 My name is Steffie Davis. I was lucky enough to secure the teacher fellowship as part of the stimulating physics initiative. Education in schools is changing at such a rapid rate, but I have someone who is involved within it and can pick out the relevant points to us, and actually look at what we're doing and say, that bit isn't in A level anymore, had you realized. Sometimes we haven't. They can tell us exactly what's in the syllabus and what to expect from our students. A, rwy'n meddwl i'w ddweud i'n meddwl i'r gwahoddiadau a'r newydd, ac yn dod o'r cyffredinol yn ddod yn ei ddweud. Rydyn ni'n ddweud eich dweud o'i ddweud. Mae'n ddweud y tŵr yn gweithio i ddweud yma. I'r honi'r ei ddweud i'n meddwl i'r holl gweithio i ddweud i ddweud i'r holl, dweud i'r holl, ac mae'n ddweud i'r holl i'r holl i ddweud i'r holl i ddweud i ddweud i ddweud, a'r cyfnodd yn oes â'r cyfnodd yn oes. Mae'r cyfrings iawn, mae'r ysgwysig yn fathio'r cyfrings iawn. Ysgwysig yn syniad y Chyfb yn ôl, mae'r mynd i gyfnodd i'r ysgwrs ac i'r cyfrings iawn, felly mae'n gallu bod y gaf. Bydd ei bod yn bwysig i gael ei bod eich cyfrings iawn mai yn ysgrifennu. A'r cyfrings iawn yn ysgrifennu i'r cyfrings iawn. Ond o wna'r cyfrings iawn i'r cyfrings iawn, ify that is connecting with it, helping students. They can talk to the first year teaching staff and really explain to us what areas of our physics that we need to perhaps tweak a bit because the syllabus at A level has changed and we need to take account for that. Some have more of a teaching background and they're very good at communicating it across. Others do, you clearly know what they're talking about, but they obviously find it harder to communicate it to, especially I suppose for the first years because we don't have the background. Did you do anything on errors in any of your experiments? Mae yna pan o'r ydych chi'n genod yn dweud i'w ddechrau, gan i gyd yn yw'n ymddangos. Pan y gallwn ni'n golygu, roedd cymryd agorio tyfu, roedd eisiau ei chofnodd, gan oherwydd 20 o 30 ddod pan oedd yn 1 o 1 o ar hyn, gyda'r grwp yn y dysgu fwyaf o'r ddod y lleion, yn fy fathau y tro cyf yr 100 o pob o giesion, ond rydyn ni wedi iddi yn byw i gyd yn rhoi bod yn gweithio. Rwy'n credu mor hynny byddi'n bwysig ar y glas mewn cymrydydd, Rwy'n gwybod eich bodi'n gweld eich lech chi, i'w gweld eich lech, ac mae'r byw'r pethau. Rydyn ni'n gwybod i'n gwybod i'r bwysig, ond i'w'r rhai'r bleddau, rydyn ni'n gwybod i'n gwybod i'n gwybod i'r mynd i'r byw'r llai, ond mae'n gofio'r lech chi'n gweld i'r pethau. Rydyn ni'n gwybod i'n gwybod i'w gweld i'r byw, ond mae'n gwybod i'r byw i'w cefnodi i'r byw. After the lecture, it's really helpful. We get our jobs being good at research and then they throw us in at the deep end with the teaching. Some people are good at it and some people aren't. A lot of it is experienced. One aspect of these fellowships has been very useful because Debbie's actually sat in on a lot of our lectures, especially in the first year. Then she can discuss with the lecturers the areas that perhaps the students will find quite difficult. ond we may not be aware of. I think it's benefitting the staff and the students. The students are finding a friendly face around they can talk to. It's like a conduit to feed back to people who might be a bit more scary than Debbie in the labs. I've been able to inform the lecturers which bits of the A level specification the students are likely to have a really thorough grounding in and which bits they're likely only to be just aware of. And it's benefitting the staff by giving us current information so we can adapt some of our worksheets, some of our teaching methods to take account of the fact that their experience in school is changing. Another benefit is actually to have a teacher in the school because some of our students are very interested in going into teaching and they have somebody on hand that they can talk to and discuss the pros and cons of teaching. She's helpful if you get in a tight spot in labs and you're not sure what you're supposed to be doing, kind of go over and ask, which is always reassuring. At some universities there is a problem of retaining students particularly in the first year so anything that we can do to improve that situation is only going to help. We came in at the beginning of this game, we've had two teach fellows we'd be delighted to carry on and have a teach fellow every year. We've got an enormous amount out of it and of course the fellows themselves have got enormous amount out of it. It's been a great experience to do something a bit different and think about the wider picture of physics education. It's been a great experience for me. We certainly intend to have more, we hope to have more in the future and I would recommend to other physics departments to take on these fellows.