Az igazgatohelyettessel valo beszelgeteskor picit meg zavarban voltam, ugyanakkor a felelmem hirtelen el is szallt, amikor az igazgato ur belepett. Egy jovialis, am megis komoly, hiteles vezeto, akin azt lattam, hogy erdeklodo es bizik a kepessegeimben es igyekszik minden tekintetben realis maradni. Az eredmenyre azt mondanam, hogy 60% - azt mondta, ot meggyoztem, ugyanakkor a KLIK fogja feltenni a pontot az i-re. Remelem, remeljuk a legjobbakat! :)
Az iskola egy johiru muveszeti iskola (gimnazium es szakkozep) a megyeszekhelyen, szulovarosomtol 40 percnyi auto utra. Az intezmeny viszonylag nepszeru a megyeben tanulo diakok es szuleik koreben, mivel rendkivul csaladias, diakkozpontu es tobb muveszeti illetve nyelvi kepzes kozott valaszthatnak a tanulok (ez pedig a "profilomba vag" hala az egnek). A tanitando gyerkocik 7-10. osztalyosok, mivel van egy 6 osztalyos evfolyam is. Az iskola arculatabol es igazgato ur hozzaallasabol is azt szurom le, hogy itt lehet majd arra is lehetosegem, hogy kibontakoztassam szunnyado kreativitasom. ;)
Eredeti terveim szerint mar egesz heten "keszultem" a tanitasra, a valosagban viszont osszeallitottam egy GANTT-chartot az elvegzendo feladataim listajaval, majd gyujtottem minel tobb dokumentumot (koznevelesi torveny, gyakornoki szabalyzat, Gordon-fele TET konyv a polcrol, es a skot in2teaching honlap, illetve bejelentkeztem egy coursera kurzusra is kezdo tanaroknak)
A GANTT-chartom itt lathato:
Mivel 2 es fel ev utan nemreg koltoztem haza az Egyesult Kiralysagbol, ezert kenyelmessegbol tobbszor angol kifejezeseket hasznaltam a tablazatban. Ugyanezen okbol feladatom a magyar oktatasi rendszer felepitesenek felidezese, illetve a koznevelesi torveny ujboli elolvasasa, a valtozasok megismerese. Ezt a viszonylagos tajekozatlansagot tukrozi a diagram kategoriainak cime is, ugyanis a magyar oktatasi rendszerben tortent valtozasokat csak feluletesen kisertem figyelemmel kulfoldi tartozkodasom soran.
A kutatasi szakaszban azonban fel kellett ismernem, hogy habar maga a GANTT-chart hasznalata segitheti a munkamat, a feladatok lebontasa nem feltetlenul tekintheto hatekonynak.
Ezzel szemben a skot gyakornokokat segito honlapon talaltam egy listat. Az un. checklist, azaz feladat lista eddigi munkam soran - peldaul a Comenius programra keszulve - nagyon hasznosnak bizonyult, ugyanis szeretem, hogyha sorban, egymas utan foglalkozhatok egy feladat szakaszaival egy megadott idointervallum alatt (ami nem 1-2 nap).
(off-topic: ezt a jo peldat Magyarorszagon is atvehetnenk - nyilvan kell hozza anyagi forras, ugyanakkor az oktatasi miniszteriumnak gyanithatoan vannak sajat informatikusai, programozoi, akik esetleg egy korszeru, pedagogusokat vagy celzottan kezdo pedagogusokat segito honlapot letrehozhatnanak. Ez a szervezesben igen jo szolgalatot tehetne es egyertelmusithetne bizonyos uj szabalyokat. Szinten megjegyeznem; a britek torekszenek arra, hogy minden jogszabaly, szabalyzat ami egy szelesebb reteget erint, elerheto legyen konyhanyelven, hogy biztosan mindenki erthesse es kovethesse!)
A lista angolul igy nez ki (a kesobbiekben igyekszem ezt magyarra is leforditani):
Tasks
for completion before your first day in post
You
will find your first few days in school very full. It is well worth
spending some time in the school, either before the end of the
previous term or during the school holidays if this is possible.
This brief spell will help you establish the school's opening hours,
lunch times etc. It is also helpful to visit the room(s) you will be
using.
The
first day is normally a staff development day and most schools will
have a full programme of activities planned either whole school or
departmental. There will be numerous opportunities to meet and mix
with other members of staff.
The
following tasks should be completed before your first day in school.
If this is impractical, then they should be considered before meeting
your class(es) for the first time.
Please
remember, other staff in the school should be able to give advice on
creating new materials and how to differentiate them. Ask for
advice if unsure about the appropriateness of the tasks that are set.
Checklist
- General Information on the SchoolAction RequiredCompletedObtain a copy of the Staff Manual and School Probationer Handbook.The probationer obtains a copy of their contract.Establish which specific member of staff is the designated supporter.Know the key times in the day e.g. lunch, intervals, early closing.Have an accurate copy of the timetable.Know the procedures for a fire drill.Know the procedures for any medical matters, e.g. the internal telephone numbers of the medical room, main office etc.Know where the nearest phone is and have a list of important telephone numbers.Know the procedures for the use of the phone.Established procedures for releasing pupils from the probationer’s class, e.g. toilet, collecting materials.
- The PupilsAction RequiredCompletedObtain a pupil list for their class(es).Access the relevant information about your class(es) from the previous teacher (or head of department).Have a list of pupils meriting attention, medical or otherwise, in your possession.Please remember that confidentiality is of paramount importance.Have information on the school/departmental policy on pupil groupings e.g. mixed ability/social groups.Read a copy of the school/departmental behaviour and/or discipline guidelines.Establish folder/planner which will contain your forward plans/daily plan etc.
- ResourcesAction RequiredCompletedObtain a copy of the school/departmental policy for the withdrawal of resources from the staff base. Most departments have resources distributed between the base and classrooms.Establish where the resources that are likely to be needed are located.Obtain a copy of the programme of study/syllabus for the subject(s) to be taughtPrepare a class planner/diary.Establish a system for ensuring that any books/ resources that are needed will be available.Obtain the school/departmental policies on photocopying.Establish which jotters/folders/papers are to be issued to each cIass or for each subject. Be aware of school/departmental procedures for loss of such items.Become proficient in the use of the equipment available, including computers, in the department.Find out how non-teaching staff are deployed and managed in the school.Establish the procedures for creating new resources, e.g. Desk Top Publishing.
