0:00:02 > 0:00:05- We push our rookies hard. They see the good...- How cool is this?
0:00:05 > 0:00:07- ..the bad...- Oh!
0:00:07 > 0:00:10..and the downright astonishing.
0:00:10 > 0:00:12We give them glamour...
0:00:12 > 0:00:14show them excitement...
0:00:14 > 0:00:16get their hands dirty...
0:00:16 > 0:00:18put them under pressure...
0:00:18 > 0:00:19No, no...
0:00:19 > 0:00:21..make them laugh...
0:00:21 > 0:00:25all so they can experience their dream jobs.
0:00:25 > 0:00:28Today, two rookies will be stretched to their limits
0:00:28 > 0:00:30in the testing world of teaching,
0:00:30 > 0:00:35as we go All Over The Workplace!
0:00:56 > 0:01:00Perhaps you'd like to say that again so the whole class can hear.
0:01:00 > 0:01:03I'm not angry...I'm disappointed.
0:01:03 > 0:01:09If someone doesn't own up, I'm going to punish the whole class.
0:01:09 > 0:01:11Honestly, there's a lot more to teaching
0:01:11 > 0:01:14than just rolling out some well worn phrases.
0:01:14 > 0:01:16But it does seem like quite a cushy job.
0:01:16 > 0:01:20Long holidays, short days and getting to spend your days
0:01:20 > 0:01:22with lots of wonderful children.
0:01:22 > 0:01:26But speak to a teacher and they'll tell a different story.
0:01:26 > 0:01:29Our first rookie believes teaching is definitely for her.
0:01:29 > 0:01:32Meet ten-year-old Ophelia from London.
0:01:32 > 0:01:34She has a novel way of practising teaching.
0:01:34 > 0:01:37At home, I like to teach imaginary children,
0:01:37 > 0:01:41but I actually call them the names of the people in my class.
0:01:41 > 0:01:43Usually my mum and dad are there just watching, and thinking,
0:01:43 > 0:01:45"What is she doing?" I never notice,
0:01:45 > 0:01:49it's just like I'm sucked into the world of teaching.
0:01:49 > 0:01:51Stepping up to the whiteboard, eight-year-old Joseph
0:01:51 > 0:01:53is from West Lothian.
0:01:53 > 0:01:57Younger brother Daniel is his guinea pig, testing his teaching skills.
0:01:57 > 0:01:58I really want to be a teacher,
0:01:58 > 0:02:00because I like teaching my brother
0:02:00 > 0:02:02and I like teaching other people,
0:02:02 > 0:02:04as well, at school.
0:02:04 > 0:02:06I'd be a fun teacher, but if people were misbehaving or
0:02:06 > 0:02:08something, I would deal with that.
0:02:08 > 0:02:10Firm, but fair.
0:02:12 > 0:02:14We're whisking Joseph and Ophelia off
0:02:14 > 0:02:16to Scotland's capital city, Edinburgh,
0:02:16 > 0:02:19which comes complete with its very own castle.
0:02:19 > 0:02:21Right, Joseph and Ophelia, apparently you want to be teachers.
0:02:21 > 0:02:23What kind of teachers?
0:02:23 > 0:02:25- Primary school teacher.- Yeah,
0:02:25 > 0:02:27I want to be an English teacher at secondary school.
0:02:27 > 0:02:29Was there a moment when you decided that
0:02:29 > 0:02:31being a teacher was the career for you?
0:02:31 > 0:02:33Not really, I think it was quite gradual,
0:02:33 > 0:02:36because I got a lot of good teachers.
0:02:36 > 0:02:39OK, and they inspired you to want to become a teacher?
0:02:39 > 0:02:42When I was younger I just liked, sort of,
0:02:42 > 0:02:45telling people what to do and I wanted to help them,
0:02:45 > 0:02:48but then I realised that I could actually make something out of it,
0:02:48 > 0:02:50so then I wanted to be a teacher from that.
0:02:50 > 0:02:53I think I would like the actual bossing people around bit
0:02:53 > 0:02:56because I like bossing my brother and sister around a lot.
0:02:56 > 0:02:59Really? You both seem to have got lots of potential,
0:02:59 > 0:03:01but let's find out what your mum and dad think about
0:03:01 > 0:03:03your teacherly ambitions.
0:03:03 > 0:03:08Ophelia's sort of an old-fashioned mould of teacher, I'd say.
0:03:08 > 0:03:11She comes down pretty hard on any misbehaviour
0:03:11 > 0:03:13or people not paying attention.
0:03:13 > 0:03:16Quite a lot of the time, invisible children are in trouble.
0:03:16 > 0:03:20They get put on the sad face, they get a yellow card warning.
0:03:20 > 0:03:21It's all very serious.
0:03:21 > 0:03:24- Joseph likes discipline. - THEY LAUGH
0:03:24 > 0:03:26He knows what he's trying to do
0:03:26 > 0:03:29and he likes the class to behave and to listen.
0:03:29 > 0:03:32Yeah, he doesn't stand for any mischief.
0:03:32 > 0:03:36I think if there's potentially some slightly unruly pupils in the class,
0:03:36 > 0:03:39that will be a new thing for him to deal with.
0:03:39 > 0:03:43Joseph, your dad reckons that you might find it a bit tricky
0:03:43 > 0:03:45dealing with naughty pupils.
0:03:45 > 0:03:46Naughty pupils.
0:03:46 > 0:03:48How do you deal with them?
0:03:48 > 0:03:50Well, first of all, you just stop and then they'll think,
0:03:50 > 0:03:54"Why is the teacher stopping? Have they..."
0:03:54 > 0:03:57What if they're making so much noise they've not even noticed
0:03:57 > 0:03:59you were talking in the first place?
0:03:59 > 0:04:02Well, then click your fingers at them, that will do it.
0:04:02 > 0:04:04ALEX LAUGHS
0:04:04 > 0:04:09Ophelia, your parents seem to think you might be a bit too strict.
0:04:09 > 0:04:12- Are you a bit bossy?- Yeah. - Yeah?- Yeah.
0:04:12 > 0:04:15- Do you like it when teachers are bossy to you?- Yeah.
0:04:15 > 0:04:17Oh, you like it when they tell you off
0:04:17 > 0:04:18and they're really strict and bossy?
0:04:18 > 0:04:20Well, I don't get told off.
0:04:20 > 0:04:24Now, your first assignment is all about getting people interested.
0:04:24 > 0:04:25Come on, then, let's go.
0:04:28 > 0:04:31Greg Foot knows all about getting people interested -
0:04:31 > 0:04:34that's what he does as a science presenter.
0:04:34 > 0:04:37He loves to share his passion for the subject.
0:04:37 > 0:04:40He's going to show Joseph and Ophelia how to attract attention
0:04:40 > 0:04:43by teaching them some science experiments
0:04:43 > 0:04:44for them to try out on the public.
0:04:44 > 0:04:46And the key to be successful at it
0:04:46 > 0:04:49is to attract an audience and then keep them.
0:04:49 > 0:04:51That's why it's really important for teaching,
0:04:51 > 0:04:53because, to be a great teacher, you've got to be able to catch
0:04:53 > 0:04:55someone's attention and then keep their attention.
0:04:55 > 0:04:57So what would your three top tips be
0:04:57 > 0:05:00for grabbing people's attention and keeping it?
0:05:00 > 0:05:03OK, number one, make it relevant to the people
0:05:03 > 0:05:05that you're trying to capture the attention of.
0:05:05 > 0:05:07You've got to make them want to learn
0:05:07 > 0:05:09or want to listen to what you're saying.
0:05:09 > 0:05:13Number two is start simple and build it up.
0:05:13 > 0:05:16The third one is enjoy it and be confident,
0:05:16 > 0:05:19because enjoyment is infectious.
0:05:19 > 0:05:22Greg's trio of tips is...
0:05:24 > 0:05:27You want your audience to learn, so make it count.
0:05:29 > 0:05:32When giving complex information, begin with the easy stuff,
0:05:32 > 0:05:34then build it up.
0:05:34 > 0:05:35Finally...
0:05:37 > 0:05:39Enjoying yourself is infectious, so pass it on.
0:05:41 > 0:05:46First up, Greg is going to show Joseph how to make a balloon kebab.
0:05:46 > 0:05:48He'd better be listening closely
0:05:48 > 0:05:50so he can explain how it works to members of the public.
0:05:50 > 0:05:53Oh, it's through! Good man.
0:05:53 > 0:05:55Oh, so close!
0:05:55 > 0:05:58The key here is to carefully push the kebab stick
0:05:58 > 0:06:01through the knot of the balloon and then through the top.
0:06:01 > 0:06:03This works because there's more rubber in these areas,
0:06:03 > 0:06:06and this stops it from bursting.
0:06:06 > 0:06:08You can even use lip balm on the tip of the stick
0:06:08 > 0:06:10to make the trick easier.
0:06:10 > 0:06:12Ophelia's first trick...
0:06:12 > 0:06:14the impossible egg squash.
0:06:14 > 0:06:15Believe it or not,
0:06:15 > 0:06:18it's impossible to squash an egg in the palm of your hand.
0:06:18 > 0:06:20Here's why.
0:06:20 > 0:06:23It's the shape of it. You know on a bridge, you have an arch shape,
0:06:23 > 0:06:25so that heavy things can go over the top of the bridge
0:06:25 > 0:06:27and it shares all the force out?
0:06:27 > 0:06:30So whenever you squeeze it, all that force is shared out
0:06:30 > 0:06:33over the whole of the egg and it's just not possible.
0:06:33 > 0:06:37Next up for Joseph is the Stroop test.
0:06:37 > 0:06:40Here, you need to read the words on the page.
0:06:40 > 0:06:41That bit's easy.
0:06:41 > 0:06:43But when you're asked to read the colour of the words,
0:06:43 > 0:06:45rather than the text,
0:06:45 > 0:06:48it usually takes much longer because your brain is tricked into
0:06:48 > 0:06:51processing the word before its colour.
0:06:51 > 0:06:56Lastly, Greg shows Ophelia a trick involving two interlocking books.
0:06:56 > 0:06:58If you imagine this is a book and this is a book,
0:06:58 > 0:07:01I've kind of gone, page, page, page, page, page, page, all right?
0:07:01 > 0:07:03When the books are interlocked like this,
0:07:03 > 0:07:06the friction between the hundreds of pages is so great
0:07:06 > 0:07:08that they're impossible to pull apart.
0:07:09 > 0:07:13Let's hope Joseph and Ophelia have understood those explanations
0:07:13 > 0:07:14and the science behind the tricks.
0:07:14 > 0:07:16The force is shared out all across the egg...
0:07:16 > 0:07:19Good teachers need to be able to teach difficult concepts
0:07:19 > 0:07:23while keeping it interesting and simple enough to understand.
0:07:23 > 0:07:26Keeping the attention of the punters on the streets of Edinburgh
0:07:26 > 0:07:29will be their first challenge on their teaching journey.
0:07:35 > 0:07:37Detention again?
0:07:37 > 0:07:40Wait outside the principal's office, boy!
0:07:40 > 0:07:43Around 30 years ago, discipline was incredibly severe.
0:07:43 > 0:07:46Teachers were legally allowed to whack pupils with canes
0:07:46 > 0:07:48for misbehaving.
0:07:48 > 0:07:49Ouch!
0:07:49 > 0:07:50In Victorian times,
0:07:50 > 0:07:53naughty youngsters were forced to sit in the coal hole -
0:07:53 > 0:07:56literally where the school's coal was stored.
0:07:56 > 0:07:58Filthy or what!
0:07:58 > 0:08:02Unfortunate children who didn't do well could be publicly humiliated.
0:08:02 > 0:08:04They were made to wear pointed dunce's caps
0:08:04 > 0:08:06and stand in the corner.
0:08:06 > 0:08:09Victorians believed children all learned at the same speed,
0:08:09 > 0:08:11and those who didn't were simply misbehaving.
0:08:11 > 0:08:15Left-handed kids were even punished and forced to use their right hand.
0:08:15 > 0:08:19Mind you, this was all if you were lucky enough to go to school.
0:08:19 > 0:08:23It wasn't compulsory to go to school until the law changed in 1880,
0:08:23 > 0:08:25the year before Alex was born!
0:08:25 > 0:08:28Before that, many children had to work as chimney sweeps
0:08:28 > 0:08:30or in coal mines.
0:08:32 > 0:08:35The challenge is to try and get your stick...
0:08:35 > 0:08:37Time for Joseph and Ophelia to try out
0:08:37 > 0:08:40their attention-grabbing techniques on the streets of Edinburgh.
0:08:40 > 0:08:44He's going to try it. Go on, Eddie, that's it, push it through.
0:08:44 > 0:08:46Oh! So close.
0:08:46 > 0:08:49Lost her attention a little bit, now it's time jump in and go,
0:08:49 > 0:08:51"Guys, I'm going to show you this".
0:08:51 > 0:08:53So I'll show you actually how to do it.
0:08:53 > 0:08:55- Yes, good man.- Like that. - Very good, very good.
0:08:55 > 0:08:57So that's the same as what you did.
0:08:57 > 0:08:59Tell them why it needs to go out that bit.
0:08:59 > 0:09:03So this bit is also thicker rubber.
0:09:03 > 0:09:06- A little twist.- Yes!- Hurray!
0:09:06 > 0:09:09- Yeah!- It's gone straight through. - Look at that.
0:09:09 > 0:09:12- Squeeze. - Go on, don't be frightened of it.
0:09:12 > 0:09:16The reason why it's not cracking is because the egg is such...
0:09:16 > 0:09:18it's got a 3-D arch, which is a shape,
0:09:18 > 0:09:20so that means when you squeeze it,
0:09:20 > 0:09:22the force is shared around it equally,
0:09:22 > 0:09:24so it doesn't crack because there's so much force.
0:09:24 > 0:09:26- GREG:- Does anybody have a ring on?
0:09:26 > 0:09:28Greg's got something up his sleeve.
0:09:28 > 0:09:30No breakages from the kids,
0:09:30 > 0:09:33but the extra force added to a specific area of the egg shell
0:09:33 > 0:09:36from Mum's ring has broken the egg.
0:09:36 > 0:09:40Change of scenery, and time for some more teaching tips from Greg.
0:09:40 > 0:09:42Don't just set them the challenge, then do it, and then leave it,
0:09:42 > 0:09:44just keep the energy going.
0:09:44 > 0:09:46Yeah. Come on, you're not pulling hard enough.
0:09:46 > 0:09:48That's not hard! Harder!
0:09:48 > 0:09:51- You've glued it! - No, we've not glued it.
0:09:51 > 0:09:52We've just interlocked the pages.
0:09:52 > 0:09:54Have you?
0:09:54 > 0:09:55The reason it's so hard
0:09:55 > 0:09:59is because the friction of the two books together
0:09:59 > 0:10:00is making it harder for you to pull.
0:10:00 > 0:10:02If it was two pages,
0:10:02 > 0:10:03you'd be able to pull it apart easily,
0:10:03 > 0:10:06but because of the friction is times by 300, then it's...
0:10:06 > 0:10:09- It's really hard. - It's really much more difficult.
0:10:09 > 0:10:12- ALL:- Black, yellow, red, orange...
0:10:12 > 0:10:17Your brain recognises the words before it recognises the colours.
0:10:17 > 0:10:19So you're going to get all confused
0:10:19 > 0:10:21when you try to get the colours of the words.
0:10:21 > 0:10:25All I need you to do is try and poke it right through the middle
0:10:25 > 0:10:27so that it doesn't pop.
0:10:27 > 0:10:29- BALLOON POPS - Ooh!
0:10:31 > 0:10:33- That's it. - Oh, he's got halfway through.
0:10:33 > 0:10:34Wow.
0:10:34 > 0:10:36This is the bit that's really struggling.
0:10:36 > 0:10:40- Ooh, so close!- So close.
0:10:40 > 0:10:42The best thing about the assignment
0:10:42 > 0:10:45is actually talking to people and getting to do the tricks.
0:10:45 > 0:10:47I think there were a few things we could have improved,
0:10:47 > 0:10:50but all in all, I think it went really well.
0:10:50 > 0:10:53Joseph, you have so much energy and enthusiasm - that is brilliant,
0:10:53 > 0:10:56that will make you a fantastic, passionate teacher.
0:10:56 > 0:10:59My main bit of feedback would be make more eye contact
0:10:59 > 0:11:00with the people you're talking to,
0:11:00 > 0:11:03you really need that to make that connection.
0:11:03 > 0:11:06Ophelia, it was so great to see you grow in confidence during the task,
0:11:06 > 0:11:09but try to make sure you're hitting the right level.
0:11:09 > 0:11:13Sometimes you were giving too much detail to a younger audience,
0:11:13 > 0:11:16so that's really important, pitch it at the right level.
0:11:22 > 0:11:26What's up, everybody, it's your friend Al Jackson and I'm here with
0:11:26 > 0:11:29the three top tips for becoming an outstanding teacher.
0:11:29 > 0:11:31First tip, my favourite tip, have fun.
0:11:31 > 0:11:35Teaching doesn't have to be boring, so find something to spice it up.
0:11:35 > 0:11:37Number two, and this is important,
0:11:37 > 0:11:39it's OK to be cool with your students.
0:11:39 > 0:11:41The third tip, and I wish somebody had told me this
0:11:41 > 0:11:43when I first started teaching,
0:11:43 > 0:11:45don't be afraid to admit that you're wrong or you don't know something.
0:11:45 > 0:11:48If somebody asks you a question and you don't know the answer,
0:11:48 > 0:11:50don't lie or make something up, say,
0:11:50 > 0:11:53"Hold on, let's look it up together".
0:11:53 > 0:11:55Don't be afraid to always be learning.
0:11:56 > 0:11:58OK, rookies, now that we've found out
0:11:58 > 0:12:01how good you are at engaging an audience,
0:12:01 > 0:12:04I think it's about time you got stuck into doing some teaching.
0:12:04 > 0:12:06We've found a primary school who's quite happy
0:12:06 > 0:12:08to let you loose on some of their pupils.
0:12:09 > 0:12:12Meet teacher Natalie White.
0:12:12 > 0:12:14Natalie teaches in a different way.
0:12:14 > 0:12:16She does it all outdoors,
0:12:16 > 0:12:19using the natural surroundings as a teaching aid.
0:12:19 > 0:12:21She believes that children are more likely to remember what they've
0:12:21 > 0:12:24learned if they're in a different environment,
0:12:24 > 0:12:25where their senses are heightened.
0:12:25 > 0:12:28"Outside" to you and me!
0:12:28 > 0:12:30It's top tip time.
0:12:30 > 0:12:34You need to be able to talk to the pupils and help them to learn,
0:12:34 > 0:12:37so communicating is really, really, really important.
0:12:37 > 0:12:40The second thing is that you need to be very creative,
0:12:40 > 0:12:42so you need to think out of the box,
0:12:42 > 0:12:45because you can plan the best lessons, but they always change.
0:12:45 > 0:12:48And the other thing is, you have to have real passion,
0:12:48 > 0:12:50so you really must want to teach.
0:12:50 > 0:12:51Natalie's top tips are...
0:12:53 > 0:12:57Talking to the pupils in a way that will help them learn is important.
0:12:58 > 0:13:00Think differently. Lastly...
0:13:00 > 0:13:04Make sure you want to teach and make it exciting and fun.
0:13:04 > 0:13:06So what have you got in store for us?
0:13:06 > 0:13:08We're going to do a lesson, we've got a P1 class,
0:13:08 > 0:13:10and we're going to go up in the woods
0:13:10 > 0:13:13and we're going to teach them some maths and literacy. Is that OK?
0:13:13 > 0:13:14Yeah.
0:13:14 > 0:13:16Ophelia and Joseph must each plan a lesson
0:13:16 > 0:13:18for the class Natalie has arranged for them.
0:13:18 > 0:13:23Ophelia is covering literacy, and Joseph is tackling maths.
0:13:23 > 0:13:25First things first, they need to have a lesson plan.
0:13:27 > 0:13:30Each lesson a teacher creates has three parts.
0:13:30 > 0:13:33Firstly, the objectives -
0:13:33 > 0:13:36that's what the teacher needs the pupils to learn from the lesson.
0:13:36 > 0:13:38Next, teaching -
0:13:38 > 0:13:40how the teacher's going to run the lesson
0:13:40 > 0:13:42to get the information across to the class.
0:13:42 > 0:13:46And third, evaluation.
0:13:46 > 0:13:49The teacher devises a way of checking that the information given
0:13:49 > 0:13:52has been learned.
0:13:52 > 0:13:55So, for your one, Joe, when we're thinking about size,
0:13:55 > 0:13:58we might decide to say to the pupils,
0:13:58 > 0:14:01"Can you tell me which stick is the tallest stick?"
0:14:01 > 0:14:03Hang on, I've got this. It's that one.
0:14:03 > 0:14:05It is! Fantastic.
0:14:05 > 0:14:07OK? So, you understand the evaluation thing?
0:14:07 > 0:14:09We need to come up with something like that.
0:14:11 > 0:14:13It's back to the classroom
0:14:13 > 0:14:15and time for the rookies to plan their lessons.
0:14:15 > 0:14:17Remember, when planning a lesson,
0:14:17 > 0:14:20they need to think about what they're trying to teach,
0:14:20 > 0:14:22how they're going to teach it,
0:14:22 > 0:14:25and how they're going to test if their pupils have learnt
0:14:25 > 0:14:26and understood their lessons.
0:14:33 > 0:14:38These are my three top tips for anybody aspiring to be a teacher.
0:14:38 > 0:14:41Firstly, you have to like children, obviously,
0:14:41 > 0:14:44because you're going to spend so much time with them.
0:14:44 > 0:14:46You're going to spend more time with the children
0:14:46 > 0:14:47than you are with your family.
0:14:47 > 0:14:48Second top tip,
0:14:48 > 0:14:50you have to be dedicated and you have to be committed.
0:14:50 > 0:14:55It requires you to do some work when you're at home or in the holidays,
0:14:55 > 0:14:59and unless you enjoy it, that bit is going to be a surprise.
0:14:59 > 0:15:02Thirdly, let's make learning fun, because if learning's fun,
0:15:02 > 0:15:05the children will engage, they'll be motivated,
0:15:05 > 0:15:08they'll do their best work ever, they'll make great progress,
0:15:08 > 0:15:10and you're just going to be a great teacher if that's how you do it.
0:15:10 > 0:15:13Teaching is THE best job in the world.
0:15:13 > 0:15:14Do it.
0:15:15 > 0:15:19The rookies have prepared their lessons, and it's crunch time now.
0:15:19 > 0:15:22They're about to teach a class for the very first time now.
0:15:22 > 0:15:23Shh! Shh!
0:15:23 > 0:15:27Of course, because Natalie's involved, they're doing it outside.
0:15:27 > 0:15:30So, today we're going to be doing some literacy,
0:15:30 > 0:15:33and we're going to be creating characters.
0:15:33 > 0:15:37On the trees, you see there's things like these branches sticking out
0:15:37 > 0:15:38and they can sort of look like faces?
0:15:38 > 0:15:40I want you to make, like, leaves,
0:15:40 > 0:15:43and add those to make them look like a big character face.
0:15:43 > 0:15:47And remember, your character must have a name, a place where it lives,
0:15:47 > 0:15:49and something it really likes to do.
0:15:49 > 0:15:52OK, and you must all know the answer to those three questions.
0:15:52 > 0:15:53That's a lot of twigs.
0:15:53 > 0:15:54Yeah, well done.
0:15:56 > 0:15:58Ophelia is first into action.
0:15:58 > 0:16:00She's asked the class to create characters
0:16:00 > 0:16:02that could be used in a story.
0:16:02 > 0:16:04Are you in charge of noses?
0:16:04 > 0:16:05Shall we try that? Shall we try that as a nose?
0:16:05 > 0:16:07Her class are beavering away,
0:16:07 > 0:16:10searching for twigs and leaves that they'll use
0:16:10 > 0:16:11to create their characters' faces.
0:16:11 > 0:16:13Looking for another arm.
0:16:13 > 0:16:15Three minutes.
0:16:15 > 0:16:17What do you think your character could be called?
0:16:17 > 0:16:20The whole class seem to be hard at work.
0:16:20 > 0:16:22Well, most of them, anyway.
0:16:22 > 0:16:23Everyone go back to your team, OK?
0:16:23 > 0:16:26Time for the evaluation part of Ophelia's lesson.
0:16:26 > 0:16:29- Jack.- Jimmy.- Jimmy.
0:16:29 > 0:16:30And, Paul. Where does it live?
0:16:30 > 0:16:32- Paris.- In Paris?
0:16:32 > 0:16:33Wow!
0:16:33 > 0:16:36Archie, what does it really like to do?
0:16:36 > 0:16:39- Swim. - Ewan, what's your character called?
0:16:39 > 0:16:42- Tommy.- Tommy? Yeah, and, Lisa?
0:16:42 > 0:16:44What does it really like to do?
0:16:44 > 0:16:47Well, he really likes to go steal the money.
0:16:47 > 0:16:49He likes to steal money?!
0:16:49 > 0:16:52Oh, no! That's not very good.
0:16:52 > 0:16:54And, Kyron, where does it live?
0:16:54 > 0:16:56In a jungle?
0:16:56 > 0:16:58Well done, everybody. They're really, really good.
0:16:58 > 0:17:01I really like them all. Well done.
0:17:01 > 0:17:03Joseph is next, with his maths-related lesson
0:17:03 > 0:17:06bringing weight and length into focus.
0:17:06 > 0:17:11This side, look for things that are really heavy, OK?
0:17:11 > 0:17:14- Do you think you would push it? - You can't even lift it!
0:17:16 > 0:17:21There's no shortage of enthusiasm, but is Joseph staying focused, too?
0:17:24 > 0:17:27Are you doing the long one, or are you doing the heavy one?
0:17:27 > 0:17:29The long one.
0:17:29 > 0:17:32One minute! One minute!
0:17:32 > 0:17:34It all seems very straightforward on paper,
0:17:34 > 0:17:36but when you get out and into the woods with the kids,
0:17:36 > 0:17:38it's really chaotic.
0:17:38 > 0:17:42OK, everybody, come back, come back!
0:17:42 > 0:17:45Now, everybody, hold your things up that you found.
0:17:45 > 0:17:47Now we're going to take a picture with all your things.
0:17:47 > 0:17:50One big picture with everybody's things.
0:17:50 > 0:17:52From smallest to biggest...
0:17:53 > 0:17:57- And the heavy things from the lightest to heavy.- OK.
0:17:57 > 0:18:02Joseph has forgotten part three of his lesson plan - the evaluation.
0:18:02 > 0:18:04Teachers need to check that the information from the lesson
0:18:04 > 0:18:07has been learned and understood.
0:18:07 > 0:18:13So, rank them from smallest in this group, to the longest one.
0:18:13 > 0:18:18And in this group, I want them in order from the lightest
0:18:18 > 0:18:21to the heaviest, OK? The lightest to the heaviest.
0:18:23 > 0:18:27Now Joseph is back on track, and the ordered sticks and logs prove that
0:18:27 > 0:18:29the pupils have understood the lesson.
0:18:31 > 0:18:34It was quite difficult when people weren't listening.
0:18:34 > 0:18:36I think it went quite well,
0:18:36 > 0:18:39though I think we could have done a few things better,
0:18:39 > 0:18:42like trying to find strategies to help the people
0:18:42 > 0:18:43that were kind of struggling.
0:18:43 > 0:18:46When someone was, like, listening to you and responding really well,
0:18:46 > 0:18:47that was my favourite part.
0:18:47 > 0:18:51A few of them did misbehave and it's quite hard to deal with that.
0:18:51 > 0:18:53Ophelia, I think you did really, really well.
0:18:53 > 0:18:55You were really encouraging.
0:18:55 > 0:18:56You went round and gave them some feedback
0:18:56 > 0:18:59and said, "You could try this, or do that."
0:18:59 > 0:19:01You probably needed a louder voice, so you start
0:19:01 > 0:19:02to speak a bit louder,
0:19:02 > 0:19:04and pull some questions out of children
0:19:04 > 0:19:06and that would draw out some more conversation
0:19:06 > 0:19:08and ideas out of the pupils.
0:19:08 > 0:19:10Joseph kept the pupils on task.
0:19:10 > 0:19:13He directed them well with really clear instructions.
0:19:13 > 0:19:15He told them they had one minute to go, and children need that,
0:19:15 > 0:19:17to keep them on task.
0:19:17 > 0:19:19Try to keep to the plan so that, at the end,
0:19:19 > 0:19:21you kind of forgot to do about the evaluation,
0:19:21 > 0:19:24so you have to try and keep to the prompt.
0:19:24 > 0:19:26Well, you've learnt how to engage an audience
0:19:26 > 0:19:30and you've learnt how to be creative with your teaching resources.
0:19:30 > 0:19:33So I think it's about time we put the whole thing together.
0:19:33 > 0:19:37What you're going to be doing is teaching a whole class
0:19:37 > 0:19:38a whole lesson,
0:19:38 > 0:19:41completely on your own, without any mentor to help you,
0:19:41 > 0:19:43and I'm not even going to be in the room with you.
0:19:43 > 0:19:46Oh! Wait, what?!
0:19:46 > 0:19:47Oh, no!
0:19:47 > 0:19:50- Excited?- Er, no...
0:19:50 > 0:19:52Hang on a minute, we're running out of time.
0:19:52 > 0:19:55We've got to get cracking. Let's go!
0:19:55 > 0:19:58The rookies' next mentor is Gillian Brodie.
0:19:58 > 0:20:00She's been a teacher for 11 years
0:20:00 > 0:20:02and has a wealth of experience to
0:20:02 > 0:20:05pass on to Joseph and Ophelia. It's top tip time.
0:20:05 > 0:20:08First tip is effective communication.
0:20:08 > 0:20:12Teachers need to be good at sending information but also receiving it.
0:20:12 > 0:20:13They need to be good listeners.
0:20:13 > 0:20:17My second tip is, you've got to be organised.
0:20:17 > 0:20:19If they're not organised, the children will know.
0:20:19 > 0:20:24My third and final tip is demonstrating passion and enthusiasm
0:20:24 > 0:20:27in everything you teach and in all aspects of school life
0:20:27 > 0:20:32will transform you from being a good teacher into a great teacher.
0:20:32 > 0:20:34Gillian's top tips are...
0:20:36 > 0:20:39Teachers need to be good at giving and receiving information.
0:20:39 > 0:20:41Next...
0:20:41 > 0:20:45Teachers must plan everything from resources to time and behaviour.
0:20:45 > 0:20:47And lastly...
0:20:48 > 0:20:51This makes learning more fun and interesting.
0:20:51 > 0:20:55I would advise you to sing one line first,
0:20:55 > 0:20:58and then they will sing it back to you.
0:20:58 > 0:21:02And if anyone misbehaves, OK, or they're not listening to you,
0:21:02 > 0:21:04highlight the children who are listening to you,
0:21:04 > 0:21:06and praise them, and hopefully that will trigger something
0:21:06 > 0:21:09and they'll think, "Oh, I'd better stop."
0:21:09 > 0:21:11- Great stuff. Will we go and meet the class now?- Yes.- Excellent.
0:21:11 > 0:21:12Let's go.
0:21:15 > 0:21:19Joseph and Ophelia will be taking a primary one and two class today,
0:21:19 > 0:21:21and because they're new to the school,
0:21:21 > 0:21:23it's vital that they know all the names,
0:21:23 > 0:21:25so name stickers will help them with that.
0:21:27 > 0:21:31The rookies will be teaching their new class a song with actions.
0:21:31 > 0:21:34By the end of the lesson, their class need to know it
0:21:34 > 0:21:38because they will be performing it in front of a packed assembly hall.
0:21:38 > 0:21:40Now it's off to start the lesson.
0:21:42 > 0:21:46So, we're going to start off by singing it, line by line.
0:21:46 > 0:21:48We want you to sing it back to us, OK?
0:21:48 > 0:21:50- GILLIAN: - They forgot to introduce themselves.
0:21:50 > 0:21:52They haven't introduced themselves, no.
0:21:52 > 0:21:54# Five little speckled frogs... #
0:21:54 > 0:21:56Can you do that?
0:21:56 > 0:21:58- ALL:- # Five little speckled frogs... #
0:21:58 > 0:21:59- Very good. - I think you can do better than that.
0:21:59 > 0:22:02Try and disturb the class that's right next door.
0:22:02 > 0:22:03Yeah, but don't shout.
0:22:03 > 0:22:06- LOUDER: - # Five little speckled frogs...#
0:22:06 > 0:22:09That was loud! Put your hand up if you know the song?
0:22:09 > 0:22:11Prior knowledge. They should have done that at the start.
0:22:11 > 0:22:13But they're doing it now.
0:22:13 > 0:22:14# Four little speckled frogs... #
0:22:14 > 0:22:17- Four GREEN speckled frogs.- Oh.
0:22:17 > 0:22:19Now there are four green speckled frogs.
0:22:19 > 0:22:21Oh, they're conflicting.
0:22:21 > 0:22:23Some debate over the lyrics there.
0:22:23 > 0:22:27- Would you like to do it with the music?- ALL:- Yeah!
0:22:29 > 0:22:32They should have just said, "We're going to do it with the music."
0:22:32 > 0:22:35Just... Oh, no.
0:22:35 > 0:22:37- They're off...- No, too complicated.
0:22:37 > 0:22:40THEY SING
0:22:41 > 0:22:43They're sounding a bit more like a football crowd.
0:22:43 > 0:22:46As the lesson continues, not everyone appears to
0:22:46 > 0:22:49- be paying attention. - He's doing a guitar solo.
0:22:49 > 0:22:51Rocking it out.
0:22:54 > 0:22:56When we're doing "Five little..."
0:22:56 > 0:22:58His voice has got a lot louder.
0:22:58 > 0:22:59Very much, yes, just realised.
0:22:59 > 0:23:04When we're doing "Five little speckled frogs", I'd like...
0:23:04 > 0:23:05Ophelia doesn't need to be there.
0:23:05 > 0:23:08- She should be over helping Joseph now.- Yeah.
0:23:08 > 0:23:10Ophelia? Music.
0:23:10 > 0:23:12She's panicking. You can tell.
0:23:12 > 0:23:15She's definitely just lost focus.
0:23:15 > 0:23:18No, no, just that group at the front.
0:23:18 > 0:23:20Gillian needs to step in to get this back on track,
0:23:20 > 0:23:23as the rookies have started to lose the class.
0:23:23 > 0:23:26This is just, I know, it's very difficult, isn't it?
0:23:26 > 0:23:29So we'll start with... # Five little
0:23:29 > 0:23:30# speckled frogs... #
0:23:30 > 0:23:34And then you can go... # Sat on a speckled log...
0:23:34 > 0:23:36# Eating some most delicious spuds.
0:23:36 > 0:23:38# Yum, yum! #
0:23:40 > 0:23:42Gillian has tried to steer the rookies back on track,
0:23:42 > 0:23:46and now they only have a few more minutes to finish their lesson.
0:23:46 > 0:23:50But as soon as she's left the hall, chaos seems to have resumed.
0:23:50 > 0:23:54I'd like you to sing as well as do the actions.
0:23:54 > 0:23:55- Time's up.- OK.
0:23:56 > 0:23:59The school has gathered in the assembly hall.
0:23:59 > 0:24:01It's time for the big performance.
0:24:01 > 0:24:04Good afternoon. I'm Joseph, and this is Ophelia.
0:24:04 > 0:24:07We've been teaching primary one, two today,
0:24:07 > 0:24:09and we taught them a song,
0:24:09 > 0:24:12and they'd like to share that song with you.
0:24:12 > 0:24:14Will the pupils have learned any of the song?
0:24:14 > 0:24:18Here we go. Remember to tell your pupils to stand up, rookies!
0:24:18 > 0:24:20# Five little speckled frogs
0:24:20 > 0:24:22# Sat on a speckled log
0:24:22 > 0:24:25# Eating some most delicious spuds
0:24:25 > 0:24:28# Yum, yum!... #
0:24:30 > 0:24:33Good encouragement from the sidelines, rookies.
0:24:33 > 0:24:35THEY CONTINUE SINGING
0:24:47 > 0:24:49APPLAUSE
0:24:50 > 0:24:54First part, nobody was listening to us at all.
0:24:54 > 0:24:57I think being on my own with the class was quite difficult
0:24:57 > 0:25:00because I'd never done it before, but I think I enjoyed it
0:25:00 > 0:25:02because that's what it would have to be like.
0:25:02 > 0:25:04It was quite realistic.
0:25:04 > 0:25:07It was quite hard because they misbehaved a lot.
0:25:07 > 0:25:09I was quite proud, because I, like,
0:25:09 > 0:25:12taught them a whole new song and the whole routine.
0:25:12 > 0:25:14So I really enjoyed seeing them at the end.
0:25:14 > 0:25:16My favourite part of the assignment was actually
0:25:16 > 0:25:18seeing them doing it on stage.
0:25:18 > 0:25:20Joseph, I was really pleased you used some of
0:25:20 > 0:25:23the behaviour management strategies that we had discussed today.
0:25:23 > 0:25:26You just now need to make sure you use those consistently and,
0:25:26 > 0:25:28also, the use of positive praise
0:25:28 > 0:25:31will help the children with their behaviour.
0:25:31 > 0:25:34Ophelia, I was really pleased that you approached your lesson with lots
0:25:34 > 0:25:36of energy and enthusiasm.
0:25:36 > 0:25:39But, now, you need to make sure that you stay in that level of energy and
0:25:39 > 0:25:44enthusiasm so the children will gain a valuable and positive learning
0:25:44 > 0:25:46experience.
0:25:46 > 0:25:48The rookies have had a reality check.
0:25:48 > 0:25:50Teaching ain't that easy.
0:25:50 > 0:25:53They've learned to grab attention and keep it,
0:25:53 > 0:25:56put a creative spin on teaching in the environment and, finally,
0:25:56 > 0:25:58had a taste of being on their own with a class,
0:25:58 > 0:26:00and just how difficult that can be.
0:26:07 > 0:26:11Joseph, if you channel that energy and enthusiasm and you learn to make
0:26:11 > 0:26:13that connection with your eyes to the person you're talking to,
0:26:13 > 0:26:15I think you're going to make an amazing teacher.
0:26:15 > 0:26:18I think you will make it as a teacher and you would be really
0:26:18 > 0:26:21great teaching a subject that you clearly love, which is maths.
0:26:21 > 0:26:22So, good luck with that.
0:26:22 > 0:26:24Just focus on keeping to the lesson
0:26:24 > 0:26:27and knowing what you're meant to be teaching would be perfect.
0:26:27 > 0:26:29Joseph, you'll make a fantastic teacher.
0:26:29 > 0:26:34You just need to make sure that you remain focused and calm.
0:26:34 > 0:26:37Ophelia, I think if you make sure you're pitching your content
0:26:37 > 0:26:39at the right level for your audience,
0:26:39 > 0:26:40and you keep that confidence up,
0:26:40 > 0:26:42you're going to be a brilliant teacher.
0:26:42 > 0:26:45Ophelia, I think you will do really well as a primary teacher.
0:26:45 > 0:26:46I think you were really great.
0:26:46 > 0:26:49You spoke at their level and you were nice and creative.
0:26:49 > 0:26:52If we could just work on that louder voice and maybe a bit of drama.
0:26:52 > 0:26:55Children love it if you're animated and move around a lot.
0:26:55 > 0:26:58Ophelia, I think you will make a fantastic teacher.
0:26:58 > 0:27:00With behaviour management, you will learn through experience,
0:27:00 > 0:27:04and you just have to make sure that you're organised.
0:27:04 > 0:27:09So, Joseph, do you still want to be schoolteacher?
0:27:09 > 0:27:10- Definitely.- Even more.
0:27:10 > 0:27:14Even more? Ophelia, do you want to be a schoolteacher?
0:27:14 > 0:27:15Definitely.
0:27:15 > 0:27:19Knowing what you actually have to do sort of made it more of an ambition,
0:27:19 > 0:27:21like, improving.
0:27:21 > 0:27:25You just want to do those things and then teach other people.
0:27:25 > 0:27:28- OK.- I think actually trying it out really helped,
0:27:28 > 0:27:31because now I know what I'm going to do in, like, ten years' time.
0:27:31 > 0:27:33You know what you're letting yourself in for, now.
0:27:33 > 0:27:35- That's great. - BELL RINGS
0:27:35 > 0:27:36Oh, is that the bell?
0:27:36 > 0:27:39Time to go home. Oh, sorry, not for you guys.
0:27:39 > 0:27:42- You've got all those books to mark! - OK.- See ya!