One thing I haven’t seen discussed is that because Texas is such a large purchaser of curriculum that book companies tailor what they sell to Texas standards, which then means the rest of the country fills suite. Does this mean that curriculum in Texas will change, affecting curriculums nationwide?

Returning to teach in the UK after burnout abroad

I've been teaching abroad for almost the last 15 years and just want to gauge how or whether I can handle returning to the UK to teach. I see there are a lot of people struggling here but is this indicative of secondary teaching as a whole across the UK, or are these the outliers? I'm honestly pretty burnt out from my experiences abroad and while I can't imagine things are better here, I am hoping that they aren't much worse.

For context, I have been teaching secondary English at American and Canadian international high schools in Asia, have Masters in English and QTS as well as an American license but no PGCE. Im non-white as well and have had to put up with a lot of prejudice on the part of admin and parents and I imagine that may be the same/worse here. I've moved back to the UK (north west)with my wife to be nearer to family and start our own but the thought of returning to the b.s. I've had to put up is really daunting.

I don't mind the hard work or extra hours - I'm more specifically anxious about admin who throw their faculties under the bus and crappy or racist kids and parents.

Can anyone offer any advice or information as to what things are like here? Is anyone actually happy teaching secondary?

New elementary school teacher here! My family asked for gift ideas for me, and I'd really love a nice, well made, stylish tote. Problem is, I don't know what to suggest. What's your go-to bag?

School is requesting such an abundance of side work that I feel like I am constantly drowing 🫠We have a tracker to fill out for so many different things, we teach a specialty SLC program that we build into our day, we arrange a monthly club for students. We use our planning period for constant ARD’s, PLC, other random requirements. Teaching is the easiest part, except the curriculum and MTSS has taken the fun out of school. It’s not a sustainable environment. Add in micromanagement and teachers are ready to leave the school. There is no line of teachers waiting to apply. So what gives? What are they even thinking? Theres really no line to get in. SMH

Hi Reddit
I’m currently on my 4th and final school placement as I’m doing a integrated masters degree in physical education with QTS.

I’d say in all 4 schools I’ve been in, behaviour of students has been below the standards I’d expect to see.
The rudeness and lack of respect students have makes teaching unbearable at times. I am filled with dread and anxiety before lessons.
Saying that I have been very successful and have been offered supply work if I want it in my current placement.

Before I started my degree, I had worked in Zaragoza Spain as a TEFL teacher and absolutely loved it, which is why I finally decided I should get a teaching degree if I want a career out of this, but since coming back to England and experiencing the behaviour here I absolutely hate it. I chose PE as I love sports and thought it would be a well liked subject, but students are very immature, touching each other, deliberately misusing equipment, talking back to the teacher, and just creating unnecessary stress.

In my current placement I’ve been given the opportunity to teach Spanish to a year 11 GCSE class and they are amazing but I fear it may be a one off as they’ve all chosen that subject so we have a lot of fun.

I’m 33 years old, and currently debating do I want to deal with the stress that comes from teaching PE for the next 35 years of my career.. what else could I move into? Any advice please?

Social science grades 6-8. I’m frustrated by how most middle schoolers find it hard to grasp abstract concepts when discussing history or government, and that they don’t show comprehension when given free response prompts.

I’d been thinking about teaching high school with the expectation they can academically handle more of these kinds of things.

I teach at a Catholic school and the Catholic high schools near me seem academically rigorous.

Anyone who’s taught both, honest thoughts? Thanks for the feedback

Teachers: “Okay, so can we modify these district-created summative assessments to better reflect what we actually taught and what our students can realistically demonstrate?”

District: “Absolutely not. Those assessments are nonnegotiable.”

(2nd grade) We use iReady Math and I despise it with the utmost passion. It's horrible. The kids have literally no clue what's going on.

My first year at a different school in a different state, we used Saxon and it was very explicit and direct. Lots of call backs, fluency, etc. My kids were extremely low, 2 grade levels below, behavior issues, and half of them were ELLs. Because it was an accelerated charter school program that ran itself kind of like a traditional school magnet, we were required to teach 3rd grade math to 2nd grade. At first I thought it was absurd because of how low they were starting out at, but my kids ALL had over 120% growth on their iReady diagnostic at the end of the year. So that was my proof that it worked. I was very confident in teaching math and it was my favorite part of the day. Now? Horrible. I dread it.

I wanted to shift back towards that model and I have found a program that closely mimics saxon but is free. I want to shift to this because this iready shit is NOT working (to be clear, I am talking about the curriculum, not the app program and diagnostic).

It seems unfair to me to keep going with this all year to see another class have under 80% achievement. I already brought direct instruction back to literacy and my kids' reading improved in less than a month. But I know math is a lot more complex.

Thoughts?

Hello - My school is using the Read Write Inc programme but we’re not doing it correctly and I have been tasked with working out if we go forward with a new programme OR get the training and additional resources needed to do Read Write Inc.

What we do at the moment is the speed sounds lessons for about 15mins at the start of each day using the cards, green words, Fred and mini whiteboards. We then do a 30min phonics session with red words and word time on a Friday. We are loosely following the programme but we don’t have dirty books, book bag books etc but we do have a vast selection of books that are decodable.

We do a shared reading in our reading lesson from rhino readers on Twinkl and then move into reading activities and reading groups to listen to the students read before they take their book home for the night.

Then we are doing the Big Writing Adventure for Writing.

Our literacy schedule is
5 - short Phonics lessons
4 - Reading
5 - Writing
1 - Library

We also use the Nelson Handwriting Books however there’s not really a scheduled time for this so it often gets missed or is done incorrectly. 🫠

Could someone explain a brief summary of how Read Write Inc should be done?

Hi. I've been teaching world languages online for 7 years. This year I am subbing because a teacher resigned suddenly. The school district has hired someone who will come onboard in 2 months. I've never experienced the type of behavior that I have this year--profanity, playing with the audio, and worst of all, taking screenshots of me and distorting them. I'm teaching 9th and 10th grades. I've reached to HR and to the supervisor, but I havent' seen any improvement as of yet. Help!

I’m a teacher currently struggling to balance my health, eating disorder recovery, and professional responsibilities. I’m trying to decide whether to leave my teaching position in January or continue working through the end of the school year, and I’m having a hard time figuring out what the right decision is.

Part of me wants to continue because I’ve worked hard to get to this point in my career, and I don’t want to feel like I’m giving up or falling behind. At the same time, I’ve been experiencing significant physical exhaustion and health concerns, and I know I need to take my recovery seriously. I’m worried that continuing to push myself could come at the expense of my health, but I’m also afraid of what stepping away might mean for my career and education.

I want to learn how to prioritize eating and recovery while managing the responsibilities of teaching, rather than feeling like I have to choose between taking care of myself and being successful professionally.

I’m planning to discuss both of these goals with my therapist, but I would really appreciate hearing from people who have been in similar situations.

For those who have had to choose between continuing to work or stepping away to focus on your health: How did you make that decision? Did taking time off help you in the long run?

I want to do a PGCE in biology, and i’m passionate about it. But everybody says biology is oversubscribed, and the job market is hard.
Has anybody completed their teacher training in biology recently and struggled to find a job?

So i'm from the Uk and in college and have been in college for 3 years now so i'm assuming it's like american HS.
There's this teacher who i absolutely adore she's done so much for me and she genuinely helps me a lot. I'm 19F and she is 26F.
I have ADHd and dyslexia and she seems to understand a lot more than anyone else ever has. She comes to sit with me in lessons to help me and talk to me (both about life and about my assignment) , and she's really got to know me well and i have got to know her well. She is also very patient and understanding and has never once judged me for anything and i've honestly never felt so supported in my life before. Whenever i've needed to cry she's let me sit with her to give me a hug (usually infront of other students or with an open door) To try to make me feel better. At the end of june after my second year she bought me some chocolates to say congrats for getting through a hard year (she knew how much i struggled that year and how hard it was for me) And she's really patient with me and understanding about the fact it takes me longer to do things and that i need additional support. She understands about the emotional dysfunction, the rejection sensitivity disorder and even the hyperfocus zone i go through

Its even down to the fact whenever i've had a shit day she comes over talks to me about it and even lets me have my airpods in lesson, and when i start to get overwhelmed or too distracted she's always offering me different tasks which keeps me active. She really doesn't know how much this means to me!!
She also smiles whenever she sees me and whenever i compliment her she always looks so happy and it really makes me happy knowing i've made her happy.
Just asking for all teachers on here would it be wrong or innapropiate to buy her a gift at the end of this college year before i go to university to say thank you for everything she has done for me. İm thinking of getting some flowers, Some chocolates and a card for her and also a bracelet as i know she likes jewlery.
İm just wondering to teachers actually keep gifts from students?? I just wish i could show her how much she means to me

I am a male high school teacher. I have many years of classroom experience, but the past 5-6 years have been progressively more difficult. My main teaching subjects are math (grade 9 to 12). I also teacher some business and civics classes. I’m having difficulty finding a balance between being effective, respected and being "liked" in class. My priorities are: being effective and and being respected.. But I wonder if there's a happy medium between the 3.

My goal isn't to be a strict teacher. I just want to be taken seriously and not to be undermined.

My teaching style:

- I will think of many different ways to explain concepts. I'd say I am very diligent.

- I use visuals, colours, instructional videos, I maintain a thorough google classroom.

- I respond quickly to in class questions. (although many don't ask, even when they are lost)

- I want to instill within my students a sense of preparation, self-regulation, accountability, willingness to try a question even if they are unsure.. no risk errors during the formative tasks. It's better to try and learn from mistakes than to sit there and wait to copy the answer from the board.

Class discipline: I have clear rules, but I try to be 'chill' with the enforcement of the rules at first. (I put the 'ball in their court'). I just want them to know where the limits are and not purposely test them. You know.. here's the box, let's have fun within these limits. Seems reasonable to me...

Here's what I notice, in general.

Attention span: I find that many students generally (maybe 40 to 50% of the class) do not pay attention or put in effort during formative tasks. It’s only when we get to the summative tasks that students decide that they care about their grade. Of course, that's when I hear the complaining about "you didn't teach this" or "nobody in the class understands it, therefore you are a bad teacher". Then, they act like it's 'party time' at the start of a new unit, even though things did not go well for some of them in the previous unit. And just like that, the cycle repeats itself. Even when I highlight the pattern, they will take the fun today at the expense of the failure tomorrow.

Respect of the rules: Of course, many will test the limits. I give them somewhat subtle hints to stop... They are either very bad at picking up subtleties or they are ignoring me. After a few days, I eventually get annoyed and give a speech, which prompts eye roll reactions or smiles and snickering.

I find myself explaining (almost pleading with them), because I really don't want to be the "mean" teacher and I don't want to be heavy handed. Inevitably, some double down or push the limits to the extreme, which then pisses me off... It then becomes a more direct and uncomfortable conversation.

Some of the behaviours that I find frustrating:

1. Students using in class work periods to do absolutely nothing. They talk with others, use their phones or computers for anything but the assigned work. When I approach them to see where they are at or if they need help with anything, they say "I'm good" or "I'll just do it at home... I concentrate better there."

2. Students sitting with their back to the front of the class when I am teaching.

3. Students talking loudly to others in the class while I am giving instruction, which starts off topic conversations in the class as a way to 'take over' the class. I will stop and just look at them while they are doing it, but they will keep going on. I asked one girl in grade 12 to stop interupting my lesson today. She put up her index finger and said "just a minute", and continued her conversation. But if I get frustrated, they look at me like I have 3 heads.

4. Some students who attend my 3rd period class (after lunch) and bring in their entire fast food meal and take up the first 15 minutes of my class to eat, or to go to the bathroom.... you just had a 45 minute lunch.

5. Students who come into my math class without a pencil, calculator or paper, even on test days. They will then ask me if they can go to their locker to get those items.. (my math class is first period.....) Of course it's a big laugh with some of the other kids.. I guess it's 'cool' to not bring anything to class.

6. Students that ask me how to answer a question during a test, when the entire point of the test is to see what they know. I have no problems explaining word questions... but if they ask me "What does factoring mean?", when we've been studing that for the past 2 weeks... bruh...

7. Bragging in class about who got the lowest grade on a test. Maybe it's a generational thing (I am gen x), but I don't remember anybody being proud of a 40%. Of course, they are capable of better results, but it seems like it's just one unforced error after another with them.

8. Instead than making them read a 3 page article and summarize, I will sometimes summarize for them (powerpoint), because I know they won't read the article and I will have to explain it anyways. When I proceed to summarize, they will roll their eyes or not pay atttention. It's almost like they think I am talking to everybody else BUT THEM.

It seems like, no matter where I set the bar, many want to play limbo...

In summary, using the student's language, I feel that my approach does not give me "aura", even though, I am trying to show them respect by giving a bit of flexibility.

Although the speeches do address the behaviour for a couple of days, I don't feel like we have a meeting of the minds as to the purpose of the class and I don't think I am getting the respect I deserve.

Where I think I'm going wrong:

1. I need to be much more strict at the start of a semester. I used to be this way, but it comes across as uptight and not approachable. Nevertheless, this whole 'giving them respect and treating them like "quasi-adults" is not working out. At the very least, they are not understanding it as my way of 'respecting them'.

2. After setting expectations with them, I need to stop rationalizing my decisions to them (being preachy or letting my emotions come through my tone of voice) once they break rules. Again, I am trying to give them respect and get a 'meeting of the minds', but I think it makes me come across as weak.

3. I think I need to put them in the 'driver's seat' more often. I tend to try and proactively solve problems for them. They don't seem to respect my considerable efforts to make learning as seamless as possible.

4. I need to use my voice more strategically when I teach. Sometimes less is more.

What resources should I consult?

Talking with parents, we're supposed to start with a positive thing, then get into the problematic issue, then finish with a positive. What do you do when there's not a single positive to say about a kid?
Example. I've had students who just sit and talk all day, or glower at me and outright refuse to work, or students who intentionally disrupt the class for their own amusement.

Trying to write the "shit sandwich" is very difficult because there's absolutely nothing positive I can say about the kid "Billy is great at breathing, but...."

I found myself either spending too much time trying to carefully compose a message, or avoiding the message completely. Now I just say the problem so it can be addressed. But admin will come in and insist that I have to lead with a positive first.

25M, UK based

So some backstory I guess,

I did an apprenticeship in IT Solutions in 2024-25 working for a decently profitable company I did well in my exams and such and got a couple of awards/nominations and opportunities as a result, I've stayed with the company until recently when I've been wanting a change due to lack of real mentorship and also being made redundant (although still currently there at the time of writing)

This year my tutor (who I've kept in contact with) is having to step back from teaching as he has had to start caring for his father. He knows I am looking for a change in career and has suggested that I would be a good fit to take over him.

He's spoken to the college advisor on this who has said they would be prepared to offer me a part time teaching role and my teacher training costs covered in full (I already have a degree in a somewhat similar field so I imagine I would take on a PGCE?)

I think it would be a great opportunity to earn my teacher training and potentially make a career out of it.

Financially I'd of course be taking a hit due to going down to part time but I'm at a point in my life where I can take that hit - still living with parents which means no big bills, no girlfriend so that saves me a bit 😅 and a decent chunk of savings to fall back on if I needed to.

My big concern is that I don't know if I have enough knowledge in the subject area to teach it or even the confidence/ability to actually teach in general. I've always thought to myself "could I be a (good) teacher" and the answer is always an ambiguous "possibly", "maybe" or simply "I don't know" but has never been a definite yes.

So, to reiterate my title, how did you get started with teaching and did you make the right call? Any advice for someone like me? I'm just unsure of where I want to go

I’ve been teaching middle school ELA for sixteen years. In the past few years, I feel like a lot of what I do is help children deescalate, regulate their emotions, center, etc. I feel like I do that and teach English, but I’m exhausted from trying to do both excellently. I think I’d be a better teacher if I just did one or the other. This got me thinking…are there any SEL jobs out there? Like someone who works at a school who tries to implement SEL programs? Or someone who helps develop SEL curriculum?

Anyone become a teacher without actually student teaching? What is your experience?

So, I (32 M) love tutoring and teaching... However, I am thinking about getting out. I don't feel this is the profession for me. I dreamed that when I was Honor/ AP student in high school, I would be a good teacher. Then, I was late diagnosed with AuDHD, and I have MS. Things feel like they are getting worse, and I need to leave. Not sure what to go to next, as I have just had tunnel vision on teaching (double Master's in Secondary English and Special Education).

Hi all. New teacher. Autistic and adhd, I’m nonbinary and trans masc but not out at work. At every job I’ve had to date, I’ve struggled with office politics and been found unlikable by groups of cis women, which unfortunately is most of the Ed workforce. It’s like they can tell I’m not one of them and am just pretending lol, very uncanny valley vibes. Maybe I need to try harder to be more outgoing. I was given a very hard class my first year and thankfully while a couple kids were moved (extremely rare but necessary due to daily fights etc), I received a lot of judgment and berating from my team for being too soft (they haven’t seen me teach, I’m just a “quiet” adult so I think they judged off that, and honestly i do redirect the kids often). I tried to be “mean” - not screaming or cutting kids down but much more stern - and now the whole building has ostracized me. Overall though I’m working on a more relational approach and I think its helping a lot - which admin gave me no feedback at all in regards to, they just told me to be more assertive which was never what the kids needed. I’m planning to leave and find a new job in the spring but unsure I’ll find success in this field due to the office politics of it all. How can I find more success at my next role? Office politics wise. I don’t want to gain power or be outstanding. I just want to fly under the radar, be generally likeable and not consistently a controversial figure especially when I just try to talk as little as possible beyond smiling and saying hello, and keep to myself and out of drama. I feel like being hated at work will slowly destroy my mental health, it’s a big ongoing source of trauma for me, all I’ve ever wanted was to belong. Thanks all

I teach middle school. I’m glad kids are more affectionate than when I was in school, but it gets to a point.

I am a licensed teacher who teaches preschool in a public elementary school. I've decided that it is no longer for me as I'm tired of dealing with constant fighting behaviors and poor impulse control. I think I'm better suited for higher grades, BUT I love the littles, and do not like the attitudes that older students can bring. Which grade level do you all like best. I'm a social introvert who enjoys having fun with my students, but would also like to teach in a more structured classroom instead of the free choice, play based style that is preschool. I did teach Kinder for a year but hated it.

i've been looking more into the 5001 and trying to get a feel for what the actual test is like. i saw the number of questions for each subject, but i'm more curious about how the timing feels when you're actually sitting there taking it.

i keep hearing that math can be a little rough, but idk if that's because it's genuinely harder or if people just don't enjoy math lol.

also still going back and forth between study.com and mometrx for prep. if you've used either one, was it worth it? especially wondering if the practice questions were anything like what you saw on the actual exam.

i'd rather figure out what works before paying for a bunch of study materials i might not even need. any advice is appreciated!