Your Daily Breakdown

BustThePerp · #1 (**permalink**) 10-12-2008, 12:42 AM

Does anyone have a general list of their daily breakdown of how things pan out on a day of primary supply work?

I've had a few days under my belt now, but I still feel aprehensive when it comes to "knowing" what to do in the AM to prepare once I arrive at the school. Maybe a small list of SUPER important things to remember would be helpful?

danfur · #2 (**permalink**) 10-12-2008, 07:37 AM

Hello and welcome.

I don't know if this is what you're tal
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about but I'll do my best. If it was pre-booked supply I would aim to get to the school for 8.15 so that I had a good half hour before the children come in. This would give me time to check out the classroom, find where the
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s/staffroom is and become acquainted with the environment. I would check through the register/class list to see how many children were in the class and see if there is anything which indi
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es groups. If there was planning I would read through it and lo
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e any resources necessary and also get to know the TA if there was one. And nearly forgot, find out the school timings for the day i.e. when breaks are (so many times I've been in full flow when it was break time, oops)

Once the children come in I would explain who I was and take time over doing the register so that I could learn a few names. I always make the children put their hands up when I called their names so I could look at their faces - and say good morning twice, once when I call their name out and the second time when their hand was up and i'd found them.

First lesson is usually literacy or numeracy so if there was no planning I'd do a short phonic session with the children (age appropriate) and then set an activity related. Usually there is some kind of milk/snack/assembly after this and then break time where I would mark and prepare for the next lesson. The rest of the day usually follows the same kind of process. Mar
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in any breaks (possibly venturing to the staffroom depending how nice the staff seem) and preparing.

I hope that helps

NuttySupplier · #3 (**permalink**) 10-12-2008, 10:27 AM

Also, get to know the whiteboard before the kids come in, and any children's names you're not going to be able to pronounce properly!

I tend to mark in breaks/lunchtimes too, but don't start marking until I am confident that I'm ready for the next lesson. I tend to go for my lunch in the staffroom at 12 til 12:20, then go back to class and prepare/mark... the teachers tend to go in later than that and then you just get to talking with them, which is nice, but if you do, you'll be there gone 5pm still marking!

jennyfleur · #4 (**permalink**) 12-12-2008, 12:21 PM

Hmmm. I'd agree with all the above. I always ask a member of staff about playtime, dinner time and home time routines, as these can be quite confusing especially if there's a dinner token system or they take fruit out on the yard with them at playtime. And I make a point of knowing when assembly is, if there is one, because there is nothing worse than being the last class in on supply! Or keeping the dinner lady waiting....

Footiegirl · #5 (**permalink**) 13-12-2008, 10:21 AM

God I am tired.... Saw the title "Your Daily Breakdown" and was about to reply:

"Sitting in a ball in a corner roc
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" !!!!

Sorry! Worked a late last night and was up early this morning, still got work sense of humour on! x

NuttySupplier · #6 (**permalink**) 13-12-2008, 11:38 AM

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Er, I mean
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BustThePerp · #7 (**permalink**) 13-12-2008, 01:08 PM

Quote:

Originally Posted by Footiegirl
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God I am tired.... Saw the title "Your Daily Breakdown" and was about to reply:

"Sitting in a ball in a corner roc
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" !!!!

Sorry! Worked a late last night and was up early this morning, still got work sense of humour on! x

This could easily be added to the list as well -- although I do my best to save that one for when I return home after school.
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sarahlou · #8 (**permalink**) 21-09-2009, 04:19 PM

if I'm new to the school there are a few things I always want to know first & it's usually to do with the location of things! ie the classroom, the staff toilets, the staffroom & the playground. the routine for the day comes next, and always make sure you write it down as kids will always try the "we finish now for break/lunch/hometime Miss" when in fact there's still 10 minutes to go! And check if you have playground duty, there's nothing worse than being sat in the classroom at break marking/taking a breather/crying in the corner & having senior management come in saying "you should be on the playground!" then I tend to look through the planning & get an overview of what I'm doing & if there's any major resources I need to get hold of. have a read through the register, look around the classroom to see if there's an indication on grouping. If not, ask the TA or another teacher from that year group- I've often had plans for differentiated activities but not actually been told which kids are supposed to do which activity.
Lunchtime varies according to how my morning went- some days you'll find me in the staffroom as soon as the kids have gone, other times I'll be in last thing if I have lots of marking, or not at all if I have loads or I'm not feeling brave enough to go in!
With all children it's always good to find out about the end of day routine, especially with younger ones. Again an area I've found the kids will often fib about!

Amanda · #9 (**permalink**) 23-10-2009, 11:39 AM

Hi there, this is 'my
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l' approach when the supply-gods are shining down on me.

Arrival: I tend to arrive as early as humanly possible (between 7.30-8.10)
As the adult or child takes me to the classroom I also asked them to show me the
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room and staffroom.

Staffroom: try and take a peek at their notice board first thing - they might have duty rotas on the board; but you also get a feel for the school.

Classroom first thing: look for plans or decide what I want to teach that day.
1. Go through all the books and put them into 4 ability groups>write the groups on a piece of paper> seat children on carpet in rows with higher ability further away from you. I also place the children in ability groups on the tables if they don't have set seats. This is a great way of setting the tone for the day and the children know you mean business.

I also write down the names of the childre on individual cards, as I ask questions I hold up the name of the child that is expected to answer. I give them plenty of notice so they don't panic. This is a great way of getting the class involved when you don't know there names, it also forces them all to engaged as they are loo
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for their names).

2. Have a powerpoint with the break down of the day on the board. Any adult that comes in will think you are super organised and the children feel calmer when you tell them the structure of the day.

Collecting children: I say hello to the parents and introduce myself in a natural way - it gives them a vote of confidence that their child will be looked after.

Registration: I play music during the register (from my thumb drive) and say I want quiet during this time. If they are good I then do the lunch register to funky music and allow them to 'finger dance'. As I learn their names I go back to my group list and write down any phonetic pronunciations to help my memory.

End of day: had a completely embarressing day last week and I need to get this one sorted myself.

cheers Mandy

janeb · #10 (**permalink**) 23-10-2009, 08:36 PM

Quote:

Originally Posted by Amanda
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End of day: had a completely embarressing day last week and I need to get this one sorted myself.

Ooh, I'm sure that sharing this information will make you feel better!! We all do embarrassing things (see my previous thread about mispronouncing "weighing anchor"!!!)
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