What do you remember about teacher training college? What kinds of things did you study? How were the teaching practices structured?

I studied a one year Post-graduate Certificate in Education (PGCE) course at Manchester University, which taught me how to plan my lessons and recommended different techniques to use to help students learn, such as computer software, pairwork and groupwork.  I spent six week in two very different schools, where I was supported by a mentor who offered advice and guidance on how I could improve.  I now work as a mentor myself with the University.

How long have you been teaching?

I’ve been teaching at Bolton Sixth Form since 1993!

What do you like most/ least about teaching?

I enjoy the challenge presented by a ‘difficult’ class, trying to instil a work ethic into the students and eradicate laziness, raising their aspirations.  Results day is usually a very satisfying experience.  I least enjoy the tiredness and stress that this hard work can bring, as well as the long hours spent marking in the evenings.

How is the morale of teachers these days?

I think it is generally positive since the government began putting more money into education as a % of GDP.  Salaries have increased markedly and a ‘workload agreement’ in schools has helped cut paperwork.  However, students are certainly getting more challenging to teach, not just in terms of behaviour, but poor basic numeracy and literacy skills.

Is teaching still an attractive profession? Would you recommend it?

I’d recommend teaching for the satisfaction it can bring and for the independence you get in the classroom, with no one breathing down your neck as long as you do your job properly.  It’s sometimes frustrating to have to work with staff who don’t share the same philosophy about how important the job is: we are responsible for students’ futures. 

How has teaching changed since you started?

The nature of the students has changed- basic literacy and numeracy are not as good as they were and so I employ different learning methods to those I would have done in previous years.  There have also been a succession of new courses and initiatives for 16 to 19 year olds, many of which have been for the better. Most recently these have included Education Maintenance Allowance so that students from low income backgrounds get up to £30 per week to come to College.

In what way is what you teach decided?

I have to teach to an economics ‘syllabus’ produced by the exam board (there are three to choose from).  I can add in more if I wish, and sometimes do, but it’s often a tight squeeze to manage to do everything in the time I have: 4.5 hours per week with each class.

How much freedom do you have to choose what you teach? How big an influence does the headmaster /state have in your day to day work?

I rarely see the College Principal, other than to say hello.  My Head of Department will be keen to know what I am doing and how I have planned by lessons for the year in a scheme of work that sets out what I’ll do.  He will also want me to explain why any students have left the course and the results that the students get, though I tend to get the best out of my students so only see him rarely.

What subjects do the pupils have?

Students have a choice of around 40 courses, many academic, such as mathematics, biology and history, and some vocational, such as business, health and social care and information technology.

What time does school start and finish (including breaks)?

The College day starts at 8.45am, though I try and get in by 8.00am to make sure I’ve organised everything I need for the day.  We finish at 3.40pm, though 4.30pm on a Tuesday and with meetings on a Monday and Thursday afternoon from 4pm until 5pm. Tidying up at the end means I’m rarely out before 5pm.

What problems do you have in school with students?

Very few, other than immature behaviour and the occasional fight.  The biggest issues are students meeting deadlines and attending lessons: these tend to have a big impact upon their attainment.

How big a problem is bullying/ drugs/ different economic backgrounds / different races in your school?

Some students from more disadvantaged backgrounds often have very low aspirations and it’s sometimes hard to motivate them: it may be that they are the first in their families with a chance of going to university. I’m sure, like all schools and colleges, there are issues with bullying, though if these are reported we sort them out.  In the past I’ve been suspicious that students have taken drugs, though if we find this has taken place, we are very thorough about how we deal with it.

You mentioned in your article "increased funding" What exactly do you mean by this?

Increased funding refers to the extra cash we get from the government for every student we enrol (now about £2600). We also get an 'uplift' for every student we enrol from a socially disadvantaged area, which means about 67% of our students. This latter 'widening participation' funding came into force about three years ago. Under the Tories, FE funding was falling and we would now be about £250,000 worse off per year had they stayed in office.