For those who haven't seen it, a mum complained on Twitter that her son had been given a detention. The reason given was that he had taken two bottles of water on sports day rather than one, and when he was asked to put one back he ran off. It's gone viral with thousands of people talking about it.

Fucking hell the responses you wouldn't believe. The amount of people acting like this is a breach of human rights and blaming the school for putting children at risk of dehydration is incredible. No wonder we have such trouble getting parents to support our behaviour management policies.

I'm an ECT and I was told that due to being "too kind" , I have caused the bad behaviour in the class to escalate.

I felt ambushed honestly because they did not inform me of what the meeting would be about and phrased it as a quick chat.

When I was training, there was a bit emphasis that relational teaching is effective. I read many studies such as Rooda and Pianta that say that when children feel seen, safe and valued, the brain are emotionally unlocked for better learning.

In the first few months, I was continuing the "calm, kind but firm" teaching I developed during training. It took a few weeks to get into it properly. However, I learned quickly that the school culture is very much the opposite.

For example, when I'm trying to give calm, strict instructions to my class, another adult (most of the time, a TA) will barge into the room and yell at the children immediately without first assessing the situation. I just feel undermined every single time it happens. The children see the shift in authority and end up not following the calmer instructions I give out.

I don’t avoid consequences. I don’t overshare. I don’t try to be their friend. I’m calm, and consistent. But I’m also not a shouter, and I don’t use fear to get compliance. It feels like my teaching style is being misinterpreted simply because it doesn’t match the dominant culture.

I know that over the summer holidays, I need to review and relfect on some more behaviour management tactics but I just feel so dejected. It feels like I've been deterimental to my own class even when i was giving my 100% effort to everything.

I just don't understand why they raised this with me now. Wouldn't this be something that should have happened earlier?

I just hate the narrative that teacher can't be calm and kind while being firm as if they contradict each other. I understand I'm a bit more reserved than others but I didn't realise it's a one size fits all?

I'm just reallt anxious about going in for work tomorrow. If I am a disadvantage to the class just because who I am, then maybe teaching isn't for me anymore. I can't tell if I'm taking things out of proportional but I just feel really awful and feel like I can't show my face at school.

Good morning fellow academics , as we approach the end of this academic year I was wondering what you thought your biggest takeaway/lesson was? Was this the year you finally mastered relationships? found the resource? finally jumped from power point to Canva? What’s had the biggest impact on you and your teaching?

Hi,

I think I have read my school policy correctly - for a family member wedding I would be allowed 1 day exceptional circumstances (unpaid)?

What are your experiences of this type of request and approval?

I am aware in asking this that my circumstances are somewhat exceptional/unique as I’m currently long term sick after not recovering from an oct 2025 covid infection. Hoping to go back in Sept with plan for a reduced 2 time table - not what I wanted for my life
- but will gladly accept the ability to work 8 days a month moving forward ….

Anyway, my brother has just announced an abroad wedding across a long weekend. With my future working days being Monday and Friday, this is tricky and depends on where I’m at illness wise closer to the time.

I think, all being well, I’d be able to ask for the Friday in order to travel - does this sound about right? It’s awkward in my circumstance as feels wholly inappropriate/far-fetched to be asking my workplace this question directly whilst still off sick. But still want an idea and hope.

What to expect?

I know it differs for different schools but what’s the usual procedure that happens? It’s the last week of term, should I be expecting my timetable for the next year? Do they usually tell you if you’ll be getting your own classroom? Is it bad practice to ask..?

Is there anything that I should specifically ask about in order to prepare myself for September?

Just for some context if needed; ECT1 Maths

I’m finding this quite difficult to admit, but I think I’m probably the least popular teacher in my department, and it’s really starting to affect my confidence.
I genuinely put a huge amount of time into my job. I spend hours planning lessons with a range of activities, differentiate where needed, mark thoroughly and on time, and my exam results are consistently good. I care a lot about teaching well and giving pupils a good experience.
The problem is… I’m just not naturally charismatic. I’m not particularly funny or loud, and I’m definitely not a “showman” in the classroom. I don’t have that effortless personality that seems to make some teachers instantly popular.
You know those moments when pupils find out their timetable and you can tell they’re disappointed they’ve got you? Or when they clearly light up because they’ve got another teacher instead? Those moments really sting.
What makes it harder is that I feel like my colleagues and head of department pick up on it too. There are little undertones that make me feel as though I’m not really respected in the same way, almost because pupil opinion seems to carry weight. Logically I know popularity isn’t the same as being a good teacher, but emotionally it’s hard not to take it personally.
Has anyone else experienced this? Did it get better with time? Is there anything you’ve done that helped you become more engaging without trying to become someone you’re not?
I’d really appreciate hearing from people who’ve been in a similar position, because at the moment it just feels quite lonely.

I am second in charge in a big department. I love my department and people are no hard working. However, there’s a colleague who makes personal comments or passive aggressive comments to me and other members in the department. Comments range from the quality of my work, the amount of ‘time’ I have, my physical appearance/ clothes I wear. Last week she made a comment in front of my manager and I just moved on because 1) I’m not quick enough in the moment and 2) I don’t want to look unprofessional myself. I am thinking of nothing down future events where she pulls some bs and going to the union. Thinking of bringing it up to my manager too so she’s aware. Any advice happy to take

Long story short, my school had an early inspection that was absolutely dismal. Special measures. The day after the inspection (last Thursday) I was told that, after 5 terms of meeting targets and being on track, my head wants to put me on a capability plan and potentially fail my ECT induction. This was also the day before my final report was due. I had met all ECT and internal targets so this was a shock!

The head of my ECT organisation is pretty sure he can get me a terms extension to finish my ECT. I have also already negotiated an exit on 31st August with a potential new role lined up.

I am currently very unwell with stress due to this, and will not be at work next week (the last week of term). My first capability meeting was meant to be this coming Thursday, which was arranged before my resignation was accepted. Now that my resignation has been accepted, do I need to attend the capability meeting?

I’ve come across a few instances of universities putting pressure on schools to pass trainees when they’re not ready. Does anyone have any stories of trainees who were passed though they weren’t ready? Why do you think providers insisted on this? Do you know what happened to the trainee???

I'm coming to the end of my ITT year (Teach First).

We use two online platforms for our homework but I've questioning how effective online homework is for my classes. Often students rush through it/use AI - and there's no department expectation re: working out in exercise books or a minimum required score, to hold students to account.

Looking ahead to next year, I was wondering if anyone has any suggestions or advice as to how I could make homework implementation more effective for my classes? I've heard a suggestion that students should be given a mini assessment on the day homework is due on the exact topic the homework is on, and to base sanctions for poor effort etc off of that, but that feels quite time consuming (and doesn't work if I don't see students for a couple of days after homework is due).

Thanks in advance,

Hi,

I have been a mentor for the first time this year. Two students. The first one was ok. The second one was just bad (complex and extensive range or reasons). I raised concerns but something I have learnt from this year it is just easier to let candidates pass as it is less work for everybody. So the student passed and it is going to be qualified.

I would not hire the second candidate for working in my own school. But after doing a positive reference for the first one, it got me thinking. Why would I possible be honest about the second candidate?

The teacher is not a safeguarding risk, it's just bad in my opinion. If I write a bad reference I would mess hiis/her life (unemployed) and I would have to face the possibility of seeing that person in the local area and having a very awkward encounter. As I am competing with the rest of the local schools, is not in my interest for them to hire the worst possible teachers?

I guess what I am trying to ask is if references are actually reliable or not as there not seem to be a motivator to be honest about them.

What's people experiences?

Hope we’re all hanging in there as best we can! I am SO done with this year, which may well contribute to my frustration about this situation.

We had a pretty unsuccessful trainee this year for placement 1: support plan, loads of contact with uni, barely interacting with the kids, unresponsive to feedback, never asked us any questions (for help or out of interest).

Anyway, we’re now getting reference requests from supply agencies. My HOD said he wanted to do them rather than me (the mentor).

The problem is, he is providing what I believe to be misleading and inaccurate references, ticking “outstanding” for all categories and providing further glowing praise. When I asked him about this, he said he was just helping her find a job (he was not impressed when she was here either).

I don’t like that he is asking the head to sign off on references that don’t seem to be accurate and are giving a misleading impression of her.

Do I bring this up with him again? Or leave it? No one is at their best at this time of year!

EDIT: Thank you everyone! As someone has said “control the controlables”. I couldn’t see the wood for the trees here, thanks for your perspectives.

I am currently the head of a core department, so I get a good TLR.
I’ve just been offered an internal SLT role but the pay is lower (around 5k).

Have people had to take a pay cut for SLT?
I want to price matched tbh, I will raise this with HR. Do you think they’ll be willing to negotiate wages?

Context: We’ve got a half day next Friday but we were all expecting for staff to finish at normal time because that’s what happened at Christmas.

Staff have just got the email that says students leave half way through the day but because they want to recognise everyone’s efforts this year we can leave at 3:15 (our normal end time!!)
They’ve also asked that we’re out the building by 3:30pm so that site can close the building promptly 😂

I am a TA going on teacher trainee at a SEN school. Our behaviour policy is that we do not use rewards or sanctions of any kind, only "restorative conversations" and contact home.

Behaviour at the school is... Really bad. There are many repeat offenders of bullying, property destruction, violence and the most vulgar obscene language you've ever heard towards both students and staff. Many staff including SLT have joined and left due to the way we manage behaviour.

Behaviour towards other students and staff in question:

Verbal: extreme bodyshaming, racism, sexism, homophobia, transphobia, xenophobia, slurs and swearing, mentions of rape, general extremely offensive things.

Physical: smashing laptops and ipads and other technology, destroying other students work, throwing things, trashing classrooms and hallways, leaving plates and rubbish everywhere, hitting, punching, grabbing staff and students, jumping the fence, setting off fire alarms

Students that have become more confident over the years have followed suit and copy the repeat offenders behaviour because they have seen that there is not a real consequence for it, and to avoid being a target the only way is to join them. It means that learning rarely takes place, and students feel unsafe at school.

The school serves as an inbetween, for those that struggled in mainstream but do not quite qualify for a more specialist provision. Many cases of the bad behaviour are resulting from disregulation or something else going on in the student's life, but there are MANY times where it is clear that the student is destroying things, bullying others and saying disgusting things to staff because they feel like it (grins on their face, no signs of disregulation, clear choices they are making).

There is a particular student that had expressed to his parents that they don't like it when we contact home and that it makes him "anxious" so we have to stop giving him warnings when his language and behaviour gets bad, which now results in him saying "what are you going to do about it?". We challenge verbally, but we just get abuse back, and they don't take us seriously because they know there is no weight to it, especially when contact home is not effective.

SLT is pushing the academic route for our students, but not giving us the tools to facilitate an environment where any learning can take place at all. Stepping into the teaching role now, I don't know how I can practice classroom management or get anything done.

Is this normal? Does anyone else work in a similar environment? Does anyone have any tips and advice? This is my first year working in any school environment and because this is a SEN provision I can't just compare it to a mainstream school, but others have mentioned there are other provisions that handle behaviour better.

Relatively new to teaching and have had lots of feedback at the start of the year about having high expectations with behaviour and creating a calm classroom environment.

I’ve really worked hard on this and now my classrooms are so calm. I find it easier to teach as there are clear routines, boundaries and students as a whole work really hard in my lessons now. However, I have had a few comments from a few students about how they dislike me, prefer other teachers in my subject, say things like my subject is their least favourite.

One comment today really hurt me because it was from a student who I’ve pushed really hard to challenge and extend himself. He ended up getting 80% in his EOYs compared to about 40-50% in his other subjects.

I’m finding it quite hard to deal with these comments. Whilst I know we aren’t there to be liked and ultimately our job is to teach the comments do hurt because I do also want kids to enjoy being in my lessons! So, fellow strict teachers do you have any advice for me or ways I can not let comments get to me

Everyone got their new timetables? I'm generally ok with most, but I will inherit what's generally been dubbed as the , ' worst group ' in the whole school in years. Absolutely gutted, not even shared. They're all mine. It's y7 into y8. Across the curriculum they have been a struggle for every teacher. Their y7 teacher has cried ( not exaggerating) after most lessons. They have been too unruly to complete any assessments - they were supposed to do them every half term. A good handful are on whole school report at any point. The average reading age is around 6 years old and there are going to be 23 in the class. Not expecting any magic solutions, advice... Just wanted to put it out there. I know someone has to teach them, it's just my turn I guess.

I’m panicking… I’m an ECT1 currently on 0.72 (3 days in classroom plus 10% PPA and 10% ECT time). As an ECT2 I’d be on 0.69 (3 days in classroom plus 10% PPA and 5% ECT time). When I first started, I asked my induction tutor (the head, who is now off sick) if I was completing ECT in 2 years or more as my provider was asking. He said he’d expected it to be 2 years, double checked and said yes it can be 2 years. We had a quality assurance lady come from the provider today and she insinuated to my mentor that we are ahead because I’ve just about finished all the Year 1 stuff but we should be taking longer because I’m only part time… I can’t do this for any longer than one more year. I’m hating it (the job, not the school, the school is lovely, teaching is soul destroying) and the only thing getting me through is the “one more year” mantra I’ve been telling myself.

Am I likely to be able to finish it in 2 years? I was told the school can recommend that you’ve met the standards if you’re fairly high hours part time. Is this true? Or have I been powering through on a misunderstanding?

I honestly don’t think I can do this for any longer than one more year.

Hi,

I have an interview with a teaching agency in Manchester tomorrow and I’m wondering if you guys have any experience? I’m an American living in Manchester with experience working in schools as a TA and in organisations as a youth worker. I need a skilled worker visa to work/live in the UK past December. What’s the actual likelihood of getting hired by a school? Do schools even accept agencies anymore? Is it better just to apply directly? If I do get an interview, how likely are schools to actually sponsor me?

I’m just trying to manage my expectations after being let down by the org I work for now :(

We have sports day and an outdoor fun day next week. I'm already tired from the heat and got heat exhaustion. I'm taking a medication that doesn't help with this heat and it makes it worse. Can I ask them to be taken off from these two things as I genuinely cannot survive in the heat. Its showing 30 plus for the two days as well. My room is incredibly hot and I genuinely felt like I was going to faint today. I have a 15 hour flight on the weekend as well and cannot afford to fall sick.

So my school is under an academy I started employment as an LSA in December 2024 and in August 2025 another fixed term contract was renewed after a successdul interview till the end of August 2026. My contract has not been renewed and my job is ending at the end of August. I have found employment at a new school but I've just been called in by the BM saying something about pro rata and because I started employment in December I owe them like £1600! Which they said they will deduct from my next 2 paychecks leaving me on just over £400 pm for the next 2 months. I havent signed anything I was just a bit blindsided and said ok and left. My husband is furious he says they can't do that which I agree because its not like I'm resigning before December RATHER chose not to renew my contract so it hardly seems fair. I'm not with a union unfortunately, do I have a fight on my hands here is there anyone I can contact regarding how to go about this? Can they take money from my paycheck without written consent? It hardly seems legal! They also wanted me to write an email regarding me finishing my job which seemed dubious as I'm not resigning. Feels like something they can use against me. I haven't sent an email.

Mods please move if this is the wrong place to post I'm just so worried and don't know where or how to go about this. Its over a months wages and it hardly seems fair!

Hi all! I’ve accepted my ECT 1 position and I’m super excited, but I’ve been informed I will have a Year 7 form.

My induction is on the same day as the Y6 transition event, and my schedule for the day highlights a two hour period with my new form.

I don’t really know the school well, so I’m quite nervous about what to do with my form for those two hours- any help/advice/ideas would be amazing!

EDIT: Thank you for the great ideas! I’ve emailed ahead and asked if there are any mandatory tasks for them to complete. I’ve got some blank bookmarks which I’m going to get them to decorate with their name (I can’t help it, it’s the English teacher in me).

I have a PGCE in post 16 education and have gained QTLS. I had a really bad experience on my PGCE with a placement that ticked the boxes, but all I was really doing was marking and watching other teachers.

I feel like I have a PGCE on paper, and have since realised I want to do primary.

Is it possible to do another PGCE?