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jamiemartin721 Reading 07 Jul 17 3.12pm | |
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Originally posted by elgrande
I have worked for the same company now for 7 and a half years....no pay increase...so what about me,nurses and emergency services yes give them more than 1% by some way. I think it should apply to everyone, and companies have been freezing pay rises whilst increasing profits - not because a wage cap serves austerity, but because they're profiting from the fear people have. As a rule when I was working for a company, I found that I got a pay rise, whenever I got offered a better job, not because I'd achieved targets, come in under budget or excelled. Everytime, someone else offered me more, the company would um and err, then offer me the same to stay. And that's how private companies work.
"One Nation Under God, has turned into One Nation Under the Influence of One Drug" |
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nickgusset Shizzlehurst 10 Jul 17 7.21pm | |
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23% of teachers trained since 2011 have left the profession so the Tories are set to pay them less than inflation again.
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Stirlingsays 10 Jul 17 7.25pm | |
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Originally posted by Jimenez
Man, you should have worked in the English department at Nene Park Academy. You really would discover what was hyperbole and what wasn't.
'Who are you and how did you get in here? I'm a locksmith. And, I'm a locksmith.' (Leslie Nielsen) |
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Kingvagabond London 11 Jul 17 8.33pm | |
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I never really understood this race to the bottom bulls*** that an awful lot of righties spurt. I fully accept that life is probably pretty s*** for a lot of private sector workers right now. Most members of public sector unions support those in unions for private sector workers. Just because life is s*** for you doesn't mean you should say 'ha you have it easy, my life is crap so you don't deserve any better.' Instead you should be saying 'how can we make life better for all workers having a s*** time of it?'. My working day begins at 7.30 when I get to work. Before the kids get in at 8.45 I spend an hour and a quarter making sure all 31 kids have all the resources they need for the day ahead. I make sure I continue to plan for the weeks ahead and analyse which kids might need interventions (booster sessions) in order to help them stay in touch with the brighter kids (this often rotates so it's not always the same kids who are struggling). I have to make sure that things are set up for the 7 children in my class that have some kind of special educational needs. For a dyslexic child (I have two) this is relatively easy and just requires printing out their resources on coloured paper and making sure they have coloured overlays. For an ASD (autistic spectrum disorder) child this might include changing their visual timetables, making sure all equipment is in place (trust me, one thing being out of place can cause a major meltdown), making sure that you've changed their 'Now, next, then' cards etc. You then need to make sure that everything is in place for your EAL children (children for whom English is not their first language). For these children you have to be very careful to check tense and verb agreements. When you finally start the day you need to present four or more 20 minute presentations to an audience far more cynical than any sales pitch crowds and make sure that each of the 31 has understood and maintained engagement and that they can take part in the independent activity. You then need to continue the teaching for a focus group of children for another ten or so minutes. After this, you must see the work of every child in class to see if they have understood your input, quickly address all misconceptions, before finally moving the children forward with a five minute plenary. Bare in mind you may have had children screaming at you throughout this lesson distracting both you and their peers. Don't forget that many teachers are also responsible for lunchtime clubs as well. When you finally dismiss the children at 3.15 you must mark their work. Certainly for English, this means correcting most of their spelling and grammar mistakes, seeing if they achieved the objective of the lesson (and recording this) and providing them with a 'next step' (essentially a question which either helps the child progress or consolidates their learning). This is for effectively 124 pieces of work. After marking you often have to input data on a MIS database and sometimes analyse. By now it's often 6pm and you are getting chucked out by the caretaker. When you get home you must make sure any other responsibilities for school are taken care of, catch up on any marking which has slipped, made sure that lesson plans (often long, medium and short term) are written and amended depending on what happened during the day. Most days when I finally clock off it's around 8 at night. I tend to do at least three or four hours each weekend. This is for a normal week, add on to that all of the paperwork that revolves around class trips. I lead the history curriculum at my school. This means I am responsible for a budget, conducting regular audits, observing other teachers's lessons, conducting book scans and writing reports. This is all at no extra pay. I fully accept some people in the private sector have to work harder than I do. That they get paid less than I do. But why try to race to the bottom when we should be trying to ensure a fairer way of working for everybody not just the rich.
Part of Holmesdale Radio: The Next Generation Quote cornwalls palace at 24 Oct 2012 9.37am He was right!!!...and we killed him!!... poor Orpinton Eagles........ |
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nickgusset Shizzlehurst 11 Jul 17 9.02pm | |
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Originally posted by Kingvagabond
I never really understood this race to the bottom bulls*** that an awful lot of righties spurt. I fully accept that life is probably pretty s*** for a lot of private sector workers right now. Most members of public sector unions support those in unions for private sector workers. Just because life is s*** for you doesn't mean you should say 'ha you have it easy, my life is crap so you don't deserve any better.' Instead you should be saying 'how can we make life better for all workers having a s*** time of it?'. My working day begins at 7.30 when I get to work. Before the kids get in at 8.45 I spend an hour and a quarter making sure all 31 kids have all the resources they need for the day ahead. I make sure I continue to plan for the weeks ahead and analyse which kids might need interventions (booster sessions) in order to help them stay in touch with the brighter kids (this often rotates so it's not always the same kids who are struggling). I have to make sure that things are set up for the 7 children in my class that have some kind of special educational needs. For a dyslexic child (I have two) this is relatively easy and just requires printing out their resources on coloured paper and making sure they have coloured overlays. For an ASD (autistic spectrum disorder) child this might include changing their visual timetables, making sure all equipment is in place (trust me, one thing being out of place can cause a major meltdown), making sure that you've changed their 'Now, next, then' cards etc. You then need to make sure that everything is in place for your EAL children (children for whom English is not their first language). For these children you have to be very careful to check tense and verb agreements. When you finally start the day you need to present four or more 20 minute presentations to an audience far more cynical than any sales pitch crowds and make sure that each of the 31 has understood and maintained engagement and that they can take part in the independent activity. You then need to continue the teaching for a focus group of children for another ten or so minutes. After this, you must see the work of every child in class to see if they have understood your input, quickly address all misconceptions, before finally moving the children forward with a five minute plenary. Bare in mind you may have had children screaming at you throughout this lesson distracting both you and their peers. Don't forget that many teachers are also responsible for lunchtime clubs as well. When you finally dismiss the children at 3.15 you must mark their work. Certainly for English, this means correcting most of their spelling and grammar mistakes, seeing if they achieved the objective of the lesson (and recording this) and providing them with a 'next step' (essentially a question which either helps the child progress or consolidates their learning). This is for effectively 124 pieces of work. After marking you often have to input data on a MIS database and sometimes analyse. By now it's often 6pm and you are getting chucked out by the caretaker. When you get home you must make sure any other responsibilities for school are taken care of, catch up on any marking which has slipped, made sure that lesson plans (often long, medium and short term) are written and amended depending on what happened during the day. Most days when I finally clock off it's around 8 at night. I tend to do at least three or four hours each weekend. This is for a normal week, add on to that all of the paperwork that revolves around class trips. I lead the history curriculum at my school. This means I am responsible for a budget, conducting regular audits, observing other teachers's lessons, conducting book scans and writing reports. This is all at no extra pay. I fully accept some people in the private sector have to work harder than I do. That they get paid less than I do. But why try to race to the bottom when we should be trying to ensure a fairer way of working for everybody not just the rich. Can you appreciate why so many teachers are leaving?
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