0:00:02 > 0:00:03School can be tough...
0:00:03 > 0:00:06You can see people with their heads on their desk,
0:00:06 > 0:00:07not because they can't be bothered,
0:00:07 > 0:00:10just because they're too tired from all the thinking and that.
0:00:10 > 0:00:11Er, boys!
0:00:11 > 0:00:14..and not just for the students.
0:00:14 > 0:00:15Get out of my classroom.
0:00:15 > 0:00:2050% of teachers leave the job within the first five years.
0:00:20 > 0:00:23Dave, you need to put these away! Dave! Go away! Go away!
0:00:23 > 0:00:26But some of the country's top graduates...
0:00:26 > 0:00:28Morning on this fine day.
0:00:28 > 0:00:30..are determined to give teaching a go.
0:00:30 > 0:00:32- Is it something you want to do well or not?- Well.
0:00:32 > 0:00:34I've always wanted to make a difference
0:00:34 > 0:00:36and try and help people and change things.
0:00:38 > 0:00:39Maybe slightly naively.
0:00:39 > 0:00:41- Morning, what's your name?- Ben.
0:00:41 > 0:00:43The catch? They've only been given six weeks training...
0:00:43 > 0:00:45This is where the work begins.
0:00:45 > 0:00:48..before being let loose on the kids.
0:00:48 > 0:00:50THEY SCREAM
0:00:50 > 0:00:52It comes down to me, when they come into my classroom,
0:00:52 > 0:00:54they expect to leave with something
0:00:54 > 0:00:57and if I'm not delivering, then I'm failing.
0:00:57 > 0:00:58What's the worst that could happen?
0:00:58 > 0:01:01Somebody told me that someone threw a chair at them on their first day.
0:01:01 > 0:01:03But are they up to the task?
0:01:03 > 0:01:06Year Eights, would they be drawing naked women?
0:01:06 > 0:01:09And can they change the lives of their pupils?
0:01:09 > 0:01:10I can't breathe.
0:01:10 > 0:01:12This is someone's maths book.
0:01:12 > 0:01:15They're not even doing English in my class.
0:01:15 > 0:01:17I'll be Prime Minister one day, you'll see!
0:01:17 > 0:01:20- A great lot from Crown Wood School. - Hi, nice to see you.
0:01:20 > 0:01:21Nice to see you too.
0:01:21 > 0:01:23Let's have a toast. This is for graduating.
0:01:23 > 0:01:25Six teachers...
0:01:25 > 0:01:28I knew he was posh. I knew it, I knew it. I knew he was posh.
0:01:28 > 0:01:30..three schools...
0:01:30 > 0:01:35- Look at my own face. You got a C. - Magic!
0:01:35 > 0:01:36..one unforgettable year.
0:01:38 > 0:01:39This week...
0:01:39 > 0:01:41Good morning, Year Eights.
0:01:41 > 0:01:44..it's the new year and the start of a new term.
0:01:44 > 0:01:46I have marked your marks...
0:01:46 > 0:01:47and I'm concerned.
0:02:01 > 0:02:06After a two week break for Christmas, it's the start of the spring term.
0:02:06 > 0:02:10The routine has begun when my alarm went off this morning.
0:02:10 > 0:02:12I've kind of being doing nothing for two weeks.
0:02:12 > 0:02:15I'm quite excited actually. I have a purpose in life again.
0:02:15 > 0:02:17I can't see.
0:02:17 > 0:02:19Where are my glasses?
0:02:19 > 0:02:21I feel like I've grown so much since September.
0:02:21 > 0:02:25So I think it's good to start as an amateur.
0:02:25 > 0:02:29I'm still an amateur but it's good to start as a real, real,
0:02:29 > 0:02:33real amateur and make mistakes so you can learn from them.
0:02:35 > 0:02:38The end of last term was really rough.
0:02:38 > 0:02:40I,
0:02:40 > 0:02:44I don't know, I was tired all the time, I had no energy.
0:02:44 > 0:02:46I was really snowed under with work.
0:02:46 > 0:02:49I got really kind of overwhelmed with everything.
0:02:51 > 0:02:53What would I do differently?
0:02:53 > 0:02:55Everything!
0:02:55 > 0:02:59I don't think the school realises the sacrifice I've made
0:02:59 > 0:03:03in learning to drive just so I can work here.
0:03:05 > 0:03:07Is it quarter to? Oh my gosh!
0:03:07 > 0:03:12I think the first term, I didn't really know what I was doing at all.
0:03:12 > 0:03:15There's a massive part of me
0:03:15 > 0:03:18that feels like I was acting like Miss Williams.
0:03:18 > 0:03:23It's been tough and I think it's developed a certain resilience.
0:03:23 > 0:03:26Hi, Victoria. Are you all right? How were your holidays?
0:03:26 > 0:03:29When you're a student, no-one relies on you
0:03:29 > 0:03:33and all of a sudden I've got a job where, you know,
0:03:33 > 0:03:36around about 100 people rely on me to be teaching them
0:03:36 > 0:03:39and that's a lot of responsibility.
0:03:39 > 0:03:41Morning, Ethan.
0:03:42 > 0:03:43Do I feel like a teacher yet?
0:03:43 > 0:03:45Like, yes and no.
0:03:45 > 0:03:49I think we're getting close to herding time.
0:03:49 > 0:03:53I'm actually quite a chilled out relaxed person.
0:03:53 > 0:03:54All right, boys, start heading in.
0:03:54 > 0:03:57You haven't got long left otherwise you're going to be late.
0:03:57 > 0:04:00'But in school, I'm quite highly strung.'
0:04:02 > 0:04:05It's January and exam season is in full flow.
0:04:05 > 0:04:07The rookie teachers now have to work out
0:04:07 > 0:04:10how they can make a real impact on results.
0:04:11 > 0:04:13Good morning, Thomas. Good morning, Kieran.
0:04:13 > 0:04:15Your books.
0:04:16 > 0:04:18'With a lot of classes now,
0:04:18 > 0:04:21'I've reached a stage where I want to see results now
0:04:21 > 0:04:23'and I want to be in the nitty gritty in that change stage
0:04:23 > 0:04:26'for them. And I think that's what I want to focus on,'
0:04:26 > 0:04:29just making them get to those higher levels,
0:04:29 > 0:04:32cos I think they're all capable of doing it.
0:04:32 > 0:04:35It's just a case of finding a way to get them there.
0:04:35 > 0:04:38We should all now be listening. Troy, eyes on me.
0:04:38 > 0:04:42The school has set a target of at least 52% of GCSE pupils
0:04:42 > 0:04:44getting a pass at grade C.
0:04:44 > 0:04:48But Chloe's troublesome Year 11 class are nowhere near.
0:04:48 > 0:04:50What does it say about green space?
0:04:50 > 0:04:53'Some of them don't see the importance of getting these C grades
0:04:53 > 0:04:54'and at their next year'
0:04:54 > 0:04:57they're going to find themselves in a position where they're stuck
0:04:57 > 0:04:58and they don't know what to do.
0:04:58 > 0:05:00Last term they had their mocks.
0:05:01 > 0:05:03No-one can ever be ready for an exam, you know,
0:05:03 > 0:05:07no matter how much you revise, you will not be ready for an exam.
0:05:07 > 0:05:08That's what happened to me.
0:05:08 > 0:05:11And today, the results are in.
0:05:11 > 0:05:13I have marked your marks
0:05:13 > 0:05:15and I'm concerned.
0:05:15 > 0:05:18In two and a half weeks
0:05:18 > 0:05:21you are going to sit your exam.
0:05:21 > 0:05:23That means we have five lessons
0:05:23 > 0:05:27including today's to get ready for it.
0:05:27 > 0:05:30At the moment, you are not ready.
0:05:31 > 0:05:34If you want to do well in this exam,
0:05:34 > 0:05:36I don't have time to waste.
0:05:38 > 0:05:41You certainly don't have time to waste.
0:05:42 > 0:05:46OK? I hate starting our first lesson back after Christmas like this,
0:05:46 > 0:05:49but unfortunately we just don't have the time.
0:05:51 > 0:05:53I'm going to hand round your exams now.
0:05:53 > 0:05:56Try and keep your volume down, OK?
0:05:57 > 0:05:59I need to talk to you.
0:05:59 > 0:06:02I'm expected to get results from them
0:06:02 > 0:06:04and I want to get results from them.
0:06:07 > 0:06:10Show me your paper with that big fat F on your paper.
0:06:10 > 0:06:11It stands for failed.
0:06:14 > 0:06:15I feel bad.
0:06:15 > 0:06:18- Right, two more minutes to do that please.- Dumb.
0:06:18 > 0:06:21So Jonathan, you never once used the word sustainability.
0:06:21 > 0:06:25- Did I have to?- Obviously, it's about sustainable living.
0:06:25 > 0:06:27The worst thing is for them to be like,
0:06:27 > 0:06:30"Oh, I tried really hard and I still did badly."
0:06:30 > 0:06:31So I think a lot of them will think,
0:06:31 > 0:06:33"What's the point of me putting the effort in
0:06:33 > 0:06:35"if I'm going to fail anyway."
0:06:35 > 0:06:37And they don't want to try really hard and still fail,
0:06:37 > 0:06:40cos that's crushing. It's horrible when you try really hard
0:06:40 > 0:06:42for something and you still don't do very well.
0:06:45 > 0:06:49Chloe and Charles teach at Archbishop Lanfranc's school,
0:06:49 > 0:06:51an overcrowded compressive in Croydon.
0:06:51 > 0:06:54I would say it was a challenging school, yes,
0:06:54 > 0:06:57because of the background pretty much of the parents,
0:06:57 > 0:07:00you know lots of one parent families in the local area.
0:07:00 > 0:07:02It's an area of social deprivation.
0:07:02 > 0:07:06And all those issues come to the school with the children.
0:07:06 > 0:07:10Over the half the students at the school come from a family
0:07:10 > 0:07:12where English is a second language.
0:07:12 > 0:07:14One of them is 15-year-old Walid.
0:07:14 > 0:07:17I'm waiting for you to give me the answer so I can write it down.
0:07:17 > 0:07:20OK, Walid, I wasn't joking about calling your parents.
0:07:20 > 0:07:22Can you just finish this off?
0:07:22 > 0:07:24We're going to have a good lesson today, aren't we?
0:07:24 > 0:07:26Cos I know you're capable of that. Yeah?
0:07:26 > 0:07:28Excellent.
0:07:28 > 0:07:29Although he's a promising student,
0:07:29 > 0:07:32Charles is tired of his constant clowning around.
0:07:32 > 0:07:35There are rules in life. You've got to obey the rules.
0:07:35 > 0:07:37If you don't obey the rules, what happens?
0:07:37 > 0:07:39You get in trouble with the police.
0:07:39 > 0:07:41If you don't obey the rules at school, what happens?
0:07:41 > 0:07:43Exactly. So it's like mini life.
0:07:43 > 0:07:48- So you can't call my parents home today.- I will!
0:07:48 > 0:07:49How? Don't man, don't...
0:07:49 > 0:07:52Cos I want to give them an accurate account of what you're like.
0:07:52 > 0:07:53Please don't do that. Don't, don't.
0:07:53 > 0:07:56Working with people is a challenge.
0:07:58 > 0:08:00It's difficult.
0:08:00 > 0:08:02Relationships are difficult. People are difficult.
0:08:03 > 0:08:05Walid, don't go that way.
0:08:09 > 0:08:10Walid, come here now!
0:08:12 > 0:08:15Walid, leave!
0:08:15 > 0:08:17Sorry about that, Miss.
0:08:19 > 0:08:21I've given him a little too much leeway.
0:08:21 > 0:08:23I need to crack down.
0:08:28 > 0:08:30Parents' evening is a good opportunity for Charles
0:08:30 > 0:08:33to tackle Walid's behaviour.
0:08:33 > 0:08:34Hi, Walid.
0:08:34 > 0:08:37But Walid is one step ahead.
0:08:37 > 0:08:39Hello, nice to meet you.
0:08:41 > 0:08:44There's advantages of your mum not being from this country
0:08:44 > 0:08:45and there's disadvantages.
0:08:47 > 0:08:49That she might not know what the teachers say.
0:08:49 > 0:08:51She might think it's a good thing,
0:08:51 > 0:08:53because the teacher won't show angry facial expressions.
0:08:53 > 0:08:55They'll show quite calm ones.
0:08:57 > 0:09:00What did you get in your assessment, Walid?
0:09:00 > 0:09:02That's the exam paper.
0:09:06 > 0:09:09No. I got 16 out of 24.
0:09:10 > 0:09:13I did get half. I got more than half.
0:09:13 > 0:09:15Talking in class is the big one.
0:09:15 > 0:09:18So I've had to send you out of my class sometimes,
0:09:18 > 0:09:21because you're disrupting the class too much.
0:09:21 > 0:09:26But I know Walid's a very capable boy and he can definitely succeed.
0:09:28 > 0:09:30- OK.- Thank you very much.
0:09:30 > 0:09:32Bye-bye. Nice to meet you.
0:09:39 > 0:09:41She understood half and half.
0:09:45 > 0:09:48No. I'm happy cos of that.
0:09:50 > 0:09:53Like half of them don't even understand what I'm saying.
0:09:53 > 0:09:57And I knew he was just going to translate like whatever he wanted,
0:09:57 > 0:09:59so...
0:09:59 > 0:10:02I think that's half the problem really, isn't it, with him?
0:10:02 > 0:10:06There's no way of them knowing how he's doing.
0:10:06 > 0:10:08Anyway.
0:10:13 > 0:10:14Bye. See you tomorrow.
0:10:21 > 0:10:24Last term at the Harefield Academy
0:10:24 > 0:10:27Meryl couldn't control her bottom set classes...
0:10:27 > 0:10:29Jordan. No, put the chair down!
0:10:29 > 0:10:31..and found them impossible to teach.
0:10:31 > 0:10:34A few students were deliberately challenging her,
0:10:34 > 0:10:36trying to undermine her and so on.
0:10:36 > 0:10:40So, quite a disappointment really, which is very sad.
0:10:40 > 0:10:43I think they have a concern that I'm not going to pass the year, so...
0:10:43 > 0:10:45- Have you thought about dropping out? - Has it crossed your mind?
0:10:45 > 0:10:50No. But it has crossed my mind that my school would fire me.
0:10:50 > 0:10:52I feel like they're that disappointed in me.
0:10:53 > 0:10:56But she's back from the Christmas holidays with a new attitude.
0:10:56 > 0:10:58I'm optimistic, I really am.
0:10:58 > 0:11:02Like, I know I could have been quite cynical before,
0:11:02 > 0:11:06but it feels good to sort of think that, yeah, this is a new term,
0:11:06 > 0:11:08fresh start, everything is just going to change.
0:11:08 > 0:11:11And the first change just has to come from me.
0:11:11 > 0:11:14I have to change my attitude, so hopefully,
0:11:14 > 0:11:17hopefully, we'll have a better half term.
0:11:19 > 0:11:23But it's only lesson one and the head has already come to check up on her.
0:11:23 > 0:11:26Unless Meryl improves, she could be out of a job.
0:11:27 > 0:11:29Meryl's had lots of feedback, lots of support.
0:11:29 > 0:11:32She's been doing a lot of thought and a lot of planning
0:11:32 > 0:11:35over the Christmas, so I shall be keen to see if
0:11:35 > 0:11:40the work she's been doing behind the scenes is now making a difference.
0:11:40 > 0:11:42So what I want you to do is,
0:11:42 > 0:11:46using this booklet you'll notice at the centre
0:11:46 > 0:11:49is gothic horror, and that's a title of the unit
0:11:49 > 0:11:50that we're looking at this half term.
0:11:50 > 0:11:54Lenny, for this exercise could you move to the back table
0:11:54 > 0:11:56so you'll be working with David and Jordan.
0:11:56 > 0:11:57Thank you.
0:11:59 > 0:12:03So I've made some changes this term in terms of the seating plan.
0:12:03 > 0:12:06Sometimes I see it a bit as divide and conquer because
0:12:06 > 0:12:09if you can like, sounds terrible,
0:12:09 > 0:12:11if you can like spread out your
0:12:11 > 0:12:15"naughty" kids or the kids who tend to pick up the behaviour points,
0:12:15 > 0:12:21it just helps to keep them on isolated pods, if that makes sense?
0:12:21 > 0:12:24Think about, what do all of these have in common?
0:12:24 > 0:12:27Vampires, vampires, Ann's family, we've got vampires...
0:12:27 > 0:12:30They're all scary people and different than normal people.
0:12:30 > 0:12:34'The role of a teacher is so vitally important.'
0:12:34 > 0:12:37A kid's entire life can be affected
0:12:37 > 0:12:41by what they leave with at school and what they take away from it.
0:12:41 > 0:12:44It's so important to me that every student I teach
0:12:44 > 0:12:48leaves with what they need to get to in the next stage of their life.
0:12:53 > 0:12:56I mean the room was ready, they had dictionaries out,
0:12:56 > 0:12:59the rulers were out. There were a lot of really positive features
0:12:59 > 0:13:01at the start of the lesson and the students I think generally
0:13:01 > 0:13:05are keen to please. They are prepared to work on the lesson.
0:13:05 > 0:13:10But, yeah, you know, let's see what happens with a few lessons on.
0:13:13 > 0:13:16How are you enjoying being back in school, Charles?
0:13:16 > 0:13:18I like January. January's a good month.
0:13:18 > 0:13:22Two of my Year Eights asked me what an orgasm was
0:13:22 > 0:13:25and they are like top set and I was like, "Ask a science teacher."
0:13:25 > 0:13:28And then I went to their science teacher and was like,
0:13:28 > 0:13:31"Are they doing like sexual reproduction or anything like that?"
0:13:31 > 0:13:34And he said, no we're learning about organisms and I thought...
0:13:34 > 0:13:35THEY LAUGH
0:13:35 > 0:13:37I didn't say anything.
0:13:37 > 0:13:40Having spent at least a full term in school,
0:13:40 > 0:13:43some of the six teachers have got closer to the kids.
0:13:43 > 0:13:45I feel now, like with my Elevens especially,
0:13:45 > 0:13:49they're talking to you, "Miss, I'm behind in this, this, this..."
0:13:49 > 0:13:51and like, "What can we do?" And, like,
0:13:51 > 0:13:54I think that's when... yeah that's when you kind of realise that, OK,
0:13:54 > 0:13:58you are raising aspirations and you are making an impact in their lives.
0:13:58 > 0:14:01And that's when it becomes so much more, I don't know, real, I guess.
0:14:01 > 0:14:04I think you need a degree of separation.
0:14:04 > 0:14:08If you don't have that sort of degree of separation,
0:14:08 > 0:14:11I think it's unprofessional.
0:14:12 > 0:14:15You need to maintain the student/teacher relationship
0:14:15 > 0:14:17of authority and respect.
0:14:17 > 0:14:20And you're not their father,
0:14:20 > 0:14:22you're not their brother, you're not their uncle.
0:14:22 > 0:14:26It's just, that's not how it is.
0:14:26 > 0:14:28You've only known these kids for how long?
0:14:28 > 0:14:31A term and a half nearly, not even a term and a half
0:14:31 > 0:14:33and you see them for what, a few hours a week?
0:14:33 > 0:14:36It's amazing how quickly you build up those relationships.
0:14:36 > 0:14:37- It's amazing.- It's true.
0:14:37 > 0:14:40Well done, guys!
0:14:40 > 0:14:42High-five!
0:14:43 > 0:14:44That was a good sound.
0:14:44 > 0:14:46Let's not get ahead of ourselves here.
0:14:46 > 0:14:47It's been a bit too positive.
0:14:47 > 0:14:50Charles, you're just jealous cos you haven't made any relationships.
0:14:50 > 0:14:52THEY LAUGH All my kids hate me.
0:15:00 > 0:15:03Good morning, Year Eights. It is 2013.
0:15:03 > 0:15:06Happy New Year, Eights! It's the first time I've seen you.
0:15:06 > 0:15:09- Happy New Year.- I hope you all had a fantastic Christmas.
0:15:10 > 0:15:13Last term at Crown Woods, Claudenia's tactic
0:15:13 > 0:15:15was to be the loudest person in the room.
0:15:15 > 0:15:18Year Eights, who's still talking?
0:15:18 > 0:15:21The way you came into this classroom was disgusting!
0:15:21 > 0:15:23It has to get better.
0:15:23 > 0:15:26It felt as if she'd lost control.
0:15:26 > 0:15:29That lesson was so, so, so bad.
0:15:29 > 0:15:31It was just a bit crap.
0:15:39 > 0:15:43With the new year comes a new strategy to get results.
0:15:43 > 0:15:45I wanted to show you my new
0:15:45 > 0:15:47lovely crowns that we got over the Christmas, OK.
0:15:47 > 0:15:50If you say something that's going to really impress me,
0:15:50 > 0:15:53you will get a crown, OK? You can impress me with your homework.
0:15:53 > 0:15:56You can impress me with your answers.
0:15:56 > 0:15:59You can impress me with your attitude towards your work in class,
0:15:59 > 0:16:02OK? You can impress me with your grades.
0:16:02 > 0:16:05- Is everyone clear what the crowns mean?- Yeah.
0:16:05 > 0:16:08OK, so can anyone tell me how does a wind turbine
0:16:08 > 0:16:10actually give us energy?
0:16:10 > 0:16:12I think...
0:16:12 > 0:16:15there's positive praise, I couldn't get my head around it at the start,
0:16:15 > 0:16:18but now I'm really seeing the benefits of it,
0:16:18 > 0:16:20and it makes me feel better about what I'm doing
0:16:20 > 0:16:23and I feel happy to go into school and happy to go into my room.
0:16:23 > 0:16:28Why this bulb is going to be more efficient than my old school bulb.
0:16:28 > 0:16:30Because it will probably last longer and is cheaper.
0:16:30 > 0:16:33Oh, fantastic. All right, that's what we're talking about.
0:16:33 > 0:16:36The first half term I would say I was dropping a lot of eggs,
0:16:36 > 0:16:38now it feels like I can keep a few up.
0:16:38 > 0:16:40So, Alf, do you want to come and collect your crown?
0:16:43 > 0:16:45CHILDREN SING
0:16:45 > 0:16:48OK, well done.
0:16:50 > 0:16:54Still, you know, not everything's there yet.
0:16:54 > 0:16:56But I feel more comfortable in my role
0:16:56 > 0:17:00and I kind of feel a bit more confident being Miss Williams now.
0:17:00 > 0:17:03Cos I AM Miss Williams.
0:17:03 > 0:17:04That's it!
0:17:09 > 0:17:11Yeah, that was quite cool.
0:17:11 > 0:17:17It gets people enthusiastic more when they work in science.
0:17:17 > 0:17:20Like lessons like that, days like this make me feel positive.
0:17:20 > 0:17:22Thursdays used to be so hard for me.
0:17:22 > 0:17:24They used to be so hard!
0:17:24 > 0:17:27So today I was literally like, I went to lunch happy.
0:17:31 > 0:17:35Today, Oliver has organised an inspirational trip
0:17:35 > 0:17:38to Greenwich University for his Year 12 class.
0:17:38 > 0:17:41Well, what are you hoping they're going to get out of today?
0:17:41 > 0:17:46That they will be interested in a future career
0:17:46 > 0:17:50in accounting or just a future career in business.
0:17:50 > 0:17:54Oliver is particularly keen to open their eyes to new and different prospects.
0:17:54 > 0:17:58He himself got a degree from Birmingham
0:17:58 > 0:18:02and studied at the prestigious Cornell University in New York.
0:18:02 > 0:18:04I want them all to reach and surpass their targets.
0:18:04 > 0:18:08If you're able to engender great relationships with the kids
0:18:08 > 0:18:12and to be able to get to a level where they feel close enough
0:18:12 > 0:18:15to trust you and engage with you outside of class, that's brilliant.
0:18:15 > 0:18:19I mean that's what I think creates the best results.
0:18:19 > 0:18:22Two messages. They're texting me now.
0:18:22 > 0:18:25All I get is, "Going to be late, sir, sorry"
0:18:25 > 0:18:27No name, only a number.
0:18:32 > 0:18:36So, Zach, Ashley, Connor, ten minutes late.
0:18:36 > 0:18:38Mildred, Tony, Lilly, 20 minutes late.
0:18:38 > 0:18:43If they don't take this seriously, what are they going to take seriously?
0:18:44 > 0:18:46Good morning. Are we in the right place?
0:18:46 > 0:18:48Yeah, basically...
0:18:48 > 0:18:50- She's there.- Oh, she's there.
0:18:50 > 0:18:53I've had nine calls of people who are late.
0:18:53 > 0:18:56Hi, I'm just wondering if you know where Henry is?
0:18:56 > 0:18:59He's supposed to be coming to the accounting trip today.
0:18:59 > 0:19:01This is Mr Beech. I was wondering if you know if
0:19:01 > 0:19:04Molly is on her way to the accounting trip today?
0:19:04 > 0:19:06How far away are you?
0:19:06 > 0:19:09You know you need to be on time. This is...
0:19:09 > 0:19:10OK, there's four.
0:19:11 > 0:19:16Sorry, we're been stuck on the bus for over an hour.
0:19:16 > 0:19:19The lecture started at 9:00am,
0:19:19 > 0:19:22but by 9.30 the students are only just trickling in.
0:19:23 > 0:19:26I parked in the car park, but it's about a ten minute walk away
0:19:26 > 0:19:29or you can park at John Roan School.
0:19:29 > 0:19:32- Yeah, all right.- Drive safely.
0:19:34 > 0:19:36Safely!
0:19:36 > 0:19:40Sir, you should have seen the traffic!
0:19:40 > 0:19:43Should I say I'm disappointed or can you tell from my face?
0:19:43 > 0:19:46- We can tell from your face. - The traffic was terrible.
0:19:46 > 0:19:49- OK, you're going in there. See where Miss Young is?- Yeah.
0:19:49 > 0:19:51And she'll tell you where to go.
0:19:54 > 0:19:55Thanks, George.
0:19:55 > 0:19:56Is everybody here now?
0:19:56 > 0:19:57Enough.
0:20:04 > 0:20:06In Walid's world, it's always something.
0:20:06 > 0:20:08But we'll see what he's got to say for himself.
0:20:08 > 0:20:11Charles has run out of ideas with class clown Walid,
0:20:11 > 0:20:13so he's called in reinforcements -
0:20:13 > 0:20:15Mr Lowles, the deputy head.
0:20:17 > 0:20:20Thank you, Walid. Take a seat, please.
0:20:20 > 0:20:21Take your bag off.
0:20:21 > 0:20:24Now, what do I know about you a - you are intelligent,
0:20:24 > 0:20:27b - you are a pain in the backside.
0:20:29 > 0:20:31OK, that's what I know about you, but do you know what,
0:20:31 > 0:20:34what I want to know about you in the future is we've started to move on.
0:20:34 > 0:20:36What else do I know about you?
0:20:36 > 0:20:38- Parents?- Yeah.- Supportive?
0:20:38 > 0:20:41Look at me! Very supportive, yes?
0:20:41 > 0:20:44Do you know how lucky you are compared to some people in this school?
0:20:44 > 0:20:47Do you know what's really important about your parents,
0:20:47 > 0:20:48that they both know what's going on.
0:20:48 > 0:20:51Do you know what I'm getting a view about,
0:20:51 > 0:20:53that at parents' evening you brought your mum
0:20:53 > 0:20:57because your mum is not as able, yes or no?
0:20:58 > 0:21:01Have you ever been in a situation in your class
0:21:01 > 0:21:03and somebody's said, "What about..."
0:21:03 > 0:21:06and you've thought, "I'm really pleased they asked that question
0:21:06 > 0:21:08"cos I didn't understand that anyway."
0:21:08 > 0:21:11You're the person, in my lessons in the past,
0:21:11 > 0:21:15you're the person who puts up their hand and asks that question
0:21:15 > 0:21:17and everybody benefits from because you have confidence.
0:21:17 > 0:21:21Why do you think you end up disrupting the class?
0:21:24 > 0:21:26I get bored of the lesson.
0:21:26 > 0:21:29- You get bored.- You've got to meet him halfway though.
0:21:29 > 0:21:31If you finish your work, don't just sit there,
0:21:31 > 0:21:34you ask, "Sir, have you got any extension work for me, sir?"
0:21:34 > 0:21:37I'm sure that Sir wants you to go off to a top university.
0:21:37 > 0:21:39Of course.
0:21:39 > 0:21:41I'm sure that Sir wants you to be
0:21:41 > 0:21:43in a position of earning money in the future.
0:21:43 > 0:21:46I'm sure you want to be in that position as well.
0:21:46 > 0:21:50But you got to help us, Walid.
0:21:50 > 0:21:51OK, quickly get back to science.
0:21:55 > 0:21:57- All right.- Good.- Leave it there.
0:21:57 > 0:21:59- Thank you, Sir, that was very helpful.- Well,
0:21:59 > 0:22:03the proof will be in the pudding, we'll see what he's like first.
0:22:03 > 0:22:05I think all students will test teachers,
0:22:05 > 0:22:08even if they don't know they're doing it themselves.
0:22:08 > 0:22:11They will test teachers, they will see what they can get away with.
0:22:11 > 0:22:15They'll see how far they can go before they get in trouble.
0:22:15 > 0:22:18- Sir, sir?- Yeah, I'm busy.
0:22:18 > 0:22:19My hand's swollen.
0:22:19 > 0:22:21Sir!
0:22:21 > 0:22:25Sir, Sir. I called, Sir.
0:22:25 > 0:22:28- Mr Wallendahl, Mr Wallendahl. - 20 seconds.
0:22:33 > 0:22:36'What's been the biggest thing you've learned so far about being a teacher?'
0:22:38 > 0:22:39Um...patience.
0:22:41 > 0:22:44Sir, sir! Sir!
0:22:44 > 0:22:47That's something that you need to relearn every day.
0:22:47 > 0:22:49Sir, my hand's swollen.
0:22:49 > 0:22:51It's a glove. Look, it's a glove.
0:22:51 > 0:22:53Aaaah!
0:22:54 > 0:22:59It's a daily battle and it's a daily struggle to be patient.
0:23:00 > 0:23:03OK, Walid, you were particularly hyperactive this morning.
0:23:03 > 0:23:06- Yeah, I had that drink.- Well, maybe you shouldn't be drinking it.
0:23:06 > 0:23:09- Why?- Because you've got far too much energy.
0:23:11 > 0:23:12Just need to calm down.
0:23:12 > 0:23:15How are you going to be Prime Minister if you don't concentrate in class?
0:23:15 > 0:23:18I'll be Prime Minster one day, you will see.
0:23:20 > 0:23:21Just keep out watch for me.
0:23:23 > 0:23:25Make me want to teach you,
0:23:25 > 0:23:29because at the moment you're giving me very little reason to want to.
0:23:36 > 0:23:39So, how did school go today, Charles?
0:23:39 > 0:23:42You didn't have any fights?
0:23:42 > 0:23:43I haven't had a fight for weeks.
0:23:46 > 0:23:49Charles is the middle of three boys
0:23:49 > 0:23:52and he was always just a little bit different.
0:23:52 > 0:23:55The headmaster tried to tell me that he had Asperger's Syndrome
0:23:55 > 0:23:58at one point and I just didn't accept that.
0:23:58 > 0:24:02He had a lot of problems in prep school
0:24:02 > 0:24:04because he didn't like authority,
0:24:04 > 0:24:07which is interesting now that he's teaching.
0:24:10 > 0:24:13I don't really think that some of the kids I teach really care...
0:24:13 > 0:24:17I do remember quite a few school reports, Charles,
0:24:17 > 0:24:21where they would say, you know, Charles is capable of doing better.
0:24:21 > 0:24:24- Why didn't you do better? - Cos I couldn't be bothered.
0:24:24 > 0:24:29So, do you now think of these kids,
0:24:29 > 0:24:33do you now empathise with them saying well...
0:24:33 > 0:24:37Well, the picture I get is just they're just grasping onto anything.
0:24:37 > 0:24:43It gives them sort of self esteem or value or...
0:24:43 > 0:24:45It's just so short term minded.
0:24:45 > 0:24:48But I think it's also about not recognising
0:24:48 > 0:24:52the consequences of the decisions they make now. Like that...
0:24:52 > 0:24:54Well, nobody tells them, so how could they possibly know?
0:24:54 > 0:24:56Well, I tell them.
0:24:56 > 0:24:58But you're their teacher.
0:24:59 > 0:25:04They need to have it reinforced by friends, by parents,
0:25:04 > 0:25:08by basically the world they live in,
0:25:08 > 0:25:10and if you're the only one saying that,
0:25:10 > 0:25:13they just think...
0:25:19 > 0:25:22Yeah, but he said he really wants the job,
0:25:22 > 0:25:26so that shows that he wants to, he needs the job really bad,
0:25:26 > 0:25:29so he'll put more pressure, more passion into it,
0:25:29 > 0:25:30so then it will be a better outcome.
0:25:30 > 0:25:33You're just supposed to think about your own business.
0:25:33 > 0:25:34Don't you want the best for your business?
0:25:34 > 0:25:38At Greenwich, Oliver's university day trip is proving popular
0:25:38 > 0:25:39with his Year 12 class.
0:25:41 > 0:25:42Through the door, Ashley.
0:25:42 > 0:25:44- Are you having fun? - Yes, I'm having fun.
0:25:44 > 0:25:46- Enjoying yourself?- Yes.
0:25:46 > 0:25:49Nice change of scenery?
0:25:49 > 0:25:50Yes.
0:25:50 > 0:25:52Yes. Trying to work that out?
0:25:52 > 0:25:55This is not such a nice campus?
0:25:55 > 0:25:58It's all right, but I wouldn't want to come here though.
0:25:58 > 0:26:00I want to aim a bit higher than here.
0:26:00 > 0:26:02- How high.- As high as possible.
0:26:02 > 0:26:04- Oxford?- No, that's a bit too much.
0:26:04 > 0:26:06- If I could then I would. - What about in the middle?- Yeah.
0:26:09 > 0:26:16It's good to get to know the kids out of the kind of habitat that we're used to.
0:26:16 > 0:26:18It's interesting getting to know what their future plans are.
0:26:18 > 0:26:22Hopefully I can be a part of shaping them.
0:26:24 > 0:26:27- What do you mean? - Like what's this for?
0:26:27 > 0:26:30It's to get knowledge of different careers
0:26:30 > 0:26:32and possibilities for your future.
0:26:32 > 0:26:34What do you want to do?
0:26:41 > 0:26:45There's one pupil in particular Oliver is hoping to get through to.
0:26:48 > 0:26:51Matt has worked hard over the year in business studies,
0:26:51 > 0:26:54but struggles with dyslexia and failed his mock exam.
0:26:55 > 0:26:58OK, it's not a nice grade to look at for you
0:26:58 > 0:27:01cos I know you want to do better.
0:27:01 > 0:27:03Oliver has taken him under his wing
0:27:03 > 0:27:06and has given him extra lessons after school.
0:27:06 > 0:27:08I want to pass and I want to do A2 accountancy,
0:27:08 > 0:27:11so I've got to stay behind and do the work.
0:27:11 > 0:27:15What uni did you go to first, cos you went to a couple didn't you?
0:27:15 > 0:27:18- I went to what?- Didn't you go to two different unis?
0:27:18 > 0:27:22Yeah, I went to Birmingham and then I went to Cornell in New York
0:27:22 > 0:27:28for a year to do economics in New York.
0:27:30 > 0:27:32What's the good parts,
0:27:32 > 0:27:35how do you know like from the good uni to the bad uni?
0:27:35 > 0:27:38It depends if you want to stay in London or...
0:27:38 > 0:27:40I think it's good to move away.
0:27:40 > 0:27:43Yeah, my dad said it's probably best to go away
0:27:43 > 0:27:46cos you will get away from like my parents and everything
0:27:46 > 0:27:49- so I don't have to keep on going home.- It depends...
0:27:49 > 0:27:51Yeah, it depends on everything.
0:27:52 > 0:27:55Experience as much as you can.
0:27:57 > 0:27:59Days like this is useful cos I can start to look around
0:27:59 > 0:28:01and see what it feels like.
0:28:01 > 0:28:03It looks more interesting and everything,
0:28:03 > 0:28:06so, yeah, it's made me more want to go to university.
0:28:09 > 0:28:12Chloe needs to put a rocket up her Year 11 class after the bad
0:28:12 > 0:28:17mock results and she's hoping to use parents' evening to do just that.
0:28:18 > 0:28:20There's no time in this class to beat around the bush.
0:28:20 > 0:28:22If we're going to get grades, we need action fast.
0:28:22 > 0:28:26And if it's a case of being a bit of a (bitch)
0:28:26 > 0:28:30then it's a case of laying down some harsh truths to their parents.
0:28:31 > 0:28:33Come on!
0:28:33 > 0:28:36You were very silly last lesson, weren't you?
0:28:36 > 0:28:39Last lesson? Last lesson? What happened last lesson?
0:28:39 > 0:28:42You were trying to be funny and, you know, you've got your friends there.
0:28:42 > 0:28:45But the problem is when you do things like this,
0:28:45 > 0:28:47it wastes five minutes of our lesson.
0:28:47 > 0:28:50There's revision on Wednesdays and you should be coming, Troy.
0:28:50 > 0:28:53'They need a massive kick up the bum, basically.'
0:28:53 > 0:28:57They're so close and they're still just waltzing around
0:28:57 > 0:28:59like it's going to fall in their laps.
0:28:59 > 0:29:01We don't see him do any studies at home.
0:29:01 > 0:29:04I don't know how we at home can help him?
0:29:06 > 0:29:09I don't know if you can help us to help him because honestly as for me,
0:29:09 > 0:29:13I don't know how I'm going to help him because I don't see him do any studies.
0:29:13 > 0:29:16You've got to think about where you want to be this time next year,
0:29:16 > 0:29:18or this time in five years.
0:29:19 > 0:29:22And if you want to be not doing a lot...
0:29:23 > 0:29:25..then keep going as you are.
0:29:28 > 0:29:30I was giving parenting advice!
0:29:30 > 0:29:33You are one of the laziest boys in that class,
0:29:33 > 0:29:35which is a shame,
0:29:35 > 0:29:38because you are also by far one of the brightest.
0:29:38 > 0:29:40'I really hope some of them are going to surprise me
0:29:40 > 0:29:42'and pull it out of the bag at the last minute,'
0:29:42 > 0:29:45but there's a few of them that, I've sort of given up on now.
0:29:45 > 0:29:50I don't have time to waste on them any more, unfortunately.
0:29:50 > 0:29:52Recently you're slipped.
0:29:52 > 0:29:56I think you've become a bit more concerned with what's going on around you
0:29:56 > 0:29:58rather than with your work and what you're doing.
0:30:00 > 0:30:0515-year-old Bruno arrived in England 18 months ago from Brazil,
0:30:05 > 0:30:07speaking very little English.
0:30:07 > 0:30:11he got off to a bright start but Chloe's worried that he's fallen behind.
0:30:11 > 0:30:15I don't want to be doom and gloom in this conversation,
0:30:15 > 0:30:18but you need to realise now the situation.
0:30:26 > 0:30:30This is my house where I live with my brother and my mum.
0:30:37 > 0:30:40That's my mum's bed... my brother's bed.
0:30:40 > 0:30:42That's my mum's bed.
0:30:42 > 0:30:45My bed there.
0:30:45 > 0:30:47And TV. That's the kitchen.
0:30:47 > 0:30:49And that's it.
0:30:49 > 0:30:51And the toilet's outside.
0:30:52 > 0:30:54So where do you do your work, Bruno?
0:30:54 > 0:30:56On my bed, there.
0:30:57 > 0:31:04- What's happening at school tomorrow? - I've got geography GCSE exam.
0:31:04 > 0:31:07How are you feeling about it?
0:31:07 > 0:31:10Bad cos I know I'm going to fail.
0:31:15 > 0:31:19Troy is also thinking about tomorrow's exam.
0:31:19 > 0:31:22He knows he will have to knuckle down if he's going to get
0:31:22 > 0:31:25the Grade C pass that his mum and dad hope for.
0:31:25 > 0:31:28I'd love to have one of those kids that really liked doing work
0:31:28 > 0:31:32and we didn't have to keep on nagging and telling him off constantly,
0:31:32 > 0:31:35but, yeah, we don't, so, yeah.
0:31:35 > 0:31:38So tell me at the mock, how did you do in your mock?
0:31:38 > 0:31:41It was like 10%.
0:31:41 > 0:31:43Then I redone it.
0:31:43 > 0:31:46I managed to double my score,
0:31:46 > 0:31:49but that still is not good enough,
0:31:49 > 0:31:51so I have to try and make sure I double that again
0:31:51 > 0:31:53in this one tomorrow.
0:32:04 > 0:32:07We will start this exam now at 1.22.
0:32:07 > 0:32:11You have one hour. Good luck.
0:32:13 > 0:32:17The exam today will account for 25% of their GCSE grade.
0:32:18 > 0:32:21But Bruno has failed to turn up.
0:32:24 > 0:32:28Please make sure that your name is on the front of your question paper.
0:32:28 > 0:32:32Why do think Bruno... Are you upset that Bruno didn't turn up?
0:32:34 > 0:32:36I'm not upset, I'm frustrated. I'm annoyed,
0:32:36 > 0:32:39cos they put in a lot of hard work.
0:32:39 > 0:32:40They put in some work.
0:32:40 > 0:32:43You might as well turn up and try and get a few marks,
0:32:43 > 0:32:44a few marks is better than none.
0:32:44 > 0:32:47Oh, it's always easier to be in denial, isn't it?
0:32:47 > 0:32:49It's not going to be easier come summer,
0:32:49 > 0:32:51cos Bruno still hasn't done his coursework either
0:32:51 > 0:32:54cos he joined late, so we've got to do that now with him.
0:32:54 > 0:32:57So Bruno's just setting himself a big mountain.
0:32:57 > 0:33:00But it's easier just to stay at home in denial, in bed, really.
0:33:03 > 0:33:05Vicky! Vicky!
0:33:05 > 0:33:07Girls, in we come.
0:33:07 > 0:33:11Nick got off to a flying start last term,
0:33:11 > 0:33:13but since Christmas it's gone downhill.
0:33:13 > 0:33:16Ssh. Girls, that's enough,
0:33:16 > 0:33:18we're going to get on with the paper now.
0:33:18 > 0:33:20I'd like you to make an effort.
0:33:20 > 0:33:23The best thing you can do now is make an effort.
0:33:23 > 0:33:25'The intention is to praise them,'
0:33:25 > 0:33:27make them feel good about themselves.
0:33:27 > 0:33:30And to let them see the goal and see why I care
0:33:30 > 0:33:33and see why they should care for themselves.
0:33:33 > 0:33:35- You'll probably miss. - I didn't swear at you.
0:33:35 > 0:33:37- Yes, you did, I heard it. - I didn't swear at you.
0:33:37 > 0:33:39I don't care, but I heard what you said, OK.
0:33:39 > 0:33:42You've subbed in the minus two into the X, OK?
0:33:42 > 0:33:44'There are a lot of lessons when I get to the end'
0:33:44 > 0:33:46and I'm like, "I am such a miserable git," you know,
0:33:46 > 0:33:48and I just sort of got angry with everyone all lesson
0:33:48 > 0:33:50and forgotten to praise them when they were doing well.
0:33:50 > 0:33:54Hi there, Sir. I've got a real issue with people not engaging here, Sir,
0:33:54 > 0:33:56and I've just been sworn at by one girl.
0:33:56 > 0:34:01'And you just think, why am I doing this job? This is just a nightmare.'
0:34:01 > 0:34:04What am I doing here?
0:34:04 > 0:34:07When we're writing, I've noticed that a lot of us
0:34:07 > 0:34:12are using words like "the big house", "the dark sky".
0:34:12 > 0:34:15We need to try and be using... Exactly, don't call out.
0:34:15 > 0:34:18..we need to try and be using more creative language,
0:34:18 > 0:34:21establishing a bit more flare in our writing.
0:34:21 > 0:34:25That will really impress anyone who's marking your work.
0:34:25 > 0:34:29And for Meryl, yet another observation, two weeks into term
0:34:29 > 0:34:33to see if there's enough of an improvement for her to keep her job.
0:34:33 > 0:34:35Year Nine,
0:34:35 > 0:34:37we need to make sure we're using that high level vocabulary
0:34:37 > 0:34:40to push our levels up, OK.
0:34:44 > 0:34:46Yes, it was better than last time.
0:34:46 > 0:34:47- Yeah.- Why? What was better?
0:34:47 > 0:34:51I think establishing a bit more,
0:34:51 > 0:34:55still a long way to go, but establishing a bit more control.
0:34:55 > 0:34:58Definitely the seating plan helps.
0:34:58 > 0:35:01We talked about most of the areas of development,
0:35:01 > 0:35:04you've got to circulate more, the pace, the timing.
0:35:05 > 0:35:09Learning actions in terms of pupil speed.
0:35:09 > 0:35:11Again it's a way of getting them to focus and be silent.
0:35:11 > 0:35:14But it was improved from when I last saw it.
0:35:14 > 0:35:16You know, there's a lot of good feedback,
0:35:16 > 0:35:18good feedback in the sense that
0:35:18 > 0:35:21there was a lot of useful pointers to take on board.
0:35:21 > 0:35:22'I need help.
0:35:22 > 0:35:25'People are willing to give me help and hopefully,'
0:35:25 > 0:35:29if I just keep doing what people are telling me to do,
0:35:29 > 0:35:33applying these things, implementing ideas,
0:35:33 > 0:35:35my practice will improve.
0:35:35 > 0:35:37So I was pleased with that,
0:35:37 > 0:35:40but you're still not out of the woods, really.
0:35:40 > 0:35:42- No, of course.- There's still quite a way to go with that group,
0:35:42 > 0:35:46but you can win with this group. You can.
0:35:49 > 0:35:51Charles has organised a school outing.
0:35:53 > 0:35:56Got to get my fix of pork before we go.
0:36:00 > 0:36:04He's planned an ambitious five day field trip to the countryside.
0:36:04 > 0:36:08Some of the year ten students he's taking have rarely left London.
0:36:09 > 0:36:10Are you not a little bit nervous
0:36:10 > 0:36:12about taking a whole load of kids away?
0:36:12 > 0:36:14I think it'll be funny.
0:36:16 > 0:36:19He's hoping that a radical change of scenery
0:36:19 > 0:36:21and some fresh experiences will have
0:36:21 > 0:36:23an effect on their behaviour in school,
0:36:23 > 0:36:25particularly for Walid.
0:36:25 > 0:36:28- I'll have that. - Why? I'm eating on the way.
0:36:28 > 0:36:31- I'm eating on the way there.- Well, eat them before you get on there.
0:36:31 > 0:36:34- Why?- Because there's no eating on the minibus.
0:36:34 > 0:36:36We eat all the time before.
0:36:36 > 0:36:39But that's what the school told me, that we can't eat on the minibus.
0:36:39 > 0:36:42- So what about this then? - You can't eat on the minibus.
0:36:42 > 0:36:44I'll eat before I get there.
0:36:48 > 0:36:54Get this straight now, maximum 14, no 13. 13.
0:36:54 > 0:36:55Yeah?
0:37:12 > 0:37:14I saw your hand.
0:37:31 > 0:37:34- Welcome, kids. - Hi. Nice to meet you.
0:37:35 > 0:37:37Hello. How are you? What's your name?
0:37:37 > 0:37:40- Tamara.- Tamara, nice to meet you. I'm Jamie. Hello.
0:37:40 > 0:37:42- What's your name?- Patrice.
0:37:42 > 0:37:45That's with us. Leading the way. Come on.
0:37:50 > 0:37:55Set in Wiltshire, Jamie's farm was set up by an ex-Teach First teacher.
0:37:55 > 0:37:56Thought you could jump.
0:37:56 > 0:38:00Don't jump in there. It's like a swimming pool of poo.
0:38:00 > 0:38:02Its aim is to help disadvantaged kids
0:38:02 > 0:38:05or those in danger of being kicked out of school.
0:38:05 > 0:38:07It's dribbling all over the place.
0:38:07 > 0:38:10They have the chance to get their hands dirty on the farm and
0:38:10 > 0:38:15talk through any problems with one of the counsellors who work there.
0:38:15 > 0:38:17THEY SHRIEK
0:38:17 > 0:38:19They are scary.
0:38:19 > 0:38:20Look how big his nipples are.
0:38:20 > 0:38:22That's a little scratch.
0:38:22 > 0:38:24- They need you to make them feel safe.- OK.
0:38:32 > 0:38:35- Move, Charles!- Go on. Go on. Go on. - Charles, move.
0:38:35 > 0:38:40They're very nice animals. He's going to give you a kiss.
0:38:43 > 0:38:44It's disgusting.
0:38:44 > 0:38:46OK. Just stroke it. Good boy.
0:38:46 > 0:38:48Yes, stroking.
0:38:48 > 0:38:51So what's wrong with just putting your hand under there?
0:38:51 > 0:38:52I don't want to.
0:38:52 > 0:38:54OK. Look after your egg. Don't drop it.
0:38:54 > 0:38:56We're going to play a game with these.
0:38:56 > 0:38:58- Where's our egg?- He's got it.
0:38:58 > 0:38:59It's our egg.
0:38:59 > 0:39:02We're going to win. We're going to win, yeah?
0:39:04 > 0:39:06- Walid, catch!- Don't!
0:39:06 > 0:39:08Very good. OK.
0:39:08 > 0:39:09Now another step back.
0:39:11 > 0:39:13Now this is where it gets a bit harder. OK.
0:39:13 > 0:39:15Go.
0:39:18 > 0:39:20Ready steady go!
0:39:20 > 0:39:22Charles!
0:39:22 > 0:39:24Yeah!
0:39:30 > 0:39:32This is the best game ever.
0:39:32 > 0:39:33- Step back.- I can't move it!
0:39:35 > 0:39:37LAUGHTER
0:39:42 > 0:39:45Well done. Walid and Mr Wallendahl are the winners.
0:39:47 > 0:39:49Walid, what would you normally be doing at this time?
0:39:49 > 0:39:50At youth club.
0:39:52 > 0:39:53I'm kind of missing it.
0:39:53 > 0:39:56But this is quite... It's fun as well.
0:39:56 > 0:39:58Fresh air, no harassment.
0:39:59 > 0:40:00It's cool.
0:40:01 > 0:40:04- Better than you thought? - Yeah, better than I thought.
0:40:04 > 0:40:06PIANO PLAYS
0:40:18 > 0:40:20Yeah, it's like holiday isn't it?
0:40:20 > 0:40:22It's the best weekend I've had in ages.
0:40:22 > 0:40:24It's amazing how different they are,
0:40:24 > 0:40:27like in the countryside to how they are in your classroom.
0:40:27 > 0:40:29I think they're really valuing the kind of experience
0:40:29 > 0:40:32and the opportunity and I think it's great.
0:40:43 > 0:40:44KNOCKS AT DOOR
0:40:44 > 0:40:47Good morning.
0:40:47 > 0:40:49We're going to have a great day, Walid.
0:40:49 > 0:40:52There are lots of amazing activities.
0:40:52 > 0:40:54I'm actually doing them.
0:41:00 > 0:41:02Excellent. Brilliant.
0:41:04 > 0:41:05Shoo!
0:41:11 > 0:41:13Here, guys. Come on.
0:41:13 > 0:41:15They come out the most streamlined way.
0:41:15 > 0:41:17Oh fantastic!
0:41:17 > 0:41:19Oh, my God!
0:41:22 > 0:41:23Then pinch it a bit in together.
0:41:25 > 0:41:27Is that good?
0:41:27 > 0:41:30- You've got flour in your hair. - Have I?
0:42:08 > 0:42:09Big slice.
0:42:24 > 0:42:26You were beaten by your teacher?
0:42:26 > 0:42:29Only by a bit. Only by a bit.
0:42:34 > 0:42:37Your job, top set Year Eight,
0:42:37 > 0:42:40is you need to sell this location to me.
0:42:45 > 0:42:47OK, what did I want to do?
0:42:47 > 0:42:49I wanted to get their books out so I'm ready.
0:42:50 > 0:42:52'If I look to one of my goals for the year,
0:42:52 > 0:42:57'it would definitely be to try and be classed as outstanding.'
0:42:57 > 0:43:00And the simple reason why is cos I think we should all aim to be
0:43:00 > 0:43:04the best and that's something I try and inspire in my pupils
0:43:04 > 0:43:06and so I'd like to lead by example.
0:43:08 > 0:43:11I'm being observed by Gavin in the next lesson.
0:43:11 > 0:43:14Gavin is the Vice Principal and he's my,
0:43:14 > 0:43:17I think he's called Senior Tutor or something like that.
0:43:17 > 0:43:19So basically this observation matters,
0:43:19 > 0:43:21hence why it's slightly stressful.
0:43:23 > 0:43:25Trying to think how to do this.
0:43:25 > 0:43:26Hi, Gavin.
0:43:26 > 0:43:28- Oh, Mr Anderson. - Morning. How are you?
0:43:28 > 0:43:30- Very good, thank you. - Are you all set?- Yeah.
0:43:30 > 0:43:35In an attempt to impress Gavin and gain back control of his pupils,
0:43:35 > 0:43:37Nick has come up with a simple exercise
0:43:37 > 0:43:40to get bums off seats and minds more engaged.
0:43:40 > 0:43:43So what I'd like you do to for your question is you're going to
0:43:43 > 0:43:45come to the front and try and find the answer on the floor.
0:43:45 > 0:43:48OK, so everyone stand up. No, I'd like you not to write
0:43:48 > 0:43:50cos you're going to write a perfect answer.
0:43:50 > 0:43:53- William listen to me.- What?
0:43:53 > 0:43:56There's going to be a perfect answer on the floor.
0:43:56 > 0:43:59So everyone stand up and we're going to go to the front.
0:43:59 > 0:44:00- Off we go.- I can't be bothered.
0:44:00 > 0:44:02Stand up. Yeah, you can't be bothered,
0:44:02 > 0:44:04but you have to be bothered. Come on.
0:44:04 > 0:44:06What's the point of doing this on this thing, yeah?
0:44:06 > 0:44:08Cos it's going to help you with all the steps.
0:44:08 > 0:44:10Yeah, but you might as well just write it in.
0:44:10 > 0:44:13Yeah, and then we're going to write it in afterwards.
0:44:13 > 0:44:16- That's why you've got to find all the steps.- That's just long.
0:44:16 > 0:44:19How did you think the lesson went from your perspective?
0:44:19 > 0:44:22Well, I mean, with that group it's always quite difficult to judge
0:44:22 > 0:44:25cos it's so sort of erratic. It wasn't amazing.
0:44:25 > 0:44:30My questions thing on the floor didn't really work.
0:44:30 > 0:44:32Why not go through it with them beforehand.
0:44:32 > 0:44:34These are lower ability learners remember.
0:44:34 > 0:44:36You go through it with them beforehand
0:44:36 > 0:44:39and give them all the support, all the material and then you say,
0:44:39 > 0:44:41- "Right, everything away." - Yeah, yeah.
0:44:41 > 0:44:43"Now you're doing it on your own."
0:44:43 > 0:44:45You had all the materials in the classroom for that to happen.
0:44:45 > 0:44:48It's so silly, I mean that's such a basic thing and like,
0:44:48 > 0:44:51I think perhaps just cos I was...
0:44:51 > 0:44:55I don't know why, like, I didn't think of doing an example first.
0:44:55 > 0:44:58I think if you look at Nick and myself,
0:44:58 > 0:45:01I think Nick has really shone at Harefield
0:45:01 > 0:45:03and, you know, he hasn't had as much trouble as I have.
0:45:03 > 0:45:06But through it all, it always really helped having
0:45:06 > 0:45:10support from everyone and, you know, Nick was really supportive.
0:45:10 > 0:45:12That'd be great.
0:45:13 > 0:45:14Oh, man, it is really tough.
0:45:14 > 0:45:17I don't know why I've been feeling the pinch recently,
0:45:17 > 0:45:20like with worth and realising these units of work.
0:45:20 > 0:45:24And, I don't know, classes are quite difficult these days,
0:45:24 > 0:45:27I don't know why. Now the bar is a bit higher, do you know what I mean?
0:45:27 > 0:45:30- Yeah, definitely.- I sort of feel I should be commanding the classroom
0:45:30 > 0:45:33and if I'm not I feel it's like,
0:45:33 > 0:45:35"Well, what's happened, do you know what I mean?"
0:45:35 > 0:45:37- Yeah. - Like I should be further than this.
0:45:37 > 0:45:41You know when kids are like, "Maths is boring"?
0:45:41 > 0:45:44Well, I would understand why they said that after my lessons,
0:45:44 > 0:45:46cos I'm just like,
0:45:46 > 0:45:48I don't know...
0:45:48 > 0:45:51I don't think we can really beat ourselves up about
0:45:51 > 0:45:57making things engaging, like we're only in our second term of teaching.
0:45:57 > 0:45:59I've had a couple of observations recently.
0:45:59 > 0:46:03- I'm going to sit down.- Welcome to my world, Nick. Step into my office.
0:46:03 > 0:46:09Yeah, exactly, step into the office of Madame Observationed-out-of-her-brains.
0:46:15 > 0:46:17- It's been good. - What's been good about it?
0:46:17 > 0:46:21Everything. The food, farming, lambing.
0:46:21 > 0:46:25- Has it made you think differently about life?- That there's more to it.
0:46:27 > 0:46:31- How do you mean?- Where we get our eggs from, there's hens.
0:46:31 > 0:46:34Where we get our milk from, cows.
0:46:34 > 0:46:36I've seen the way that they're living.
0:46:36 > 0:46:39Here they come! Shout at them if they come near you.
0:46:39 > 0:46:41- If they come I'm going to scream. - Shout! Shout!
0:46:41 > 0:46:44- What do you think of Mr Wallendahl? - He's a cool teacher.
0:46:46 > 0:46:48Why is that?
0:46:48 > 0:46:52Because he's a child. He's still 22. He's a child.
0:46:52 > 0:46:54I'm really scared to pick it up.
0:46:55 > 0:46:57Well done, Walid.
0:46:59 > 0:47:02He pissed on me. He pissed on me.
0:47:04 > 0:47:06He done a lot of work to get here.
0:47:06 > 0:47:09He was stressed out everything
0:47:09 > 0:47:13and I should repay him by hard work at school.
0:47:13 > 0:47:15We got them in the field.
0:47:15 > 0:47:18I was worried at very many points that we were going to fail.
0:47:18 > 0:47:21- You love farming, don't you? You'd be a good farmer.- Maybe.
0:47:21 > 0:47:26At the farm, Walid and Charles have talked to one of the counsellors.
0:47:26 > 0:47:29One of the children who I've noticed who's...
0:47:29 > 0:47:30my perception of him is he's changed
0:47:30 > 0:47:33and I'd be interested in what you think, is Walid.
0:47:33 > 0:47:36He talked about his relationship with you, Charles,
0:47:36 > 0:47:39and he's pushing to see where your boundaries are.
0:47:39 > 0:47:41The way he behaves makes me just want to kind of
0:47:41 > 0:47:43put him down quite a lot
0:47:43 > 0:47:46and I'm just like, but that's not what he needs.
0:47:46 > 0:47:50In a sense what he's looking for is the paternal influence,
0:47:50 > 0:47:53which is slightly absent at times in the family. It comes and goes.
0:47:59 > 0:48:03Back at Lanfranc, Chloe's results are in for her Year 11 exam.
0:48:03 > 0:48:05Thank you.
0:48:05 > 0:48:09the mark will account for a quarter of their overall GCSE grade.
0:48:09 > 0:48:11Camille G, Kieran E.
0:48:11 > 0:48:13It's not surprising.
0:48:13 > 0:48:15Oh, Ahmet, oh, got an E.
0:48:15 > 0:48:17I must have missed some.
0:48:17 > 0:48:19Dominic got an A!
0:48:21 > 0:48:23Thomas got a C!
0:48:23 > 0:48:25None of you are mine, don't care if you're not mine.
0:48:25 > 0:48:28Bruno didn't turn up so he doesn't get a mark.
0:48:28 > 0:48:30Jen got a C!
0:48:30 > 0:48:32Oh, Nelson got an A!
0:48:33 > 0:48:37Two of mine got an A. I didn't think I had any As in that class.
0:48:37 > 0:48:38I'm so proud.
0:48:40 > 0:48:41I'm so proud, so proud.
0:48:41 > 0:48:44Seeing some of these results, like Dominic's A,
0:48:44 > 0:48:50Oh, I feel happier than when I got my own results at GCSE and A-level.
0:48:50 > 0:48:53I feel more proud of him than I did of myself or anything.
0:48:55 > 0:48:57It's crazy. I can't believe it.
0:48:57 > 0:48:58I want to tell everyone.
0:49:02 > 0:49:04What would you like to get?
0:49:04 > 0:49:07C. C, C plus.
0:49:07 > 0:49:09Like a C to a B.
0:49:09 > 0:49:12I will do OK, but I don't think I will do that well.
0:49:12 > 0:49:13If I can just break even on a C.
0:49:13 > 0:49:15Ah, I'm scared.
0:49:20 > 0:49:21I failed.
0:49:21 > 0:49:22Or did I fail?
0:49:22 > 0:49:25Look at me. Look at my face. You got a C.
0:49:28 > 0:49:30I got a C. Magic!
0:49:30 > 0:49:32Oh, yes!
0:49:32 > 0:49:35You got an E. I'm really gutted for you.
0:49:35 > 0:49:40Jonathan, you got D by one mark. You missed a C.
0:49:44 > 0:49:46- One mark?- One mark, sweetheart.
0:49:46 > 0:49:48One mark!
0:49:48 > 0:49:49Is it a D?
0:49:49 > 0:49:54You're one mark off a C. You're just like Jonathan.
0:49:54 > 0:49:56So imagine if you'd put in the effort,
0:49:56 > 0:49:58even a tiny bit more effort and you would have got a C.
0:49:58 > 0:50:00- You got a B.- Really?
0:50:00 > 0:50:02- Yeah, you got a B. - No. Oh, my God!
0:50:02 > 0:50:03- Look at me.- Yeah.
0:50:03 > 0:50:06- You got an A!- Swear? Swear though?
0:50:06 > 0:50:09You got an A!
0:50:10 > 0:50:12Come here. Just come here.
0:50:15 > 0:50:17You got an A! What?!
0:50:17 > 0:50:19What!
0:50:19 > 0:50:20- Do you want to see it?- No way!
0:50:20 > 0:50:24On paper. Don't tell anyone else, if you see anyone else's.
0:50:25 > 0:50:27Oh, my God!
0:50:28 > 0:50:29Oh my!
0:50:32 > 0:50:34I got A!
0:50:34 > 0:50:35I feel like a proud mum.
0:50:35 > 0:50:37It was just amazing to see their reactions.
0:50:37 > 0:50:42And there's other ones who didn't do so well.
0:50:42 > 0:50:44And like Jonathan who just missed the D,
0:50:44 > 0:50:47who didn't deserve those grades.
0:50:47 > 0:50:50I'm just really, really gutted for them.
0:50:50 > 0:50:53It's really heart-wrenching.
0:50:53 > 0:50:55Does it make it all worth it for the ones that do well?
0:50:55 > 0:50:58Yeah, it does. It's totally worth it.
0:50:58 > 0:51:01It's totally worth it to have seen Dominic's reaction
0:51:01 > 0:51:04and Nelson and Thomas's reactions today and Othera.
0:51:04 > 0:51:06It's just 100%, 100% worth it.
0:51:23 > 0:51:26I hope this week's been really positive for you.
0:51:26 > 0:51:29- Yeah. It actually has. - Why?
0:51:29 > 0:51:31- It just is.- Less stress.
0:51:31 > 0:51:33- You are less stressed.- Yeah.
0:51:33 > 0:51:35What makes you less stressed?
0:51:35 > 0:51:38Schoolwork. Football.
0:51:38 > 0:51:42Doing too much thing at one time.
0:51:42 > 0:51:46- Yeah, I'm much more relaxed out here, much less stressed.- Yeah.
0:51:48 > 0:51:50I think sometimes in a lesson I might just say,
0:51:50 > 0:51:55"Walid, it's time to pull the handbrake as such."
0:51:55 > 0:51:58- You need to have an awareness of yourself.- Yes.
0:51:58 > 0:52:03OK, but how are you going to, like, see yourself doing something
0:52:03 > 0:52:06- and then think, "Actually, I need to stop"?- In my brain, in my head.
0:52:06 > 0:52:08In your head. OK.
0:52:08 > 0:52:11So can you think of something you might do in order to stop yourself.
0:52:11 > 0:52:13Maybe just pinch there
0:52:13 > 0:52:17and then you're like "Oh, I actually want to..."
0:52:17 > 0:52:22just think to yourself and you think "Oh, actually, I want to focus now."
0:52:22 > 0:52:24Because I think often you don't even realise you're doing it.
0:52:24 > 0:52:27It's just the way you are. It's just Walid.
0:52:27 > 0:52:30Often Walid just kind of goes with it and just is having fun
0:52:30 > 0:52:33- and you don't know when to stop. - Yeah.
0:52:33 > 0:52:35And I might use that verbal cue if that's all right with you?
0:52:35 > 0:52:37- It's cool.- Is that all right?
0:52:37 > 0:52:41- Yeah.- And then you know we've had this conversation.
0:52:41 > 0:52:44- Yeah? Sound good?- Yeah.
0:52:44 > 0:52:46Ready? Are you guys ready for this?
0:52:46 > 0:52:49GUITAR PLAYS
0:52:49 > 0:52:51And Mr Wallendahl's starting.
0:52:51 > 0:52:53THEY START TO SING
0:52:53 > 0:52:55# We all have pain
0:52:55 > 0:52:59# We all have sorrow
0:52:59 > 0:53:04# But if we are wise
0:53:04 > 0:53:11# We know that there's always tomorrow
0:53:11 > 0:53:14# Lean on me
0:53:14 > 0:53:17# When you're not strong
0:53:17 > 0:53:20# I'll be your friend
0:53:20 > 0:53:24# I'll help you carry on
0:53:24 > 0:53:29# For it won't be long
0:53:29 > 0:53:32# Till I'm gonna need
0:53:32 > 0:53:36# Somebody to lean on
0:53:37 > 0:53:41MUSIC: "Lean On Me" by Bill Withers
0:53:49 > 0:53:51This week's been really, really good.
0:53:51 > 0:53:55I really enjoyed being here and having to get to know people
0:53:55 > 0:53:57and the teachers.
0:53:57 > 0:54:00It's been different cos I've done so many different things
0:54:00 > 0:54:03that I would never do, like holding lambs,
0:54:03 > 0:54:06taking pigs to the butchers,
0:54:06 > 0:54:08loads of things.
0:54:08 > 0:54:14# We all need somebody to lean on... #
0:54:15 > 0:54:17It's been a fantastic week.
0:54:17 > 0:54:20I think it's really amazing what can be achieved
0:54:20 > 0:54:22in a very short period of time,
0:54:22 > 0:54:24I had to learn a lot, I think,
0:54:24 > 0:54:26about kids, about how to relate
0:54:26 > 0:54:28and I think they've learned a lot as well.
0:54:28 > 0:54:34Another chapter in the philosophy of Charles.
0:54:35 > 0:54:36Come down, come down.
0:54:36 > 0:54:40- Walid.- Your head's in the way. - Walid!
0:54:40 > 0:54:41Come on, come on!
0:54:42 > 0:54:45I'd like to say thank you, Jamie!
0:54:45 > 0:54:47- Thank you, Jamie!- Thank you, Jamie.
0:54:47 > 0:54:54# We all need somebody to lean on
0:54:54 > 0:54:59# I just might have a problem that you'll understand
0:54:59 > 0:55:07# We all need somebody to lean on... #
0:55:08 > 0:55:10Did you answer the last question?
0:55:10 > 0:55:11Well done.
0:55:21 > 0:55:23THEY ALL SHRIEK
0:55:25 > 0:55:27You missed one!
0:55:27 > 0:55:29CHATTER AND LAUGHTER
0:55:39 > 0:55:41Here we go.
0:55:41 > 0:55:42Next time:
0:55:44 > 0:55:46Awkward questions for Nick.
0:55:46 > 0:55:50I can't believe it. Question, "Have you done it?" Have you done it?
0:55:50 > 0:55:53I don't want to go in.
0:55:53 > 0:55:56Claudenia starts to feel the pressure.
0:55:56 > 0:55:58Just have them just laugh in your face, like.
0:55:58 > 0:56:02I'm talking to a group of Year Ten girls - what are they 14, 15?
0:56:02 > 0:56:04And I'm shaking. Like, what the hell?
0:56:04 > 0:56:06And it's crunch time for Caleb.
0:56:06 > 0:56:08Caleb, I need you to sit in the front.
0:56:08 > 0:56:12'He's in competition for my time with...'
0:56:12 > 0:56:15There are 22 other kids in this class and the 400 students I teach.
0:56:17 > 0:56:19'To be perfectly honest,'
0:56:19 > 0:56:21he's not winning the competition.