Last Updated on 19/06/2022 by James Barron
Teaching organisations do not work in isolation and receive support from external third parties in numerous ways. A simple way that I work with external stakeholders and partners to support learners is collaborating with local businesses, these relationships have provided projects, equipment loans and work experience placements, benefiting both the teaching establishment and the local businesses. It is likely that there will be a local project that provides our students with advice and guidance regarding drugs and alcohol. This is especially useful when young people are having problems with drugs or alcohol and they also offer one to one sessions that are completely confidential and free. They offer numerous methods for young people to contact them on their terms using methods such as Instagram; however, you are more likely to arrange a visit via phone or email. Another third party that is available to support students are the NHS mental health services, who work with students who are having difficulties with their behavioural wellbeing and emotional health. NHS mental health services focus on the needs of children and young people and include a wide variety of specialists. Your teaching organisation’s welfare team are able to refer students to NHS mental health services or the student can self-refer.
My first experience of teaching was in 2016, when I was asked to
deliver a talk to a group of 16-year-olds on what it was like to start
your own business. I immediately knew I wanted to become more
involved in teaching but I didn’t know where to start as I had not
previously considered a career in education. A few weeks later I
agreed to teach a class of Chinese students from the Shanghai
Technical Institute of Electronics and Information, who had travelled
to the UK to learn English and Software Engineering, after that I was
hooked. Within the next few years, I taught hundreds of students of
many different nationalities, aged from 16 to 60, and from
levels 2 to 6. I focused my time teaching with Bath University and
Bath College for several more years until I felt a change was in order.
For the last few years, I have taught remotely with several private
training organisations, provided dedicated one to one coaching
sessions, provided consultancy on teaching and assessment practices
and written about my experiences as a teacher. I plan to continue
with my current activities for the foreseeable future but I’m always
open to new teaching experiences.
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