had to stop – they were disappointed, and so was I. Talking about books and reading and sharing the texts I love with them reminded me why I love my subject.
Nothing kills literature and English more than making the students (and me) jump through examination hoops; it murders poetry, it massacres classic literature and it degrades and simplifies Shakespeare. So thank god for Reading week and Year 7!”
Leanne Morris is an English teacher at Burford School, Oxfordshire
We’re sharing this article as part of our #JustLetMeTeach campaign, in which we’re inviting teachers to share the moments when they’ve been able to pass on what excites them about their subject, and what has excited their pupils too – whether or not it helps children pass a test.
Get involved by using the #JustLetMeTeach hashtag on social media, or get in touch with us on our Twitter and Facebook pages.
To support our new #JustLetMeTeach campaign, we have free primary and secondary teacher packs to download with practical advice to help you reduce your workload, refresh your teaching, and reignite a love of learning for you and your students.
I never want the hour to end
“I lead a book club with Year 10 students every other Friday. We’re currently reading The Bone Sparrow, which is a heartbreaking read about the Rohingya refugees. I have been absolutely blown away by the students’ kindness, compassion and emotional intelligence.
The younger generation get a lot of negative press – but if these students are anything to go by, the future is definitely in safe hands! I never want the hour to end and, without fail, come away from the session feeling uplifted and inspired. I feel privileged to spend this time with the students.
Plus, we eat cake together, which is always super!”
Caroline Sherwood is teaching and learning director at South Molton Community College, Devon
We did it Euclid’s way…
“We teach a lot of Euclid’s geometry at secondary level, so I thought I would try out presenting it to my students the way Euclid himself presented it to the world. The impact was brilliant; my students were very excited and enthused by the idea of learning knowledge from over 2,000 years ago.
Furthermore, specifically learning the geometric definitions and thinking through the thought processes and reasoning behind Euclid’s proofs, has significantly improved their clarity of thought and their ability to reason when working on geometry problems.”
Hussain Ali is head of maths at the East London Science School, Bromley-by-Bow – check out his maths YouTube channel
A negative turned into a positive
“The recent national snow event had students off school across the country. We were still open and let’s just say that my classes weren’t too happy. I allowed them two minutes of moan time to let off steam – but that wasn’t nearly enough.
I teach students with additional needs and they are often reluctant to put pen to paper. I suggested that perhaps they should write directly to our principal with their concerns. With a very brief outline plan of suggested paragraphs and a little direction as to a balanced argument, they all went from being very annoyed to being industriously engaged in writing considered and highly individual letters. Most students were able to see the situation from the principal’s viewpoint, whilst making a case for their own opinion. We spent only twenty minutes on this activity and I submitted the letters in their raw state – hot off the press as it were. The students had to believe that their letters would be read that day and might have a chance of having an impact. Every student managed to complete a clear and reasoned argument during this time, far more than they would usually achieve during such a short timeframe. Pedagogy tells us that pupils will have far more motivation to compose if the topic interests them and they believe that what they write will be read. Fortunately our principal responded – sending each student a personalised letter in return. As a teaching professional, having the chance to respond to a need as it arose, allowed a negative situation to turn into a real positive.”
Rebecca Sheldrick is a teacher of SEND – Foundation Learning, at Impington Village College, Cambs
I chose to teach
“I chose to teach; a choice I made somewhat later in life, but one that has given me more job satisfaction than I ever thought imaginable.
It is the camaraderie of colleagues. It is the opportunity to share a subject you love on a daily basis coupled with the chance to be creative, striving to deliver your subject in an engaging manner. It is the real buzz about School, along with the unpredictability of the next day. And it is of course the pupils.
The bright-eyed Year 7s, full of wonder and eagerness. The confident Year 8s, no longer the new kids on the block. The ‘too cool for School’ Year 9s, exploring and pushing boundaries. The maturing Year 10s with their GCSE heads on. The more serious Year 11s, with exam pressure mounting. The sixth formers, getting to grips with more intense and more independent study. All of them make the job interesting, varied, and worthwhile.”
Monica Sharma Kapoor teaches chemistry at Wakefield Girls’ High School
It’s real, dramatic, and they’ll never forget it
“I can’t help it – I’m a big fan of the Harry Potter series of books and my colleagues know it; I was even asked if I had a spare witches broomstick this year for World Book Day, which I tried not to take personally.
Our school loves to celebrate Harry Potter book night every February, and it is an evening event that I actually look forward to. The invites go out to our local primary school and there is a scramble amongst our own students to be involved as they too want to share their love of the series and its characters with younger pupils.
It is a magical occasion when we transform our theatre into Hogwarts, complete with the Sorting Hat, House feasting tables and moody candlelight. The science labs are transfigured into Snape’s dark classroom to deliver Potions lessons, the library becomes a place to learn Defence Against the Dark Arts – and we even play Quidditch with the help of the Southampton University team.
Our students become teachers for the evening, leading the way with magical experiments, explaining the rules of Quidditch and reading sections of the book to an entranced fan base. Occasions like this set pupils’ imaginations on fire; they are reliving literature and making it come alive in a vivid and visceral way which they will never forget.
I believe we should always try to create special moments like this for our pupils to experience learning outside the classroom – because it’s real, dramatic and supports social as well as intellectual development.”
Derryn Hinks is deputy headteacher and lead practitioner for media at Toynbee School, Eastleigh
This is why the job is so rewarding
“Thanks to a fully functioning radio station, funny images which accompany the Word of the Week and tangible reading rewards (that students actually want) – Venture’s students shine the literacy beacon without much persuasion needed from adults at all.
As educators, we must engage our students in aspects of learning rather than expect them to be interested in our educational agenda – which is there to help them, of course; but but they are kids and we must not forget that.
So, for example, our Words of the Week are accompanied by daft memes or student related references – it is actually ‘cool’ now to laugh along with the Words of the Week and try to pronounce words such as ‘facetious’ or ‘superfluous’.
Our academy is situated in an underprivileged area so to see our students, of their own choosing, incorporating this higher level vocabulary (which they might otherwise never be exposed to) into their written responses, and being proud of this, fills us with immense pride too.
This is why the job that we do is such a rewarding one – we are shaping little humans and they are so willing to follow in our footsteps – we just need to make sure that we ‘do education’ their way; because that’s why we are in this profession, right? For them.”
Amy Fordham is leader of literacy and resident English teacher at Ormiston Venture Academy in Gorleston
I remembered why I love my subject
“One of the best times I’ve had with my Year 7s recently was during Reading Week. Students read their own books for a portion of the lesson, as did I, and then the second half I picked one of my favourite books for their age group: Holes.
They settled in and sat there listening to me reading, and we laughed at my appalling American and Polish accents – but when we were interrupted or had to stop – they were disappointed, and so was I. Talking about books and reading and sharing the texts I love with them reminded me why I love my subject.
Nothing kills literature and English more than making the students (and me) jump through examination hoops; it murders poetry, it massacres classic literature and it degrades and simplifies Shakespeare. So thank god for Reading week and Year 7!”
Leanne Morris is an English teacher at Burford School, Oxfordshire
We’re sharing this article as part of our #JustLetMeTeach campaign, in which we’re inviting teachers to share the moments when they’ve been able to pass on what excites them about their subject, and what has excited their pupils too – whether or not it helps children pass a test.
Get involved by using the #JustLetMeTeach hashtag on social media, or get in touch with us on our Twitter and Facebook pages.
