I’d be happy to, if you’re still looking?

Quietly delurking: I really value reading posts on here but am still so new to the trade I rarely feel I have much to add. It’s not shyness, just relative inexperience and (possibly) stage fright!

The #TDF2025 has started and watching it live. Last year we can do this so enjoying it while I can.

Unpopular opinion: marking assessments can bring some of the keenest pleasure for a teacher.

Seeing proof that students have developed resilience alongside procedural fluency has brought the kind of dopamine hit that I associate with parenthood.

#Teaching is the best job.

Liked the non-obvious questions, particularly at the back. Students commented on the sneaky graph transformation question - were pleased they spotted both steps. More like that please!

Thank you - we used this today

Send it through - I think you still have my email from paper 2?

@1stclassmaths.bsky.social Teaching Higher GCSE and will use your paper when you share it so if you need help I have time for you. Have time tonight if you need it done asap too.

Having received mine recently I have been assured by older relatives that my grandmother, who lost hers in similar circumstances, would have been furious I’m having anything to do with them! Still delighted to have it for myself and my kids.

This is a great question - similar for me. We do regular “topic ticket” assessments which do get glued into exercise books, and students do larger blocks of independent practice there. I’m curious though… do you get through many whiteboard pens? Do students reliably provide their own?

That’s fantastic!

Leaving a mess… pencil shavings, scraps of paper etc when leaving classroom

Minorly obsessed with this topic. Currently have 10 (maths) topics on repeat for ~10 lesson starters with an emphasis on the number of questions attempted but students do want that reward of getting things right. How do you build that without shifting the focus to results instead of effort?

Glad to find you here

Also :)

That everything can be learned, with work and self belief

Watching the class I identified at the start of the year as my “tricky” one focusing hard on a Friday final period, now they believe they can and will learn the material.

Oh that’s lovely! Must be using this for non-calc revision for top set Y11 later this year, thank you!

I may be misunderstanding this, however when I did my PhD in the early ‘00s it was normal for PhD students to teach the tutorials, and we were glad of the extra pay on top of our grants. Not Oxford but still a decent uni. Or is it lecturing they’re doing on contract now?