0:00:02 > 0:00:03School can be tough....
0:00:03 > 0:00:06A usual class would be like screaming, shouting,
0:00:06 > 0:00:08things being thrown out a window.
0:00:08 > 0:00:11And not just for the students.
0:00:11 > 0:00:15Respect is a basic thing, man. Respect is a basic thing.
0:00:15 > 0:00:16Bloody idiot.
0:00:16 > 0:00:2050% of teachers leave the job within the first five years.
0:00:20 > 0:00:21Come on, get out.
0:00:21 > 0:00:24Despite this, some of the country's top graduates...
0:00:24 > 0:00:25Mia, come in. Find your place.
0:00:25 > 0:00:28..are determined to give teaching a go.
0:00:28 > 0:00:29It is crazy, but it's exciting.
0:00:29 > 0:00:32It's not safe, you're not sitting behind a desk.
0:00:32 > 0:00:35You need to sell this location to me.
0:00:35 > 0:00:37I want to make a difference, so...
0:00:37 > 0:00:38The catch?
0:00:38 > 0:00:40They've had just six weeks' training
0:00:40 > 0:00:42and are now being let loose on the kids.
0:00:42 > 0:00:44SCREAMING
0:00:44 > 0:00:48I wouldn't want to be the reason why Tommy didn't get his A,
0:00:48 > 0:00:51because Miss just was rubbish.
0:00:51 > 0:00:52What's the worst that can happen?
0:00:52 > 0:00:55Somebody told me that someone threw a chair at them on their first day.
0:00:55 > 0:00:58Are they up to the job?
0:00:58 > 0:00:59It's just a simple issue of respect.
0:00:59 > 0:01:02- Don't walk out. - Respect is something that's earnt.
0:01:02 > 0:01:04Louis. Louis!
0:01:04 > 0:01:06I'm sorry.
0:01:06 > 0:01:10I'm just finding everything really hard to deal with.
0:01:10 > 0:01:12Can they change the lives of their pupils?
0:01:12 > 0:01:14Bottom set, what does that mean to you?
0:01:14 > 0:01:17Dumb, not very smart.
0:01:17 > 0:01:19I'll be Prime Minister one day. You'll see!
0:01:19 > 0:01:22Out, out, out.
0:01:22 > 0:01:25He has no respect for me. I will never have respect for him.
0:01:26 > 0:01:27Six teachers...
0:01:27 > 0:01:29I knew he was posh. I knew it, I knew it.
0:01:29 > 0:01:30I knew he was posh.
0:01:30 > 0:01:32..three schools....
0:01:32 > 0:01:33Look at my face. You got a C.
0:01:33 > 0:01:36- Oh, my God! - INDISTINCT
0:01:36 > 0:01:38..one unforgettable year.
0:01:40 > 0:01:42This week...
0:01:42 > 0:01:43She's a mental.
0:01:43 > 0:01:45..the honeymoon period is over.
0:01:45 > 0:01:49Well, they're year eights. Would they be drawing naked women?
0:01:49 > 0:01:51Every other person in the class wrote it out.
0:01:52 > 0:01:54There's no doubt, I'm out of my depth.
0:01:57 > 0:01:59BELL RINGS
0:02:01 > 0:02:04Hello. Hi, there.
0:02:04 > 0:02:07I gave 14 detentions today to one class.
0:02:07 > 0:02:08- Oh, my God.- Really?- Do it! - To one class.
0:02:08 > 0:02:10- You'll have to do...- Did it work?
0:02:10 > 0:02:12- Yeah. - THEY LAUGH
0:02:12 > 0:02:15Six young trainees are on Britain's toughest graduate programme
0:02:15 > 0:02:18run by the charity Teach First.
0:02:18 > 0:02:19- We have fights all the time.- Yeah.
0:02:19 > 0:02:22So we were in the staff room with some male teachers.
0:02:22 > 0:02:25they're like, "Yeah, you get in straightaway. You break it up,"
0:02:25 > 0:02:28Then in come the females like, "Yeah, you can never break it up."
0:02:28 > 0:02:30- THEY LAUGH Oh, yeah.- That's so...
0:02:30 > 0:02:32They've been teaching for only a month.
0:02:32 > 0:02:35It's a two-year placement where they learn on the job
0:02:35 > 0:02:36in schools in deprived areas
0:02:36 > 0:02:39to earn their teacher qualification.
0:02:39 > 0:02:41- What? - I've just sworn in a ten.
0:02:41 > 0:02:44This lot are based in three London schools.
0:02:52 > 0:02:54They always say, "Go in really tough."
0:02:54 > 0:02:56And I thought I did and I didn't.
0:02:56 > 0:02:59I let little things slip, just to keep quiet.
0:02:59 > 0:03:04'Over the year, you just learn so many different strategies.
0:03:04 > 0:03:06'But the hardest thing is that what works with one kid,'
0:03:06 > 0:03:08doesn't work with another kid.
0:03:10 > 0:03:13The trainees have another four weeks before half term.
0:03:13 > 0:03:15They'll really have to think
0:03:15 > 0:03:18of ways to keep the students focused.
0:03:18 > 0:03:23I'm going to be really engaging and exciting about the learning.
0:03:23 > 0:03:27Think about if YOU were going to buy these products.
0:03:27 > 0:03:29'But the biggest fear I have is I say,'
0:03:29 > 0:03:31"Please leave the classroom," and they say, "No."
0:03:31 > 0:03:34Like, what do I do?
0:03:34 > 0:03:35Morning on this fine day.
0:03:35 > 0:03:37'If a class is unruly,'
0:03:37 > 0:03:39I plan on whipping out my death stare.
0:03:39 > 0:03:42It's a look that incites fear into kids.
0:03:44 > 0:03:47Three, two, one.
0:03:47 > 0:03:50I'm waiting for silence.
0:03:50 > 0:03:51I grew up under a strict Jamaican thumb.
0:03:51 > 0:03:54SHE LAUGHS So there's an element of me
0:03:54 > 0:03:56that is just quite fierce and quite ruthless.
0:03:56 > 0:03:59You're going into your lunchtime now because you've wasted my time.
0:03:59 > 0:04:02That's something I've got from my parents, to be quite tough.
0:04:02 > 0:04:03Hands up.
0:04:03 > 0:04:04Hands up...
0:04:04 > 0:04:06Tomana.
0:04:06 > 0:04:08I want to set boundaries.
0:04:08 > 0:04:10Right, Joel, wait outside.
0:04:10 > 0:04:12'There are consequences to actions.
0:04:12 > 0:04:15'If that isn't instilled in my classroom,'
0:04:15 > 0:04:17there will be mayhem.
0:04:17 > 0:04:21'I'm so self-conscious of the fact that I'm a tiny little girl
0:04:21 > 0:04:23'and I look like I'm 13,
0:04:23 > 0:04:26'that I worry that the kids won't give me any respect.
0:04:26 > 0:04:28'So I do have'
0:04:28 > 0:04:31what I describe as an ice queen persona
0:04:31 > 0:04:33where I'm just really strict.
0:04:33 > 0:04:36'It might incorporate a bit of fear,
0:04:36 > 0:04:38'but what I'm looking for is respect.'
0:04:43 > 0:04:45'My ambition is to do'
0:04:45 > 0:04:48teaching for the rest of my working life.
0:04:48 > 0:04:50I know that's a lot of people who will do Teach First
0:04:50 > 0:04:52might think about doing it for two years
0:04:52 > 0:04:56and then going on to do something else with their life.
0:04:56 > 0:05:00But Meryl's choice of career didn't exactly impress Mum and Dad.
0:05:00 > 0:05:03When I was a student myself I was always quite good at maths.
0:05:03 > 0:05:07I think my dad sort of saw that as a ticket into investment banking.
0:05:07 > 0:05:11If you can get one or two good years in an investment bank
0:05:11 > 0:05:13she will be financially stable.
0:05:13 > 0:05:16But she's quite a steadfast person, you know.
0:05:16 > 0:05:20Once she has made up her mind, she won't budge.
0:05:20 > 0:05:24When I first told my parents that I wanted to be a teacher,
0:05:24 > 0:05:28it was honestly like coming out of the closet and saying I was gay.
0:05:28 > 0:05:31The look on their faces was like the worst thing had happened.
0:05:31 > 0:05:32They were like,
0:05:32 > 0:05:35"Oh, but have you tried? Have you tried to be an accountant?"
0:05:35 > 0:05:37It was just awful, it was absolutely awful.
0:05:39 > 0:05:43Meryl teaches at The Harefield Academy in North London,
0:05:43 > 0:05:44along with fellow trainee Nick.
0:05:44 > 0:05:46They are both devout Catholics
0:05:46 > 0:05:49and start the day with a request for help from above.
0:05:49 > 0:05:52Dear Lord, I want to pray for all my pupils today.
0:05:52 > 0:05:56Especially for the year 11 that I'm going to be taking on.
0:05:56 > 0:05:59Dear God, I pray for my classes,
0:05:59 > 0:06:02that they're able to have a good day, learn something positive
0:06:02 > 0:06:05and that they're able to do their best
0:06:05 > 0:06:08to keep up-to-date with their work and not stress about it.
0:06:08 > 0:06:10- Amen.- Amen.
0:06:10 > 0:06:12Amen. Good.
0:06:12 > 0:06:15Have a fantastic day, Miss Noronha.
0:06:15 > 0:06:16Go nail it.
0:06:16 > 0:06:19SHE LAUGHS Uh-huh. Yeah, no.
0:06:19 > 0:06:20Did you crash this morning?
0:06:20 > 0:06:24I didn't, but I was retaking... going in, I did stall.
0:06:24 > 0:06:26- Did you? On the way in? - I stall parked.
0:06:26 > 0:06:28What an embarrassment you are to Teach First(!)
0:06:28 > 0:06:29I know, shocking.
0:06:32 > 0:06:36The Harefield Academy is based in a traditional working class area
0:06:36 > 0:06:38and specialises in sport.
0:06:38 > 0:06:41The Harefield Academy is a beautiful building
0:06:41 > 0:06:43surrounded by farms and greenery.
0:06:43 > 0:06:45To look at Harefield you might not assume it,
0:06:45 > 0:06:48but they definitely have the same struggles
0:06:48 > 0:06:51that an inner city school will have.
0:06:51 > 0:06:53- Morning, Meryl.- Hiya.- Morning.
0:06:53 > 0:06:58So far, Meryl has coped well with her higher set English classes.
0:06:58 > 0:07:01Charlie! Thank you very much.
0:07:01 > 0:07:04But she was surprised by the level of ability of her lower sets
0:07:04 > 0:07:06and has found it hard to keep them focused.
0:07:08 > 0:07:10Here, James. James, be a nice person.
0:07:10 > 0:07:14OK. Why is your book closed?
0:07:14 > 0:07:16Libby.
0:07:16 > 0:07:18There's nothing in your hair. Open your book, please.
0:07:19 > 0:07:22Blake, sit down.
0:07:22 > 0:07:25LOUD CHATTERING
0:07:25 > 0:07:27How would you describe your class?
0:07:27 > 0:07:30Different to, like, all the other classes.
0:07:30 > 0:07:33If you went and filmed another year ten class...
0:07:35 > 0:07:37..they wouldn't be as outrageous as this one.
0:07:39 > 0:07:40Oh, yes.
0:07:40 > 0:07:43You wouldn't see dictionaries being thrown across the classroom.
0:07:43 > 0:07:46Oh! Oh, my God. Oh, oh.
0:07:46 > 0:07:48'The class is literally out of control.'
0:07:48 > 0:07:51LOUD CHATTER CONTINUES
0:07:51 > 0:07:54'And even... It's her first year, they've given her that class.'
0:07:54 > 0:07:57I'd want to leave after like a week.
0:07:57 > 0:07:59- Charlie.- That was you!
0:07:59 > 0:08:01Who told you it was her first year?
0:08:01 > 0:08:03She's got pass plates on her car.
0:08:03 > 0:08:07She's plainly a new teacher.
0:08:07 > 0:08:09Can you tuck your chairs in under your desks, please?
0:08:09 > 0:08:13- I was just standing.- Phillip! - Bad boy.
0:08:13 > 0:08:15Back row, can we tuck chairs under desks, please?
0:08:15 > 0:08:17SHOUTING
0:08:19 > 0:08:23Ah, that was by far the worst lesson I've ever had with them.
0:08:23 > 0:08:25I thought they hated me before
0:08:25 > 0:08:27but, like, this just proves it.
0:08:27 > 0:08:29They just do not even care.
0:08:29 > 0:08:31I don't know... If they had a different teacher,
0:08:31 > 0:08:36I don't think they would pull what they pull in my class,
0:08:36 > 0:08:37to be honest.
0:08:37 > 0:08:39This is someone's math's book.
0:08:39 > 0:08:42They're not even doing English in my class.
0:08:45 > 0:08:46I can play it more than that.
0:08:46 > 0:08:48Are you all going to come and sit down?
0:08:48 > 0:08:51Down the corridor, however, things are a little different.
0:08:51 > 0:08:53Can you make a nice line?
0:08:53 > 0:08:56'Someone said something to me once which is, you know,
0:08:56 > 0:08:58'"If the class is bad, it's never the class.
0:08:58 > 0:08:59'"It's always the teacher."'
0:08:59 > 0:09:03I think that's so true cos I know that I was bored by teachers,
0:09:03 > 0:09:04and if their classes were boring,
0:09:04 > 0:09:07I'd definitely mess around and I don't blame them.
0:09:07 > 0:09:11'An excellent teacher should be able to turn that around.'
0:09:11 > 0:09:13So today we have a special visitor
0:09:13 > 0:09:15because, as I said to you all last lesson,
0:09:15 > 0:09:17I'd be showing Mrs Gadd your books.
0:09:17 > 0:09:19The best five books, I chose.
0:09:19 > 0:09:22'A very exciting lesson today with my year seven Life Skills.
0:09:22 > 0:09:25'Last lesson, we told them that there's a possibility
0:09:25 > 0:09:27'we're going to extend school till five o'clock,
0:09:27 > 0:09:28'which had them in outrage.
0:09:28 > 0:09:31'So we wrote a letter to our head teacher, Mrs Gadd,
0:09:31 > 0:09:34'and I told them that the five best letters, I'd take to her.'
0:09:34 > 0:09:35So over to you, Mrs Gadd.
0:09:35 > 0:09:38Thank you. Well first of all, students, congratulations.
0:09:38 > 0:09:40Sir explained to me the trick he'd played.
0:09:40 > 0:09:44I'm going to make the students, the five that Sir chose,
0:09:44 > 0:09:46star students. There's some real wow words here.
0:09:46 > 0:09:48Is it Lu-chee-a or Lu-see-a?
0:09:48 > 0:09:49- Lu-chee-a.- Lucia.
0:09:49 > 0:09:51"Thank you for reading my letter.
0:09:51 > 0:09:54"I hope I have persuaded you not to keep year seven
0:09:54 > 0:09:57"for two extra hours." I love that word, "persuaded."
0:09:57 > 0:09:59That's a really good, powerful wow word, isn't it?
0:09:59 > 0:10:02There's your sticker. And congratulations, well done.
0:10:02 > 0:10:05I think you should clap yourselves for doing so well
0:10:05 > 0:10:06and I think you should clap Sir
0:10:06 > 0:10:08for just thinking slightly differently
0:10:08 > 0:10:10about a great start to the lesson.
0:10:10 > 0:10:12So let's all have a bit of a round of applause, shall we?
0:10:12 > 0:10:13Well done, students.
0:10:13 > 0:10:16How do you feel about Mr Church's lessons?
0:10:16 > 0:10:18They're actually really fun
0:10:18 > 0:10:21cos we get to do different things each time
0:10:21 > 0:10:24and we don't always stick to the same thing.
0:10:24 > 0:10:28And have you guys ever had Mrs Gadd give you a sticker before?
0:10:28 > 0:10:30ALL: No.
0:10:30 > 0:10:32So this was a first time for all of you?
0:10:32 > 0:10:33ALL: Yeah.
0:10:33 > 0:10:36So who reads the newspaper here? Hands up.
0:10:36 > 0:10:39'It's going extremely well. And he can build on that success'
0:10:39 > 0:10:42and make sure that goes through all of the lessons.
0:10:42 > 0:10:43It's looking good.
0:10:49 > 0:10:5225 miles away is Lanfranc School.
0:10:52 > 0:10:54It's a rundown comprehensive in Croydon
0:10:54 > 0:10:57that was built for 800 pupils
0:10:57 > 0:10:59but now squeezes in over 1,000.
0:10:59 > 0:11:03OK, once you've written it down and it's in your planner,
0:11:03 > 0:11:05I will let you go.
0:11:05 > 0:11:07Charles has a heavy timetable
0:11:07 > 0:11:10with 400 students a week to teach.
0:11:10 > 0:11:11If it's not in your planner
0:11:11 > 0:11:14and you don't show me your planner as you leave,
0:11:14 > 0:11:15I will not let you go.
0:11:15 > 0:11:17There's no doubt, I'm out of my depth.
0:11:17 > 0:11:19OK. Well, I'll give you a sheet...
0:11:19 > 0:11:21'I'm not going to lie, this is a learning experience for me.
0:11:21 > 0:11:24'But that's why I'm doing it, because I think'
0:11:24 > 0:11:25that I can be an inspiring teacher.
0:11:25 > 0:11:28Excellent, Zurab. Excellent.
0:11:28 > 0:11:30'If I don't believe that,'
0:11:30 > 0:11:32how are my kids going to believe it?
0:11:32 > 0:11:34Not of all of his kids do believe it.
0:11:34 > 0:11:35Since the beginning of term,
0:11:35 > 0:11:39Charles has had numerous clashes with 15-year-old Caleb.
0:11:39 > 0:11:42He's just arrived from a pupil referral unit,
0:11:42 > 0:11:44a special centre for disruptive students.
0:11:44 > 0:11:46Go and write it out.
0:11:46 > 0:11:48Caleb's been forced to take RE,
0:11:48 > 0:11:49a subject he doesn't like.
0:11:49 > 0:11:52- Every other person in the class did. - ..every single word for?
0:11:52 > 0:11:54Every other person in the class wrote it out.
0:11:56 > 0:11:58Yes, you are cos you're one of my pupils
0:11:58 > 0:12:01and every one of my pupils writes down their homework.
0:12:01 > 0:12:03What do you want me to write?
0:12:03 > 0:12:05The whole thing.
0:12:05 > 0:12:09I just wrote, "Jesus's teaching is not realistic. Do you agree?"
0:12:09 > 0:12:11Is that what it says?
0:12:11 > 0:12:13- "Jesus teaching..."- Of? - "..is not realistic."
0:12:13 > 0:12:14Why do I have to write that?
0:12:14 > 0:12:17- Because that's the most important part.- This is not work.
0:12:17 > 0:12:19This is my planner, where I write homework.
0:12:19 > 0:12:21- That's the most important part of it.- No, it's not.
0:12:21 > 0:12:24I don't have any reason to write it, so I'm not going to write it.
0:12:24 > 0:12:27- You still haven't written the quote. - But I don't need to write the quote.
0:12:27 > 0:12:29- Yes, you do.- That's not homework.
0:12:29 > 0:12:30It is the homework.
0:12:30 > 0:12:32It's just a simple issue of respect.
0:12:32 > 0:12:33Caleb, don't walk out.
0:12:39 > 0:12:40I don't like him.
0:12:40 > 0:12:42He just needs to lighten up
0:12:42 > 0:12:45and stop thinking that he gets respect just like that.
0:12:45 > 0:12:49He's just, "Oh, yeah, respect." And "do this, do that."
0:12:49 > 0:12:50You can't just do that.
0:12:50 > 0:12:53You can't just do that, brethren, cos you're not my dad.
0:12:53 > 0:12:58'Caleb contributed some clever points,'
0:12:58 > 0:13:00said some useful stuff,
0:13:00 > 0:13:02didn't write any of it down,
0:13:02 > 0:13:04was disengaged for parts of it,
0:13:04 > 0:13:06was shouting out the whole time,
0:13:06 > 0:13:08refused to put his hands up
0:13:08 > 0:13:11and was disrespectful at the end of the class.
0:13:12 > 0:13:14Senior staff have become alarmed
0:13:14 > 0:13:18about the deteriorating relationship between Charles and Caleb.
0:13:18 > 0:13:20They've called a meeting to thrash it out
0:13:20 > 0:13:23which they've asked us not to film.
0:13:23 > 0:13:24The main purpose of the meeting
0:13:24 > 0:13:27is to get them both to talk about
0:13:27 > 0:13:29what is difficult
0:13:29 > 0:13:31about their relationship in the classroom
0:13:31 > 0:13:33and to resolve that difficulty.
0:13:35 > 0:13:37- Hi, Miss.- Come on in.
0:13:40 > 0:13:43Hi, Caleb. How are you doing?
0:13:45 > 0:13:47It's 3pm - home time for most.
0:13:47 > 0:13:50But for some unlucky pupils and trainees,
0:13:50 > 0:13:52that means after school detention.
0:13:52 > 0:13:56So can you all just write an apology for your behaviour today
0:13:56 > 0:14:00and the behaviour that I expect to see from you next lesson.
0:14:00 > 0:14:03So I want you to write, using persuasive techniques,
0:14:03 > 0:14:08about everything that annoys you about Justin Bieber.
0:14:08 > 0:14:09To get you in the mood,
0:14:09 > 0:14:12I'm actually going to play some Justin Bieber for 25 minutes.
0:14:12 > 0:14:13I will walk out.
0:14:13 > 0:14:15My detention, my rules.
0:14:15 > 0:14:17Look, do you know this?
0:14:17 > 0:14:20Do you know that?
0:14:20 > 0:14:22All right, it's a wobbly pencil, this one.
0:14:22 > 0:14:24Can you help me tidy up my classroom, please?
0:14:24 > 0:14:27I'll pretend I can't see your shirt, Alfie.
0:14:27 > 0:14:30I found learning difficult as well, when I was at school.
0:14:30 > 0:14:32I never liked learning
0:14:32 > 0:14:35And my French teacher got my mum into school one day
0:14:35 > 0:14:37and told her there's no way I'm ever going to
0:14:37 > 0:14:39get in to any of the good schools.
0:14:39 > 0:14:40So then I worked hard.
0:14:40 > 0:14:43That's the bit that you find difficult, isn't it? Work.
0:14:43 > 0:14:45MUSIC: "Somebody to Love" by Justin Bieber
0:14:45 > 0:14:47Please turn it off. I'll write if you turn it off.
0:14:48 > 0:14:50What's not to like?
0:14:50 > 0:14:53- Pardon?- What don't you like about Justin Bieber?
0:14:53 > 0:14:55Everything. He's annoying.
0:14:55 > 0:14:57All right, write that for me.
0:14:57 > 0:14:59God, please turn it off.
0:14:59 > 0:15:02You've got to think a bit about this, yeah?
0:15:02 > 0:15:05And the thing is, Kye, and that's why I care about you,
0:15:05 > 0:15:07is you've got a brain and you could do really well.
0:15:07 > 0:15:10I reckon you could get an A in GCSE maths.
0:15:10 > 0:15:13And now... If you got an A or an A*, you could go and do A-Level maths
0:15:13 > 0:15:15and that would mean you could get a really good job.
0:15:15 > 0:15:18"He has a high-pitched voice."
0:15:18 > 0:15:21OK, how could we turn that into an even more creative piece,
0:15:21 > 0:15:24either using a simile or a metaphor?
0:15:24 > 0:15:25Do you like chess? Are you good?
0:15:25 > 0:15:27You're not allowed to beat me, though,
0:15:27 > 0:15:29cos that would just be really embarrassing.
0:15:29 > 0:15:31Here, I'll give you some white pieces.
0:15:33 > 0:15:34Oh, cheeky.
0:15:34 > 0:15:36- Checkmate.- What?
0:15:36 > 0:15:38- Checkmate.- Oh, no way!
0:15:38 > 0:15:43So you could say, "Justin Bieber has a high-pitched voice
0:15:43 > 0:15:44"like a bird."
0:15:44 > 0:15:49Or, "Justin Bieber's voice is as high-pitched as a bird."
0:15:49 > 0:15:53Can you write both of those examples down for me, please, Aaron?
0:15:53 > 0:15:54Why not?
0:15:57 > 0:15:58Check.
0:15:58 > 0:16:00Oh, yes, he's done it!
0:16:00 > 0:16:01I have, haven't I?
0:16:01 > 0:16:03I think so.
0:16:03 > 0:16:05HE LAUGHS
0:16:05 > 0:16:07Aaron, do you not see how this is relevant
0:16:07 > 0:16:09- for your controlled assessment?- How?
0:16:09 > 0:16:12You need to write about something you love or loathe...
0:16:12 > 0:16:14- Can I write about something I like, then?- ..and
0:16:14 > 0:16:17- by having a stimulus of things that you dislike...- Yeah.
0:16:17 > 0:16:20..it can help generate creative language for you to be writing.
0:16:20 > 0:16:23Now, we could have just written about why you hated Justin Bieber
0:16:23 > 0:16:25and not had any music on at all.
0:16:27 > 0:16:29I don't want to see you in here again, OK?
0:16:30 > 0:16:35Hopefully they know that I'm being serious now.
0:16:35 > 0:16:37'I genuinely enjoyed that detention.'
0:16:37 > 0:16:40I'm hoping that word will get round
0:16:40 > 0:16:43that if you have a detention with Miss Noronha,
0:16:43 > 0:16:46she's so weird, she'll play Justin Bieber for half an hour.
0:16:46 > 0:16:48- AARON:- I definitely don't want to go back there again.
0:16:48 > 0:16:49She's a mental.
0:16:56 > 0:16:57After 20 minutes,
0:16:57 > 0:17:01Charles is out of his meeting with senior staff about Caleb.
0:17:03 > 0:17:07He was slightly confrontational at one point
0:17:07 > 0:17:09but we managed to calm that down.
0:17:09 > 0:17:12He was acting totally different from how he acts in class.
0:17:12 > 0:17:15And he's a good little actor.
0:17:15 > 0:17:18I just sort of said to him that we're on the same side.
0:17:18 > 0:17:20We all want the same thing.
0:17:20 > 0:17:22We all want him to succeed
0:17:22 > 0:17:25and that requires both of us to do that
0:17:25 > 0:17:27and to work together to do it.
0:17:27 > 0:17:29- Do you think you're similar, you and Mr Wallendale?- No.
0:17:31 > 0:17:32Well, maybe.
0:17:32 > 0:17:34Well, he's still kind of my age, you know?
0:17:34 > 0:17:36He's not a big man.
0:17:36 > 0:17:38'He will get there eventually, I think.'
0:17:38 > 0:17:39I hope.
0:17:39 > 0:17:41I don't know it, but I hope it.
0:17:41 > 0:17:43Do you think it's a bit of a battle then,
0:17:43 > 0:17:44- between you and Mr Wallendale?- Yes,
0:17:44 > 0:17:47and I am not winning, at the moment.
0:17:47 > 0:17:50What does it mean to win? What do you need to do?
0:17:50 > 0:17:51The power of winning, isn't it?
0:17:53 > 0:17:54Right, time to go.
0:18:04 > 0:18:07'I've been told not to smile till Christmas.
0:18:07 > 0:18:09'I look quite young and I'm really small.
0:18:09 > 0:18:11'Like, half the year sevens are bigger than me.
0:18:11 > 0:18:14'If I go in there trying to smile and be friendly'
0:18:14 > 0:18:16they'll just take me for a ride, they will.
0:18:16 > 0:18:18So, I'm not their friend.
0:18:18 > 0:18:21'You know, they have friends. I have friends already.'
0:18:21 > 0:18:22I think I'll still crack the whip.
0:18:22 > 0:18:24Thank you.
0:18:24 > 0:18:27Last week, Claudenia lost control of her class.
0:18:28 > 0:18:31Right, I have some name tags for you, today.
0:18:31 > 0:18:33This time, she's handing out name badges
0:18:33 > 0:18:36to help her identify who's who, in order to keep control.
0:18:36 > 0:18:40You have five minutes to try and work out, with your partner,
0:18:40 > 0:18:44how you can use what I've given you to demonstrate how sound travels.
0:18:46 > 0:18:49And she's determined not to take any grief.
0:18:49 > 0:18:51Put your equipment down.
0:18:51 > 0:18:53Everyone looking at me.
0:18:53 > 0:18:56But it's a message that's a bit lost on Alfie.
0:18:56 > 0:18:58LAUGHTER
0:18:58 > 0:19:00Alfie.
0:19:01 > 0:19:04If we can't handle simple practicals,
0:19:04 > 0:19:08I will not be able to trust you with anything else.
0:19:08 > 0:19:11If I stay "stop" and it takes this long for you to stop,
0:19:11 > 0:19:13we will not do anything else in this classroom.
0:19:13 > 0:19:15OK, year eight, enjoy your lunch.
0:19:16 > 0:19:18'Yes, more positive about that lesson.'
0:19:18 > 0:19:21I think I was a bit more firm, which seemed to work.
0:19:22 > 0:19:24Alfie...
0:19:26 > 0:19:28"Sir Cheese."
0:19:28 > 0:19:30I don't know what that is supposed to be.
0:19:33 > 0:19:35I don't know if that is what I think it is.
0:19:35 > 0:19:37SHE LAUGHS
0:19:37 > 0:19:40Well, they're year eights, would they be drawing naked women -
0:19:40 > 0:19:42year eight?
0:19:43 > 0:19:46Is this what I think it is? That drawing.
0:19:48 > 0:19:49I don't know.
0:19:49 > 0:19:52- What's that relating to?- Nothing.
0:19:52 > 0:19:54He'd done that of his own accord.
0:19:54 > 0:19:56Sir Cheese?
0:19:56 > 0:19:59Yeah, but what's that? Do you think that's...?
0:19:59 > 0:20:01What, you? That's not you.
0:20:05 > 0:20:07- Yeah, but...- Did he do the work?
0:20:07 > 0:20:10- Yeah. I mean, but... - (Forget about it.)
0:20:10 > 0:20:11Just forget about it?
0:20:11 > 0:20:13It's not that major, is it? It's not like he's written...
0:20:13 > 0:20:15Is it not boobs or something?
0:20:15 > 0:20:19Well, he'll say that's eyes, wouldn't he? And a mouth.
0:20:19 > 0:20:21Do you know Alfie? He drew this in my lesson.
0:20:21 > 0:20:23I don't know if it's what I think it is,
0:20:23 > 0:20:27like a naked big woman or just a face?
0:20:27 > 0:20:29- No, that's an inappropriate picture. - It is.
0:20:29 > 0:20:32- That's...- Definitely inappropriate.
0:20:32 > 0:20:35I'd find him and then just show it to him, like, and say,
0:20:35 > 0:20:39"Oh, you know, I saw this and I'm just a bit concerned
0:20:39 > 0:20:42"cos that's the time you should be learning."
0:20:42 > 0:20:44I'd definitely do something about it.
0:20:44 > 0:20:46OK.
0:20:50 > 0:20:54OK, so I've finished marking the rest of the P1s
0:20:54 > 0:20:59and you should be working on either P2 or M1.
0:20:59 > 0:21:00If you feel...
0:21:00 > 0:21:02Have you ever failed at anything in your life?
0:21:02 > 0:21:06Yeah, of course. Yeah, I've failed at things.
0:21:06 > 0:21:07'Remember that quote I did,'
0:21:07 > 0:21:10"Be yourself, everyone else is already taken."
0:21:10 > 0:21:12Climbing a mountain in Israel,
0:21:12 > 0:21:16fainting and then getting the cable car is a failure to me.
0:21:17 > 0:21:20Oliver teaches at Crown Woods with Claudenia.
0:21:20 > 0:21:24So far, his GCSE and A-level classes have been a breeze.
0:21:24 > 0:21:27But his BTEC group are a different story.
0:21:27 > 0:21:29OK. But if I see your phone out, then I have to take it away.
0:21:29 > 0:21:32He wants to encourage them to work on their own.
0:21:32 > 0:21:35- You should not be listening to music while in class.- I'm not.
0:21:35 > 0:21:39Read this, to here, to me, out loud to me.
0:21:39 > 0:21:42- But it don't make sense. - It doesn't make sense?
0:21:42 > 0:21:45But this approach isn't working for his students.
0:21:45 > 0:21:47A few things you need to change.
0:21:47 > 0:21:48'I don't think he's the best teacher
0:21:48 > 0:21:50'because before we do any independent learning,
0:21:50 > 0:21:52'we need to learn the basics'
0:21:52 > 0:21:54and the actual thing what we're writing about.
0:21:54 > 0:21:55When we get understanding,
0:21:55 > 0:21:57then we can write about what we need to know.
0:21:57 > 0:22:00I don't think this is your best attempt at a first draft.
0:22:00 > 0:22:04'My metaphor for this is that I think the BTEC class
0:22:04 > 0:22:05'are like a newborn baby.'
0:22:05 > 0:22:06When it cries,
0:22:06 > 0:22:09you have to let it cry and cry and cry
0:22:09 > 0:22:13for the baby to learn that it needs to stop crying on its own.
0:22:13 > 0:22:15I'm not here to write 25 essays.
0:22:15 > 0:22:18No sentence structure, no punctuation.
0:22:18 > 0:22:20Why are you 12 minutes late?
0:22:22 > 0:22:23This is from Wikipedia,
0:22:23 > 0:22:25this is from tutor2u,
0:22:25 > 0:22:26this is from smarter.com.
0:22:26 > 0:22:28Now you're singing?
0:22:28 > 0:22:30I'm not, I was talking to myself.
0:22:30 > 0:22:32- Ow!- Oh, sorry.
0:22:32 > 0:22:34'What is the point'
0:22:34 > 0:22:36of coming to my lesson,
0:22:36 > 0:22:38if you're not going to do the work?
0:22:39 > 0:22:41How behind are they?
0:22:41 > 0:22:43It's like the horse at the Grand National
0:22:43 > 0:22:45running with two legs.
0:22:46 > 0:22:48So far behind.
0:22:56 > 0:22:58Half term is only two weeks away.
0:22:58 > 0:23:02We're going to carry on with our research section
0:23:02 > 0:23:03of our course work. OK?
0:23:03 > 0:23:06- Sir.- Tatron, can you take your coat off?- I'm not Tatron, Sir.
0:23:06 > 0:23:07- You're not Tatron?- No.
0:23:07 > 0:23:09What's your name?
0:23:09 > 0:23:11Michael.
0:23:11 > 0:23:12- OK.- Thank you, Sir.
0:23:12 > 0:23:13I get confused, you know,
0:23:13 > 0:23:16- I only teach you once a week. - I look nothing like Tatron.
0:23:16 > 0:23:18I teach lots of Tatrons. I teach lots of Michaels.
0:23:18 > 0:23:22I'm waiting for silence, year eights.
0:23:22 > 0:23:24The first question, can someone help me?
0:23:24 > 0:23:25As part of their course,
0:23:25 > 0:23:28the teachers will be trained, supported and assessed
0:23:28 > 0:23:29by senior staff.
0:23:29 > 0:23:33It's five weeks into term and we're still on P1 for a lot of you.
0:23:33 > 0:23:35That is unacceptable.
0:23:35 > 0:23:40And by the university who will award them their teacher qualification.
0:23:40 > 0:23:42A good, good, solid lesson.
0:23:42 > 0:23:44You think about what could even be better.
0:23:44 > 0:23:46I guess it's just having that...
0:23:46 > 0:23:49being aware of what might crop up?
0:23:49 > 0:23:52'I'm a bit nervous about being assessed as a teacher.
0:23:52 > 0:23:53'I find it a bit off-putting.
0:23:53 > 0:23:55'I think I'm best'
0:23:55 > 0:23:58when I'm just, sort of, left alone to work with the kids
0:23:58 > 0:24:02and having somebody, you know, peering at me, making notes
0:24:02 > 0:24:04is going to make me really on edge.
0:24:04 > 0:24:06- Liam!- What?
0:24:06 > 0:24:07Can you sit in your seat?
0:24:07 > 0:24:09- Yeah.- Aaron, good afternoon.
0:24:09 > 0:24:12We need to turn to act three, scene five.
0:24:12 > 0:24:15And it's not just anyone doing Meryl's observation today.
0:24:15 > 0:24:17It's the Head, Lynn Gadd.
0:24:17 > 0:24:20Remember, back in these days, did women go to work? Yes or no?
0:24:20 > 0:24:22- No.- Probably not.
0:24:22 > 0:24:24So they're not necessarily bringing any...
0:24:24 > 0:24:26'Is it normal for the Head to come in?'
0:24:26 > 0:24:29'I don't think it's normal.'
0:24:29 > 0:24:32So I think it's nice that she has popped in.
0:24:38 > 0:24:39- Hi, Meryl.- Hi.
0:24:39 > 0:24:41Look at you, you poor thing. Come in.
0:24:41 > 0:24:45The following day, she's asked Meryl to pop up to her office.
0:24:45 > 0:24:48So I thought it would be good just to have a bit of a conversation
0:24:48 > 0:24:50- about that snapshot of a lesson I saw.- Yeah.
0:24:50 > 0:24:53A few things to suggest that might help.
0:24:53 > 0:24:57- Please!- The first one is about the marking of the books.- Yeah.
0:24:57 > 0:25:00The only real way to give them feedback and to check their progress
0:25:00 > 0:25:03- and to encourage them is through that marking.- Mm-hm.
0:25:03 > 0:25:06The student I sat next to, his book, you know, it wasn't underlined.
0:25:06 > 0:25:10- Yeah.- It was not good, but then you're not guiding him...- OK.
0:25:10 > 0:25:12..to excellence, you know.
0:25:12 > 0:25:14And you've got to demand the best out of them.
0:25:14 > 0:25:17Whenever you can, give them these reward points.
0:25:17 > 0:25:19- You should be constantly writing up...- Yeah.
0:25:19 > 0:25:21..you know, one point, two points.
0:25:21 > 0:25:23"Hey, you've got three points," you know, "Well done."
0:25:23 > 0:25:27I think, as adults, we've got to use standard English all the time.
0:25:27 > 0:25:29You just happened, when I was in the room,
0:25:29 > 0:25:31to say daughter without the "t".
0:25:31 > 0:25:32- Yeah.- You were saying daugh-er.
0:25:32 > 0:25:34- The child that can't spell daughter...- Yeah.
0:25:34 > 0:25:37..isn't going to spell it properly if they hear you saying daugh-er.
0:25:37 > 0:25:38Good.
0:25:38 > 0:25:41- Enjoy the rest of the day. - I will do, thank you.
0:25:41 > 0:25:43'We need to try and guide her
0:25:43 > 0:25:47'to start to make some crucial improvements pretty quickly.
0:25:47 > 0:25:48'Otherwise, the longer'
0:25:48 > 0:25:50some of the improvements are left,
0:25:50 > 0:25:52the more difficult it's going to be to turn things around.
0:25:59 > 0:26:02At Crown Woods, Claudenia is determined to get to the bottom
0:26:02 > 0:26:05of what 12-year-old Alfie was doodling in her lesson.
0:26:06 > 0:26:08Hi, Alfie. Are you all right?
0:26:08 > 0:26:10So I found this on your desk, yesterday.
0:26:10 > 0:26:13I just wanted to know what it was about.
0:26:13 > 0:26:15What's Sir Cheese about?
0:26:15 > 0:26:17- I don't know.- You don't know?
0:26:17 > 0:26:18What's it a drawing of?
0:26:19 > 0:26:21- Are you sure you don't know?- No.
0:26:23 > 0:26:24It's just a person.
0:26:24 > 0:26:26It's a person?
0:26:26 > 0:26:28Is it an appropriate picture to be drawing in school?
0:26:28 > 0:26:29No.
0:26:29 > 0:26:32If that was sent home, would your parents be very pleased to see that?
0:26:33 > 0:26:36If I see anything else like that again,
0:26:36 > 0:26:38I'll be having to contact home.
0:26:38 > 0:26:40All right. I'll see you on... Wednesday.
0:26:44 > 0:26:46I'm not sure. Like, some teachers said,
0:26:46 > 0:26:47"Oh, it's not really a big issue."
0:26:47 > 0:26:50And others said, "It's not appropriate."
0:26:50 > 0:26:52So...I'm not sure.
0:26:52 > 0:26:55He didn't really seem embarrassed or anything, but...
0:26:59 > 0:27:03..I didn't want it to just go past, but I don't think I really...
0:27:03 > 0:27:08I didn't give him any...sanction, so...
0:27:08 > 0:27:10It's gone now, it's finished with.
0:27:18 > 0:27:21Zoe, can you take a seat for me, please?
0:27:21 > 0:27:23Following her talk with the Head,
0:27:23 > 0:27:26Meryl needs to get a grip and fast.
0:27:26 > 0:27:30Can you do it now, please, cos my lesson's actually started.
0:27:30 > 0:27:31But over several lessons,
0:27:31 > 0:27:34class behaviour goes from bad to worse.
0:27:34 > 0:27:39'Every single lesson, there's just behaviour issues.
0:27:39 > 0:27:42'People - they're using the blinds to hit each other.
0:27:42 > 0:27:44'They're having arm wrestles.'
0:27:44 > 0:27:46Come on, you guys...
0:27:46 > 0:27:47'Swearing.
0:27:47 > 0:27:50'I tell them all the time that they do inadequate work.
0:27:50 > 0:27:52'It is just poor across the board.'
0:27:52 > 0:27:55- Can we pay attention at the back, please?- I need a wee!
0:27:55 > 0:27:57Even the teaching assistant lends a hand
0:27:57 > 0:27:59in trying to get Meryl's class under control.
0:27:59 > 0:28:02They're not working, not paying any attention to you.
0:28:02 > 0:28:04They're colouring in, doing what they want.
0:28:04 > 0:28:05- So they all need to go up.- Right.
0:28:05 > 0:28:07How many times have you asked them to work?
0:28:07 > 0:28:08They all need...
0:28:08 > 0:28:10You'll be joining them if you don't get some work done.
0:28:16 > 0:28:19Yeah. Yeah, and like I just said...
0:28:19 > 0:28:20A usual class would be, like,
0:28:20 > 0:28:23screaming, shouting, things being thrown out the window,
0:28:23 > 0:28:25things being lobbed across the classroom.
0:28:25 > 0:28:27Can I have quick word with you, Charlie?
0:28:27 > 0:28:29'She moans at us for not doing work but then, like,'
0:28:29 > 0:28:32she, like, don't really try hard enough with us to, like,
0:28:32 > 0:28:33do the work. So,
0:28:33 > 0:28:36I don't see how that's fair, to be honest.
0:28:36 > 0:28:40That pen nearly took one of the gentleman's eyes out
0:28:40 > 0:28:41and I'm not kidding.
0:28:41 > 0:28:42Do you think Miss Noronha
0:28:42 > 0:28:46is ever going to, kind of, get the respect off you guys?
0:28:46 > 0:28:47- I don't know, like...- Yeah...
0:28:47 > 0:28:50..if she tries getting a bit more stricter then, like, maybe...
0:28:50 > 0:28:52- Oh, yeah.- If she's more firmer.
0:28:52 > 0:28:54But I'm giving my respect to her, because obviously
0:28:54 > 0:28:56she's given her time up to teach us.
0:28:56 > 0:28:59- Like, I think...- Which she gets paid for.- Well, she gets...
0:28:59 > 0:29:01Well, still, she doesn't have to be here.
0:29:01 > 0:29:03Yeah, so... Yeah, I'm giving my respect to her,
0:29:03 > 0:29:06unlike someone, who got kicked out the class.
0:29:06 > 0:29:09I'm probably, like, the one who, like, distracts the lesson and that.
0:29:09 > 0:29:12Behaviour like this is unusual at Harefield and will not be tolerated.
0:29:12 > 0:29:14Lynn has seen enough.
0:29:14 > 0:29:15I'm going to go through the answers.
0:29:15 > 0:29:17From now on, extra teachers
0:29:17 > 0:29:19will be sent in to Meryl's difficult lessons
0:29:19 > 0:29:22and she'll get more training on how to tackle bad behaviour.
0:29:22 > 0:29:23..putting your hand up.
0:29:23 > 0:29:24'It's slightly worrying.'
0:29:24 > 0:29:26Like, I'm sure Nick probably doesn't have
0:29:26 > 0:29:28as many people popping into his lessons
0:29:28 > 0:29:31and whoever's on stand-by come in at the start of the lesson.
0:29:37 > 0:29:39'In order for them to have the best possible chance,
0:29:39 > 0:29:41'they need the best possible teacher.'
0:29:41 > 0:29:43I'm not just letting myself down,
0:29:43 > 0:29:46but I'm letting down the students that I'm teaching
0:29:46 > 0:29:48and that's really unforgiveable.
0:29:50 > 0:29:52- Hello.- Hi, there.
0:29:52 > 0:29:54Claudenia lives in south London.
0:29:54 > 0:29:56This is such a feast.
0:29:56 > 0:30:00She's invited Nick and Meryl over for a spot of occupational therapy.
0:30:00 > 0:30:03- Is it easier or harder than you thought it would be?- It's harder.
0:30:03 > 0:30:07I thought an advantage for me would be I'm working class...
0:30:07 > 0:30:09- That's what I'd say.- Yeah.
0:30:09 > 0:30:12- I'll be able to relate to these kids. - I know what they're going through.
0:30:12 > 0:30:15- It doesn't work....- And I know squat about what they're going through.
0:30:15 > 0:30:16It's gotten to a point where I feel
0:30:16 > 0:30:19that I've been observed so much and I've had so much feedback
0:30:19 > 0:30:23that's...understandably it's not going to be great.
0:30:23 > 0:30:24At home, we sort of talk about,
0:30:24 > 0:30:26I don't know, what is good about public school,
0:30:26 > 0:30:27cos there are some things...
0:30:27 > 0:30:29Nicholas went to Harrow,
0:30:29 > 0:30:34a £30,000-a-year public school a few miles from Harefield.
0:30:34 > 0:30:37Famous old Harrovians include minor royals
0:30:37 > 0:30:40and no less than seven British prime ministers,
0:30:40 > 0:30:42including Winston Churchill.
0:30:42 > 0:30:44If I look back at my experience of public school,
0:30:44 > 0:30:46we were never ever made to worry about whether
0:30:46 > 0:30:48we were going to get a job. It was just like...
0:30:48 > 0:30:50- Going to university?- No, we were all going to go to university.
0:30:50 > 0:30:53- Exactly.- We were going, it wasn't a worry.- A good one.- The question was,
0:30:53 > 0:30:55- "Which one are you going to?"- Yeah.
0:30:55 > 0:30:59Whether the public school part of me has had an effect,
0:30:59 > 0:31:04I don't know. It's more instinctive than anything that I can observe.
0:31:04 > 0:31:07- Do you never feel that pressure, though?- No.- Cos I feel like...
0:31:07 > 0:31:09I just don't... I refuse to feel the pressure for the moment.
0:31:09 > 0:31:11- I feel the pressure.- I feel it.
0:31:11 > 0:31:13I never do any work outside of school.
0:31:13 > 0:31:15- I do.- I have to. - So I leave at eight
0:31:15 > 0:31:18and then once I'm home, it's like I'm home, that's it.
0:31:18 > 0:31:19Cos also I know when I'm tired,
0:31:19 > 0:31:21I start being really grumpy with my kids
0:31:21 > 0:31:23- and that is, like, a spiral thing. - Yeah.- True.
0:31:23 > 0:31:25I've got no patience.
0:31:25 > 0:31:26Cos positive behaviour management works.
0:31:26 > 0:31:29- Positive behaviour management really works.- True.
0:31:29 > 0:31:31- If you can just be like, "That's really good, well done."- Yeah.
0:31:31 > 0:31:34- It just turns everything round.- Mm.
0:31:34 > 0:31:37- I need eight hours of sleep and I'm not getting it.- Yeah.
0:31:41 > 0:31:44OK. You're going to start in a minute, when I get these boys in.
0:31:44 > 0:31:46It's the last day before half term.
0:31:46 > 0:31:49In an attempt to get his year 11s to knuckle down,
0:31:49 > 0:31:52Charles has set them a short test.
0:31:52 > 0:31:54'It's a reality check for them.'
0:31:54 > 0:31:57If you keep on working the way you have been working so far,
0:31:57 > 0:31:59this is the grade you're likely to get.
0:31:59 > 0:32:02Caleb, you can come in. Write a name on your test.
0:32:02 > 0:32:05He's also moved Caleb next to his top student, Abigail,
0:32:05 > 0:32:08in the hope her good behaviour rubs off.
0:32:09 > 0:32:11Caleb's got anger management.
0:32:11 > 0:32:14My sister and brother, they've both got anger management
0:32:14 > 0:32:16and then, like, they've got different characteristics
0:32:16 > 0:32:17so I know how to deal with it.
0:32:17 > 0:32:19No shouting out.
0:32:19 > 0:32:21Put your hand up if you have a question.
0:32:21 > 0:32:23You've got 30...
0:32:23 > 0:32:26Caleb, that's a warning.
0:32:26 > 0:32:29Talking. OK. This is a test now, yeah?
0:32:29 > 0:32:30That means we don't talk.
0:32:30 > 0:32:32Yeah, he has to be in the mood.
0:32:32 > 0:32:34It depends on what he did the day before.
0:32:34 > 0:32:38Like, if he went to bed late, he doesn't want to work.
0:32:38 > 0:32:41If he went to bed early and he had a very nice chat with his friends,
0:32:41 > 0:32:43then he would want to work.
0:32:51 > 0:32:53It looks like last night was a late one.
0:33:01 > 0:33:06BELL RINGS
0:33:06 > 0:33:09OK, can we put our tests in the middle of our tables, please?
0:33:12 > 0:33:16- THEY CHEER - See you after half term.
0:33:16 > 0:33:17Bye-bye.
0:33:17 > 0:33:18Right, everybody can go.
0:33:18 > 0:33:20See you after half term.
0:33:20 > 0:33:24I fell asleep, but that's not a thing because I had finished my test.
0:33:24 > 0:33:28So it's not disturbing anyone. It's not letting anyone down.
0:33:28 > 0:33:31- See you after half term.- Bye. Goodbye.- Bye.
0:33:33 > 0:33:34Yeah.
0:33:36 > 0:33:37No, I did stuff.
0:33:38 > 0:33:40School's just boring.
0:33:41 > 0:33:44Can you tell us what you're doing with your half term, Sir?
0:33:44 > 0:33:47I'm going to New York to visit my brother.
0:33:50 > 0:33:51Au revoir.
0:33:55 > 0:33:56I'd like to congratulate you
0:33:56 > 0:33:59cos you've all got through your first half of term.
0:33:59 > 0:34:01After eight long, hard weeks,
0:34:01 > 0:34:05both teachers and students get a break from one another.
0:34:05 > 0:34:08I mean, that's really good. And me too, me too.
0:34:08 > 0:34:11So to congratulate you, I'm going to break the rules
0:34:11 > 0:34:13cos I've got some sweets.
0:34:13 > 0:34:15ALL: Yeah!
0:34:15 > 0:34:18I'm not... Does anyone like these?
0:34:18 > 0:34:20ALL: Yeah!
0:34:20 > 0:34:23OK, the sweets. Lewis, hide it.
0:34:23 > 0:34:24I don't want you to eat it.
0:34:24 > 0:34:27Put it in your pocket. Put it in your pockets.
0:34:27 > 0:34:28- Sweeties.- No, not at all.
0:34:28 > 0:34:31I'm doing it cos I like you all.
0:34:31 > 0:34:33- Bye-bye.- Have a really good half term.
0:34:33 > 0:34:36- All right then, see you later. - All right, bye.
0:34:36 > 0:34:38- THEY CHEER - Excuse me.
0:34:42 > 0:34:45It's also their first chance to properly catch up
0:34:45 > 0:34:46with family and friends.
0:34:46 > 0:34:49Hey! Yeah.
0:34:49 > 0:34:52Nicholas did a four-year engineering degree before Teach First
0:34:52 > 0:34:55and today, he's graduating.
0:34:57 > 0:34:59It's the first time he's seen his old uni mates
0:34:59 > 0:35:01since they all started their first jobs.
0:35:01 > 0:35:04- Who else?- So Nick, how's it going at the school?
0:35:04 > 0:35:06- Teaching?- Glug it in.
0:35:06 > 0:35:08- Teaching is hard work.- Yeah.- Ooh!
0:35:08 > 0:35:11- Whoo!- I arrive at school at seven and then leave at eight.
0:35:11 > 0:35:14- You work an hour? - THEY LAUGH
0:35:14 > 0:35:17- Yeah, Phil(!)- Do you have...?
0:35:17 > 0:35:19Let's have a toast. Yeah. This is for graduating.
0:35:19 > 0:35:21- Cheers.- Graduating, yeah. - Whoo!
0:35:21 > 0:35:24- To surviving.- Making it uphill.
0:35:24 > 0:35:27You're from a very different background to the kids you teach.
0:35:27 > 0:35:30- Yeah.- How does that work, because you kind of...?- Actually,
0:35:30 > 0:35:32it's had such little effect up until now.
0:35:32 > 0:35:34On Tuesday, the first time, a girl was like,
0:35:34 > 0:35:37"Sir, you've got such a posh voice. Have you got a posh voice?"
0:35:37 > 0:35:39And I was like, "I might do. I just speak normally.
0:35:39 > 0:35:42- "You should try to speak like that." - THEY LAUGH
0:35:42 > 0:35:45How do you see that you have to adapt your style of teaching
0:35:45 > 0:35:48- to do all that?- Completely. You've got to literally just, like,
0:35:48 > 0:35:50give them really easy stuff then tell them how amazing they are
0:35:50 > 0:35:52and then, like, slowly bring it up.
0:35:52 > 0:35:54And you've chosen to take probably the biggest pay hit
0:35:54 > 0:35:56out of everyone sat at this table.
0:35:56 > 0:35:57- Yeah.- And was it worth it?
0:35:57 > 0:35:59Well, at the moment it's worth it
0:35:59 > 0:36:01cos I'm doing something that I feel I'm being exploited for,
0:36:01 > 0:36:04in a good sense. In the sense that I'm doing things I love
0:36:04 > 0:36:06and I'm with children all day and I feel...
0:36:06 > 0:36:08There is the feel-good factor.
0:36:08 > 0:36:10You can't carry on living at home, though. And you're going to be
0:36:10 > 0:36:13faced with that problem of needing to take up a large chunk
0:36:13 > 0:36:15- of your salary...- Yeah.- ..and put that on rent.- No, exactly.
0:36:15 > 0:36:18At the moment, your parents are being generous
0:36:18 > 0:36:19- and allowing you to stay at home. - Exactly.
0:36:19 > 0:36:23What it does, it makes the financial factor of that choice
0:36:23 > 0:36:25- have a larger influence. - Do you think you'll gain...?
0:36:25 > 0:36:28Which it doesn't at the moment and it didn't when I left Imperial.
0:36:28 > 0:36:30'When he decided to do Teach First,
0:36:30 > 0:36:32'he knew what salary he was going to be on.
0:36:32 > 0:36:36'He could be have on 30...35,000. He's on 22.'
0:36:36 > 0:36:39On the other hand, if he decides to leave teaching,
0:36:39 > 0:36:41he could go and do anything that he wanted to do,
0:36:41 > 0:36:42just like the rest of us.
0:36:42 > 0:36:43He has the same skill set that we have
0:36:43 > 0:36:46and he could go on to achieve great things if he wanted to
0:36:46 > 0:36:47and earn a lot of money.
0:36:47 > 0:36:49If I was going to bet, I would say that he'll leave teaching.
0:36:49 > 0:36:51- To civil engineering.- Yeah.
0:36:51 > 0:36:54THEY TOAST
0:37:02 > 0:37:03Hi, Nana.
0:37:03 > 0:37:07Oliver has gone back to Leeds to visit his mum and dad.
0:37:07 > 0:37:10My parents are overjoyed that I'm doing Teach First
0:37:10 > 0:37:12and I'm being a teacher.
0:37:12 > 0:37:14'My dad wanted to be a French teacher.'
0:37:14 > 0:37:18It's frustrating when I don't feel that they actually, like,
0:37:18 > 0:37:19want to learn.
0:37:19 > 0:37:21That's kind of a challenge.
0:37:21 > 0:37:23Especially with the BTEC class
0:37:23 > 0:37:26because I think some of the students feel quite de-motivated
0:37:26 > 0:37:28and this is difficult and I need to keep, you know, pushing.
0:37:28 > 0:37:31I mean, I'm never going to get complacent at this,
0:37:31 > 0:37:33because every day throws you a new challenge
0:37:33 > 0:37:36that you have to, you know, defeat.
0:37:36 > 0:37:40And despite how early it is, if I asked you as to whether
0:37:40 > 0:37:43you could see teaching as a long-term career for you,
0:37:43 > 0:37:44what would you say?
0:37:48 > 0:37:50I don't know how long,
0:37:50 > 0:37:56but I can see myself doing this for five years plus right now.
0:37:56 > 0:37:59I'm just happy that you're both so awesome.
0:37:59 > 0:38:01THEY LAUGH
0:38:06 > 0:38:08One person Meryl can turn to for a bit of support
0:38:08 > 0:38:11is the Reverend Stefan Chrysostomou...
0:38:11 > 0:38:13- Hi.- Hi!
0:38:13 > 0:38:14- How are you?- How are you?
0:38:14 > 0:38:16..her boyfriend.
0:38:16 > 0:38:19'I sometimes characterize her as a tough cookie.'
0:38:19 > 0:38:21It's astounding to me the amount of time
0:38:21 > 0:38:23that Meryl spends on her work.
0:38:23 > 0:38:26OK, what do I need to do today? Lesson plans.
0:38:26 > 0:38:29'She brings her marking, her laptop,'
0:38:29 > 0:38:31her lesson planning notes with her
0:38:31 > 0:38:34and works here.
0:38:34 > 0:38:36How are the year tens being at the moment?
0:38:36 > 0:38:39- Worse than...- Worse? - ..I've ever seen them.
0:38:39 > 0:38:40- Really?- Yeah.
0:38:40 > 0:38:42Well, how much worse are we talking?
0:38:42 > 0:38:45Every lesson, I feel like I can barely teach them things
0:38:45 > 0:38:47because I'm just waiting for something to kick off.
0:38:47 > 0:38:49I don't have a lunchtime,
0:38:49 > 0:38:53because I spend my lunchtime putting their books in place.
0:38:53 > 0:38:56- Opening...- They can put their own books in place!
0:38:56 > 0:38:57Oh, no, no, no.
0:38:57 > 0:38:58The books need to be ready for them
0:38:58 > 0:39:01cos otherwise it takes them ten minutes of learning time
0:39:01 > 0:39:03for them to get their books out and all of that.
0:39:03 > 0:39:06- Yeah.- You work every hour that God sends.
0:39:06 > 0:39:08This is the longest that you and I have sat down without,
0:39:08 > 0:39:10you know, having a conversation over your marking.
0:39:10 > 0:39:12- I know it's...- Yeah.
0:39:12 > 0:39:13Do you want a hug?
0:39:13 > 0:39:15Yeah.
0:39:15 > 0:39:16Do you want to finish your pasta first?
0:39:16 > 0:39:19THEY LAUGH Yeah.
0:39:27 > 0:39:29Alfie, quickly.
0:39:29 > 0:39:31OK. On your next page...
0:39:33 > 0:39:35Right, good morning, everyone.
0:39:35 > 0:39:36Did everyone have a nice half term?
0:39:36 > 0:39:39THEY MUMBLE "Yeah... Yeah, it was all right."
0:39:39 > 0:39:42Saskia, how lovely of you to join us.
0:39:45 > 0:39:46OK, so well done.
0:39:46 > 0:39:48- Did you all have a lovely half term? - Yah.- Make sure
0:39:48 > 0:39:50you've got everything you need for your lessons this morning.
0:39:50 > 0:39:53Have a look in your planners. Bye, guys, have a good day. OK?
0:39:53 > 0:39:55I only want to hear nice things.
0:39:56 > 0:39:59Good morning. Don't log onto the computer yet.
0:39:59 > 0:40:00Not yet, don't log on.
0:40:00 > 0:40:03- Just come in and sit down. Thank you.- Morning.- Morning.
0:40:03 > 0:40:05At Crown Woods, Oliver is being observed
0:40:05 > 0:40:07with his failing BTEC class.
0:40:07 > 0:40:11Today, we're going to start looking at P4,
0:40:11 > 0:40:15which is due, first draft, a week today.
0:40:17 > 0:40:18Yeah.
0:40:18 > 0:40:20All right.
0:40:26 > 0:40:29Pretty disorganised, don't you think?
0:40:29 > 0:40:30Would I accept a folder like that?
0:40:30 > 0:40:32- No.- No.
0:40:32 > 0:40:33Do you have feedback?
0:40:33 > 0:40:36Have you got an example of your feedback from the last time?
0:40:36 > 0:40:38- No.- Where is it?
0:40:38 > 0:40:40I don't have it.
0:40:40 > 0:40:44'His other classes are making better progress than this one.
0:40:44 > 0:40:47'He looks a little deflated, I think.'
0:40:47 > 0:40:49Brilliant, thank you.
0:40:49 > 0:40:51'They're a more difficult group'
0:40:51 > 0:40:54cos they may have lower aspirations than the GCSE group have.
0:40:54 > 0:40:56'It's difficult to drag 22 people with you,'
0:40:56 > 0:40:59rather than bring 22 people with you.
0:40:59 > 0:41:01And there's a bit of dragging and pushing at the moment.
0:41:11 > 0:41:12Meera?
0:41:12 > 0:41:15Today, Charles is handing out the results of the test
0:41:15 > 0:41:17his year 11 class took before half term.
0:41:17 > 0:41:20Look at the handwriting.
0:41:22 > 0:41:24HE LAUGHS
0:41:26 > 0:41:29Some of you are closer to your target grades than others.
0:41:29 > 0:41:30If you've got a few grades to go up,
0:41:30 > 0:41:32you need to really think about
0:41:32 > 0:41:35working extremely hard for the next six months.
0:41:37 > 0:41:38What would you like to get?
0:41:40 > 0:41:42Like, a B or C.
0:41:42 > 0:41:43Do you think you can?
0:41:43 > 0:41:46Yeah, I could.
0:41:46 > 0:41:48But I don't think I will.
0:41:48 > 0:41:49What's Caleb aiming for?
0:41:51 > 0:41:52He wants a B.
0:41:56 > 0:41:58Caleb can get a B.
0:42:01 > 0:42:04I can see why he won't, but you also...
0:42:07 > 0:42:09..think, you know, it's possible.
0:42:09 > 0:42:12I know it's not reality yet, but sometimes I think in my head
0:42:12 > 0:42:15that everything's just going to turn out good,
0:42:15 > 0:42:16no matter how lazy I am.
0:42:16 > 0:42:19I know the reality is that it won't.
0:42:19 > 0:42:22But I still can't get myself to change.
0:42:28 > 0:42:30I don't know how to teach a BTEC class.
0:42:30 > 0:42:33They are my Everest.
0:42:33 > 0:42:34I think that they hate me
0:42:34 > 0:42:37because they just expect me to just give them all the answers,
0:42:37 > 0:42:40just like spoon-feeding them over and over and over again.
0:42:40 > 0:42:43It's just plagiarism-mania, as well.
0:42:43 > 0:42:46Just like, "How many websites can I copy and get away with?
0:42:46 > 0:42:49"And let's change every second word so he doesn't realise."
0:42:49 > 0:42:50Like, it's just...
0:42:50 > 0:42:53- I don't know how... - What does that tell you about them?
0:42:57 > 0:43:01That they're willing to cheat to win?
0:43:01 > 0:43:05No. Their problem currently is they don't know the information sources.
0:43:05 > 0:43:09OK. From my perspective, you went through
0:43:09 > 0:43:13survival, service provision, stakeholders, break even, growth
0:43:13 > 0:43:15for 25 minutes.
0:43:15 > 0:43:18Not all of them could even remember the five points that you'd covered.
0:43:18 > 0:43:19I would have only done one
0:43:19 > 0:43:21and then expect them to work on that one.
0:43:21 > 0:43:23It's short, it's sharp.
0:43:23 > 0:43:24"Here are four information sources
0:43:24 > 0:43:27"that you could find good quality information about breakeven points
0:43:27 > 0:43:29"in relation to a company."
0:43:29 > 0:43:31So you're actually improving their research skills.
0:43:31 > 0:43:34Your approach is quite similar to that in your GCSEs
0:43:34 > 0:43:35and the frustration comes out,
0:43:35 > 0:43:38"God, it worked with them. Why can't it work with you?"
0:43:40 > 0:43:42OK, I need to go to outside, sorry.
0:43:47 > 0:43:49He kind of stormed out.
0:43:49 > 0:43:51No, he's not happy with the feedback, obviously.
0:43:51 > 0:43:54He's not happy with the class. He'd like it to be perfect.
0:43:54 > 0:43:56He'd like to be able to click his fingers
0:43:56 > 0:43:57and make it work immediately.
0:43:59 > 0:44:01After hiding in the toilets for five minutes,
0:44:01 > 0:44:03Oliver returns to his empty classroom.
0:44:03 > 0:44:09I feel like I've failed for the first time in a long time.
0:44:09 > 0:44:14I had a little cry in the bathroom a minute ago and then I decided...
0:44:14 > 0:44:17and I wrote a song in the bathroom.
0:44:17 > 0:44:21I couldn't deal with my emotions,
0:44:21 > 0:44:25so I wrote a song in the bathroom
0:44:25 > 0:44:27to make me feel better.
0:44:27 > 0:44:29It's actually funny, as I was writing it,
0:44:29 > 0:44:33I realised that it's the best song I've written in like, a year.
0:44:33 > 0:44:38"I'm sinking like a wounded ship and falling with my broken wing."
0:44:38 > 0:44:41Then it gets a little more personal.
0:44:41 > 0:44:43"Help me find my way through the roof.
0:44:43 > 0:44:46"Get myself on my feet.
0:44:46 > 0:44:49"I thought I was a star but instead I'm falling deep."
0:44:51 > 0:44:55Thinking...falling? Whatever, I wrote it in five minutes.
0:45:02 > 0:45:05The date today is Friday 9th November.
0:45:06 > 0:45:10The title is "The Problems of Urbanisation". You're still talking.
0:45:10 > 0:45:13Our title is "The Problems of Urbanisation".
0:45:13 > 0:45:16Boys, I'm still waiting. Birdle's still got a jacket on.
0:45:16 > 0:45:19Troy is facing the wrong way.
0:45:19 > 0:45:22'It's a very personal thing, teaching.
0:45:22 > 0:45:25'That was one thing that shocked me when I went in,
0:45:25 > 0:45:27'how emotional your response is.
0:45:27 > 0:45:31'Because you're standing up there delivering something that
0:45:31 > 0:45:33'you've prepared and if they then don't care,'
0:45:33 > 0:45:35or say, "It's boring,"
0:45:35 > 0:45:38or don't bother doing the work, it's quite...
0:45:38 > 0:45:41I actually swear... I have quite an emotional response to it,
0:45:41 > 0:45:42which I didn't expect.
0:45:42 > 0:45:44I thought it was good...
0:45:44 > 0:45:48I'm still waiting... seven minutes in.
0:45:48 > 0:45:51'Then there's always the lesson where it goes wrong
0:45:51 > 0:45:53'and when one of them decides'
0:45:53 > 0:45:55to jump out the window, or throw a table over,
0:45:55 > 0:45:57or decide he's just not going to do it, he doesn't care.
0:45:57 > 0:46:00No, no, no. I'm talking to you now. I've said your name three times now.
0:46:00 > 0:46:02- I know, I know.- You've ignored me.
0:46:02 > 0:46:05'I think, "Oh, I'm terrible at this job. I can't do this.'
0:46:05 > 0:46:07"Why doesn't he care about my subject?
0:46:07 > 0:46:09"And why isn't this kid working well for me
0:46:09 > 0:46:10"but he works well for everyone else?"
0:46:10 > 0:46:13And you can become very critical of yourself.
0:46:16 > 0:46:18What's wrong with sitting here?
0:46:18 > 0:46:20No-one even I talk to is on this table.
0:46:20 > 0:46:22In Charles's RE class,
0:46:22 > 0:46:26Caleb's refusing to sit next to Abigail because she's got a cold.
0:46:26 > 0:46:28Caleb, wait outside, please, if you're not going to move.
0:46:28 > 0:46:31You don't have to sit next to her but I want you on that table.
0:46:31 > 0:46:35- No, I'm not going there. - OK, wait outside, please.
0:46:35 > 0:46:38That's a shame. It's not going to help you with your GCSEs.
0:46:40 > 0:46:43- Sorry? - Neither is getting the cold.
0:46:46 > 0:46:49Joel also gets sent out for refusing to work.
0:46:49 > 0:46:53He's a waste, man, of a teacher.
0:46:53 > 0:46:56He's not a good teacher at all.
0:46:56 > 0:47:00He needs to go back to uni and study again, cos he is crap at teaching.
0:47:00 > 0:47:03He's crap at being a teacher as well.
0:47:03 > 0:47:05He's just crap all over.
0:47:06 > 0:47:09The guy's brain doesn't even work right. He needs... He's...
0:47:09 > 0:47:10I think he's mentally ill.
0:47:18 > 0:47:20After ten minutes, Joel is allowed back in.
0:47:20 > 0:47:23I can see lots of you care about your GCSE result...
0:47:25 > 0:47:27- ..unlike some people.- Who?
0:47:27 > 0:47:29I don't know. I'm not naming names.
0:47:30 > 0:47:33There are just some people in this world who don't care.
0:47:36 > 0:47:38Charles calls the Deputy Head for backup.
0:47:38 > 0:47:40He needs to stay outside still?
0:47:40 > 0:47:43Caleb's decided he's not going to move seats because somebody's
0:47:43 > 0:47:45got a cold on that table and he doesn't want to sit next to them.
0:47:45 > 0:47:48So I said, "If you don't want to sit where I've asked you to sit,
0:47:48 > 0:47:50"then you can not be in my lesson".
0:47:54 > 0:47:56- She's got a cold?- Yeah, and I'm not getting it.
0:47:56 > 0:47:59- The whole world's got colds at the moment.- Look where I'm sitting, Sir,
0:47:59 > 0:48:02- I'm not sitting next...- No, no. This is not about a cold. Look at me.
0:48:02 > 0:48:04- It is about a cold. - No, no, no.
0:48:04 > 0:48:06This is about you looking for something as an excuse
0:48:06 > 0:48:08or a way out of not doing something.
0:48:08 > 0:48:11Cos I was doing my work when I was sitting there, Sir.
0:48:11 > 0:48:13- OK, can I ask you a question?- Yes.
0:48:15 > 0:48:16Yes, you can.
0:48:16 > 0:48:19- Do you want to have a conversation in my office, please?- Pardon?
0:48:19 > 0:48:21My office, please. Let's go.
0:48:21 > 0:48:24- You want me to go to your office? - My office, please, come on.
0:48:26 > 0:48:30Charles's lesson isn't the only one that Caleb's been causing trouble in
0:48:30 > 0:48:32and the school is starting to get worried.
0:48:32 > 0:48:34Have a seat, please.
0:48:36 > 0:48:39You're wasting a lot of people's time in education.
0:48:39 > 0:48:41You're now not in a frame of mind at all
0:48:41 > 0:48:44to take on the rest of the day, are you?
0:48:44 > 0:48:46- Are you, really?- How do you mean?
0:48:46 > 0:48:48Well, look at that for a start, OK?
0:48:48 > 0:48:50I'm concerned about you.
0:48:50 > 0:48:52When you're in that lesson, and I've observed you with sir,
0:48:52 > 0:48:54you have given some fantastic answers.
0:48:54 > 0:48:57You have also been one of the quickest to take up
0:48:57 > 0:48:59his concepts, cos you're bright.
0:48:59 > 0:49:00It's when YOU decide not to cooperate
0:49:00 > 0:49:02that there suddenly becomes a bit of a problem.
0:49:02 > 0:49:07I'm concerned...why that is. Why is it?
0:49:07 > 0:49:09Why do I have to move seats?
0:49:09 > 0:49:12Because he's the adult and you're the child.
0:49:12 > 0:49:14- We're not equals. - No, you're not equals.
0:49:14 > 0:49:16- There's no equality. - You're not equals.
0:49:16 > 0:49:19That's ageist. That's an ageist thing to say.
0:49:19 > 0:49:21No, I'm not going to argue. You are not his equal.
0:49:21 > 0:49:24He asked you to do something. You refused to do it.
0:49:24 > 0:49:25- Yes, I did. - That becomes disruption.
0:49:25 > 0:49:28- And I still will. - OK, OK. That becomes disruption.
0:49:28 > 0:49:30- So if you're telling me you don't want to be there...- Yes.
0:49:30 > 0:49:34OK. That is you saying to everybody else, all right,
0:49:34 > 0:49:37"I want my way." So you're more important than everybody else.
0:49:37 > 0:49:38Now, is that equal?
0:49:38 > 0:49:40You're more important than anybody else, is that equal?
0:49:40 > 0:49:41No, it's not at all.
0:49:41 > 0:49:45The reason he wants you to learn is cos he's a decent person,
0:49:45 > 0:49:46like most of the staff here.
0:49:46 > 0:49:49Join us...or don't bother.
0:49:49 > 0:49:52That's where it's come with you now.
0:49:52 > 0:49:54Join us, or don't bother.
0:49:56 > 0:49:59Right, go outside sir's door now, please. Thank you.
0:49:59 > 0:50:01The conversation's finished.
0:50:07 > 0:50:08I'm just a little youth.
0:50:08 > 0:50:11I have no say in my life, what happens in my life.
0:50:11 > 0:50:12So what am I supposed to do?
0:50:14 > 0:50:17How am I supposed to make a change if I can't do anything?
0:50:17 > 0:50:20I have to take orders from the next man which is just
0:50:20 > 0:50:24somebody else's son, just like me, another human being with blood,
0:50:24 > 0:50:26flesh and tears and just like me...
0:50:27 > 0:50:29and I can't do nothing about it.
0:50:29 > 0:50:32Cos I'm just a little youth that was born a couple years ago.
0:50:32 > 0:50:36Like I don't have a mind and a heart
0:50:36 > 0:50:39- and shit that I want to pursue in my- BLEEP- life as well.
0:50:39 > 0:50:42- Well,- BLEEP- that, I'm going to do what I want to do.
0:50:42 > 0:50:44I don't care about school. I don't care about nothing.
0:50:44 > 0:50:46I can be anything I want.
0:50:46 > 0:50:50I can be anything I want when I'm older cos I've got them skills.
0:50:50 > 0:50:52I don't need nobody.
0:50:52 > 0:50:56I need no family, no teachers, nothing, I don't need shit...
0:50:56 > 0:50:58cos I can go out there and make way more money
0:50:58 > 0:51:00than they're making right now.
0:51:00 > 0:51:02Ultimately, there comes a point where
0:51:02 > 0:51:05he wasted time in my lesson there, you know?
0:51:05 > 0:51:07I didn't get through as much as I would have done.
0:51:07 > 0:51:12So he's disrupting other people's learning...which isn't fair,
0:51:12 > 0:51:16and so there's only so much effort that I'm going to put into
0:51:16 > 0:51:22convincing him that...he's making the wrong decision.
0:51:34 > 0:51:37I'm never going to be some of these teachers, you know?
0:51:37 > 0:51:40Some of these teachers are either, you know, really strict
0:51:40 > 0:51:43and they've got that respect and, you know, maybe I'll never be someone
0:51:43 > 0:51:47like that. And some teachers are really...super positive all the time
0:51:47 > 0:51:51and really energetic and maybe I'll never be that kind of teacher,
0:51:51 > 0:51:55but maybe I need to find out where I am on the spectrum.
0:51:55 > 0:51:58Harefield management also wants to find out
0:51:58 > 0:52:00where Meryl is on the spectrum.
0:52:00 > 0:52:04Just a few days into the new term, and Meryl is already under scrutiny
0:52:04 > 0:52:06from Vice Principal Gavin Henderson.
0:52:06 > 0:52:08OK, you've got some pictures on the board.
0:52:08 > 0:52:11He wants to know if all the extra support from the school
0:52:11 > 0:52:13and Teach First has had any effect.
0:52:13 > 0:52:16- And when will you...? I've been there like, five times.- Lenny.
0:52:16 > 0:52:18Top right and then the bottom... Top right is Watford
0:52:18 > 0:52:21and then bottom left is Ruislip Manor.
0:52:21 > 0:52:23No, top left is Harrow, what are you saying?
0:52:23 > 0:52:26- Archie, why are you standing up? - Will you go sit down now?
0:52:26 > 0:52:28Sit down.
0:52:28 > 0:52:33Right, Archie, stop throwing. Aaron, sit down!
0:52:33 > 0:52:36And I'm doing good?
0:52:40 > 0:52:41- Hi, Sir.- Are you all right?
0:52:41 > 0:52:44Yeah, that was...not good.
0:52:44 > 0:52:47How does that compare with other lessons you've had with them?
0:52:47 > 0:52:50To be honest, behaviour was actually, I felt, worse.
0:52:50 > 0:52:52- Worse?- Yeah. - OK. Good, I'll leave you...
0:52:52 > 0:52:55- Thank you so much, Sir.- I'll leave you to it and we'll catch up later.
0:52:55 > 0:52:57- Of course.- OK, thank you. - In your office?- Yes, please, yeah.
0:52:57 > 0:52:58- OK. See- you, then. Righty ho.
0:52:58 > 0:53:02It is really important that, you know, the feedback that I'm getting
0:53:02 > 0:53:04suggests that I'm moving in the right direction.
0:53:04 > 0:53:08This is something that's kind of like a long-term career thing,
0:53:08 > 0:53:14so I do want to know that I'm, you know, on the right track.
0:53:18 > 0:53:21We're going to start afresh.
0:53:21 > 0:53:23We're going to explain what "break even" means.
0:53:23 > 0:53:27Oliver's decided to take a new approach with his BTEC class.
0:53:28 > 0:53:31And then after 20 minutes, we're going to share
0:53:31 > 0:53:35and we're going to discuss what people have written
0:53:35 > 0:53:36so that we're all on the same page.
0:53:36 > 0:53:38I don't know if that's right?
0:53:38 > 0:53:41I looked over your shoulder and I've read what you've written
0:53:41 > 0:53:43and it's all great, really.
0:53:44 > 0:53:46Looks good, so far.
0:53:46 > 0:53:48It is much easier that way.
0:53:48 > 0:53:51I think he's got it right this time. This time.
0:53:51 > 0:53:54OK, guys, let's do some share time.
0:53:54 > 0:53:57OK, what is break even? Daniel?
0:53:57 > 0:54:01Where a business's total costs are covered by the total sales.
0:54:01 > 0:54:02Exactly.
0:54:02 > 0:54:06Because he, like, went step by step, it was good.
0:54:06 > 0:54:07A business could fail.
0:54:07 > 0:54:10Maybe Mr Hartnett had a little bit of a word with him and told him
0:54:10 > 0:54:14you need to do some things in order for us to improve.
0:54:14 > 0:54:16I feel like a new man, very, very good.
0:54:16 > 0:54:19The new technique is working really well, which is great.
0:54:19 > 0:54:21Cool.
0:54:33 > 0:54:36- Hi, Gavin, how are you? - How are you? Take a seat.- Thank you.
0:54:36 > 0:54:41After a trying week, Meryl is called to the Vice Principal's office
0:54:41 > 0:54:43for the results of her observation.
0:54:43 > 0:54:47As you know, the purpose of this meeting is to talk over
0:54:47 > 0:54:50the kind of...where you are at, at the moment.
0:54:50 > 0:54:51Yeah.
0:54:51 > 0:54:54What we've done is we've been in touch with Teach First.
0:54:54 > 0:54:57- They need to sort of have a judgment from us of...- Yeah.
0:54:57 > 0:54:59..of where you're at.
0:54:59 > 0:55:02What we've done, to not beat about the bush,
0:55:02 > 0:55:04is we've flagged you as a cause for concern.
0:55:04 > 0:55:06- OK.- OK?
0:55:06 > 0:55:09Some of those lessons that we've observed, you know,
0:55:09 > 0:55:12if you were to ask the students as they left, you know,
0:55:12 > 0:55:15"What did you learn in the lesson?" It wouldn't be complimentary.
0:55:15 > 0:55:18- OK.- OK and so...
0:55:18 > 0:55:21Cause for concern acts as a final warning.
0:55:21 > 0:55:24If Meryl doesn't improve, she could lose her job,
0:55:24 > 0:55:27and her career as a teacher would be over.
0:55:27 > 0:55:30- You know, get yourself very organised.- OK, then.
0:55:30 > 0:55:33- OK.- Thank you so much. - Cheers. OK. Righty ho.
0:55:33 > 0:55:35Yes, it's just so embarrassing cos anyone who knew me
0:55:35 > 0:55:39knew how much I wanted to be a teacher and...
0:55:39 > 0:55:42I told everyone, you know, "I'm finally getting that opportunity."
0:55:42 > 0:55:45It's the only thing I've ever really wanted in life, is to be a teacher.
0:55:45 > 0:55:48Thank you, Gavin, bye.
0:55:48 > 0:55:51If the school asked me to leave...
0:55:51 > 0:55:54I'd be heartbroken, I really would.
0:56:00 > 0:56:02Who's still talking?
0:56:02 > 0:56:03Next time...
0:56:03 > 0:56:05ALL: Ow!
0:56:05 > 0:56:07..the teacher's try a spot of bonding.
0:56:07 > 0:56:11I knew he was posh. I knew it, I knew it. I knew he was posh
0:56:11 > 0:56:13cos that's what posh people do.
0:56:13 > 0:56:15"Oh, yes, let's go shoot some plates."
0:56:15 > 0:56:17Exam pressure becomes too much for some.
0:56:17 > 0:56:19And I was thinking, "Look at all these lines.
0:56:19 > 0:56:21"I have to fill up all of these lines,"
0:56:21 > 0:56:23And, you know, I just couldn't handle it.
0:56:23 > 0:56:26No-one can ever be ready for an exam.
0:56:26 > 0:56:27- Go.- Gordon.
0:56:27 > 0:56:28- Go.- No, put the chair down.
0:56:28 > 0:56:31And Meryl's neck is on the line.
0:56:31 > 0:56:34To be quite honest, it didn't seem to suggest a great deal of progress.
0:56:34 > 0:56:36Bloody idiot.
0:56:36 > 0:56:40It has crossed my mind that, like, my school would fire me.
0:56:40 > 0:56:42I feel like they're that disappointed in me.