 Hello everyone and this is a video for newly qualified teachers called From Surviving to Thriving. You can see me in the top right hand corner of your screen. My name is Ross McGill. I've been a teacher for 25 years and I started blogging 2007, particularly on teaching. I've been blogging a lot longer than that, but on teaching in particular. So 12 years later some people will call me the most followed educator on social media in the UK. It's all very flattering, but essentially I'm just sharing ideas and learning from other people through Connected Online. So there's my email address. If you've got any questions about the video, please get in touch. This is just a 15-minute-ish video, essentially to support new teachers on their formative journey, to equip you with some challenges, to signpost ideas, and help you thrive. If you type this address, hyperlink, into your website, it needs a capital CPD. It'll take you to a holding page on my website where you can follow some videos, some research articles, some resources. What I will give you as part of this is my 25 years in teaching summarizing this cartoon. So if you're watching this, you're likely to have that in your hands. So I'll try and talk about that as we go through. Before I start, I often just signposting new teachers. Teaching covers lots of things, more than just the top middle image on the screen in terms of the classroom. You have to do a lot of things outside and inside the classroom with and without pupils. So obviously marking, blessing plan, and those types of things, but lots of conversations, lots of routines, lots of pet talks in the corridors and in the lunch hall, where you can start to build a picture of what I would call typicality, routines. You can start to unpick the hallmarks of good effective teaching through looking at habits of things that you do in and at the classroom. So I'll try and come back to that as we go through the video. I often signpost some research here. I'm not going to dwell on this too much, but this is the Department of Education Workforce Census. How many teachers enter the profession? Every year, broadly 20,000. About 10 to 20% drop out every year from that cohort. So if you're a newly qualified teacher watching this, if you're in a room with other people, then look around you. Within the first five years, we know about 40% of you in the room won't be in teaching, but actually when you look at the details in the large red circle, it's actually about 27% and that's where the greatest attrition lies. So when you're a first, second, third year of teaching, that's where teachers need the most support. And I often say it can't just be teacher induction. The schools need to provide a bit more service than just that. And why do teachers leave? Well, I can't cope with the workload, external inspection pressures. Of course, behavior and salaries are factored, but they're not the most significant. This research from the Workload Challenge Reports is Nikki Morgan, Secretary of State, 2013. And 44,000 teachers responded. The very top line, 56% of those said, I am sick of putting data on sims, progress or isams, whatever platform you use, it can feel like you're doing it all year. Second one down, marking. And all my travels to schools all across the UK and beyond, actually, marking is driving teachers crazy. So my provocation to school leaders is often, what are we doing to reduce the day-to-day marking burden? Not what exam boards expect, but what are we doing to reduce that and challenge parent perceptions or even our own habits of what is effective? My second book was called Teacher Toolkit, so that's just the cover inside the cover. Essentially, I unpicked the first five years of your formative years in teaching. You can see them there in the bottom right of the screen. So I'm going to try and whistle-stop through those. I'll signpost the book at the very end if you want a lot more details, but I'm much of this is now on my website also. So if I just talk particularly about the first year resilient, you might want to just pause the video in the room if you want to and just turn to the person next year and ask yourselves what challenges are you facing this academic year, describe how you've dealt with it, and talk about some of the characteristics. If that's something you can do, pause the video now. The first idea I want to talk about is feedback or marking. I discovered this idea from George Spencer Academy in Nottinghamshire. It's called Yellow Box. I don't call it yellow anymore because there's no research to support that yellow works. It's great for signposting to children where to find the work to fix, but essentially for a teacher it's find one thing, annotate it, and ask the student to fix it. So you've got some examples here on the screen. There's a math example there. Tackle one formula that's wrong. Ask the student to read draft it. So you've got this document or screen. I actually have this in your hands when you're watching this video. I'd like you to have five minutes to practice this only following the steps one, two, three, and four. Look at the example essay and see if you can skin read it in one minute and then actually just find one paragraph and just address one or two issues, whether it's grammar, subject knowledge, or some misconceptions, and then diagnose in an empty box what the student needs to do. Ultimate the student needs to end up with more work to do than you and find your feedback meaningful and motivate them to actually want to do that. Okay, I'm going to move on. I'm going to skip some of the slides that you'll have access to, but essentially what we're trying to achieve with feedback. So this is in my Mark Planteech research. Feedback is an ongoing loop. We need to recommend and remind students what to do. And you can one quite nice fix. Number five is if you change your language and remove the word but. So for example, Ross, that's a great paragraph, but you've not yet, etc., whatever it would be, but removing the but and replacing it with not yet or and is a bit more motivational. So for example, Ross, you've not annotated this paragraph and why don't you XYZ? It's an easy verbal fix. It's much more motivational for the student. Here's another resource, whole class feedback. Instead of marking the books, you annotate all the descriptions or things that have happened inside the book, list on this sheet, star pieces of work, some targets to improve, some actions required. You might want to target one or two groups of learners rather than everybody. Talk about something to be challenged for groups of learners. Talk about one or two areas to improve in terms of literacy. It's another way to look at tackling the marking burden and also reducing teacher workload, tackling misconceptions as a whole group of students in your class. This won't do your marking for you, the five minute marking plan, but it might help you work out what to mark and what not to mark. There's an example here. If you type the five minute marking plan on my website, you'll get a lot more details on the site. Also here, there are 14 marking workload tips. The blog post is actually called 13. I've added a 14th, which is essentially using voice technology on your phone, on your iPad, or on Google documents to narrate your feedback as you speak. I won't do it here for a demonstration because it might upset the microphone for the recording. Back to this slide so you'll have this in your hand. Number eight and nine, for example, 30 seconds it would take me to find the work in a student's book. If I ask them to open the page when they give the books to me, that saves me time to mark the work. Moving into intelligent types of processes typically comes in your second, third year of teaching. Ideas to think more thoughtfully. This is a great mantra. I do, we do, you do, essentially you model the work. You then do it together with the students, and then you ask them to do it on their own, and then you would navigate the classroom and help support. This little visualizer, I've been using this one for 15 years, a little IPVO device. It's about 30 or 40 pound. You can use an iPad, beam up the images through a Wi-Fi connection to your board. It's a fantastic strategy. What you can do is then put the student's work under the camera, anonymize, take sort of the stress, allow kids to rank the examples, or collectively around the table for looking at a bit of group work together. It's a great way to get students to model and nurture some motivation and confidence in class. Pause the video, ask yourselves what strategies do you believe that you would use, or currently, that you think are innovative to reduce workload and actually increase impact on your pupils. Okay, moving on. I'm conscious this is a very short video. Lesson planning. You got the detail lesson plan on the left. Probably some of you are already doing this. On the right-hand side, you may find yourself doing doorknob lessons where you arrive to class and you kind of have to think on your feet. Both those extremes are quite stressful, so what we need to do is find an optimum balance. About 12 years ago, I published a five-minute lesson plan on Twitter. Here it is in full. You can now get a digital version. Essentially, it's a thought process. What, why, how. The what is the objectives. The why is stickability. What learning do you want to stick. How you do that is everything else on this graphic. Key top tip for me is be clear and precise. Use command words from your curriculum, from your specification, and keep focused on what students are learning not doing. Okay, taking this further, you can then put the stickability moments over a schema work. So if you're teaching kids for 22 lessons and then also revisit content that you taught in the first lesson so that information goes into long-term memory, it's easier for students to recall. There's the link, the five-minute lesson plan .co.uk. You can get it on my own site just by clicking the five-minute plan on my banner. Tons of examples and ideas there. Cognitive scientists suggest retrieval practice, quick recap, five minutes every lesson. Last month, kids, we did this last week, last lesson. Any questions today, let me just clarify that point and then introduce the new topic. Moving on to collaboration, conscious of time. Against the question here is to pause the video and have a talk. Describe where you've started to work with other people in your department or in your year teams when you've said yes and when you've said no. And how do you balance this in terms of your workload or supporting one another? It's quite a challenge. Next top tip from me. So the marking, the planning, and then questioning, how can you ask effective questions on your feet to essentially engage students better? This is a chap called Enrico Fermi. He posed vague questions to illicit creative responses. So one question from me is, in the room in which you are sitting, how many balloons could you fill the room with? Now by posing, pausing deliberate gives you time to think. By posing vague information, you're either thinking, is it a hot air balloon? Is it a water balloon? Are the balloons blown up? For me in terms of workload, it gives me 30 seconds to have a pet talk with you outside, to fix the projector, to get the marking out of the tray, or whatever it is. So on the screen, pause the video. Here's some fun ones. You might want to come up with one that's linked to your curriculum, of course. These are good ones for a bit of fun, for assembly, or for form time. So for example, how many characters in the opening scene of Macbeth? And note, they don't all have to be statistical questions, which is Fermi's principles. They can be questions which might ask what will, how might, and those types of questions. I'll give you an example shortly. Hinge question, you give children the question, you give four possible answers. A definite right answer, a definite wrong. And two possibilities if you change the goal post. So here's a fun one. How many beans in one can of baked beans? Obviously my picture here is unhelpful. I don't give the context. It could be a large catering tin of beans that you get in a canteen, a small microwave pot, or an aluminium can, a large can of beans, elicits different responses. Question matrix. I also put my site seven or eight years ago. You can find this all over the internet. You scaffold a question on the left, connect it to one on the right, add an image. So if we go to the top left here, what is happening in this photograph as an introduction to a particular project as we go through the scheme of work, the bottom left, how top right, how might, how might we stop these men having an argument or a fight. And that would be based on the things that we had learned from the play. Any image works. You can put this full size in your classroom. You can ask kids to put post it notes up. You can even cut the middle part out and use it as a window over a still life object in an art classroom. You may want to give the grid to kids, stick it in a book. They can tackle these six, seven areas here in green. And then you collect them back. You have 30 pupils times these questions. You just work out which questions to ask. They've essentially planned hopefully the right questions for you and saves you having to work them out. You can obviously this screenshot is not live in terms of a presentation, but I would click and reveal all these different post it notes and pose these questions to different students in the room. Okay, to finish off aspiration, I'm going to skip through lots of these sides and you can find them all on my site. Pause the video, talk to one another. What are the hallmarks that make you think you're ready for teaching, having a responsibility, moving into school leadership? What do you need to consider for various job applications? Just signposting lots of resources here. So once you've got over the kind of basics of your classroom practice and you start to move into your second, third, fourth year of teaching, here's a template. So building upon the five minute lesson plan for workloads, what to keep, what to do less, do more of behavior. Again, this one needs context here that needs to align with your behavior policy in your school. Looking at reviewing your lessons. So reflecting one for students here. I'm stuck sir. How do I move on? Asking assessment type questions. Again, these are all my site. You may be doing some data analysis. You may want to conduct some research on why the Year 12 Bangalore Deshi students drop out of ALER S History. You may be doing an assembly for the first time. You may be planning a teach meet. You may be wanting to use, need a thought process to help support you with interviews. There are lots on here. I'm just going to skip through them all now to just finish off with a takeaway. I've tried to tackle all these in a very short video. You can find all of this on my website and particularly in my second book, which is there on the right hand side of the screen, Teacher Toolkit. It's deliberately written for new teachers. My website, teachertalkit.co.uk. My email address is support at teachertalkit.co.uk. I hope the handouts that you have in your hand support you looking through this video at least give you one or two ideas that you can use in your classroom tomorrow. And if you need any help, please get in touch. And thank you for watching. And I wish you every success in your teaching career.