I am delighted that I am about to fulfil my ambition of becoming a PE teacher. It has been a long and intense process with a number of highs and lows along the way. This training process has taught me so much in such a short amount of time and has really enabled me to develop into a promising teacher. This can be seen from my recent successful job application where I was accepted for a full time job in the PE department of the Quest Academy in Croydon, after a demanding interview process which included teaching a practical lesson and an interview process.

Despite this I understand I am not the finished article and must keep challenging myself to improve. I will continue to reflect on and develop my pedagogy over the next few years through continued professional development in my new school. This will help me continue to support my students effectively and will provide them with the best possible learning environment to suit their needs. It will also help to improve my own skill set which will help me become the best teacher I can be.

I hope that my hard work and ability as a teacher and pastoral carer will be noted by my new school and will enable me to gain further job opportunities with more responsibility further down the line in my teaching career.

In both my training schools I have always understood the importance of understanding the values of society and have always made a point of teaching these to students when a suitable occasion arose. I know in my position as a teacher I must be a positive my role model for my students at all times. I do this by working hard, demonstrating the positive manners and behaviour I expect to see and by showing respect to every person I come across.

I provided pastoral and academic support to all of the students who were in the two tutor groups I was attached to during my training year. I also provided a number of extra-curricular clubs for students in my training schools, in the hope of inspiring them to improve their health and fitness and to provide them with further opportunities for positive social interaction. I have also pointed students in the right direction in the form of a number of highly endorsed sports/youth programmes in the local community, giving them opportunity to continue their development in their chosen sport/hobbie.

During my first placement school I mentored 15 ‘at risk’ year 9 boys. This was a privilege to be asked to do after making a positive impact with the students in this school, suggested by the school’s deputy head. The mentoring sessions I had with these students always had a focus and aim of improving their behaviour and engagement in school. However I also understood that the work I conducted with these students could have a wider bearing on their life outside of school as some of these students had never had a positive male role model in their lives and most had challenging upbringings. During our sessions we engaged with a number of well-being activities, as well allowing time for students to develop communication and leadership skills. I tried my best to help these students understand the amazing opportunities that were available to them if they could improve their work ethic and start to show a more positive attitude towards their learning in school.