One Trainees Journey - Secondary Trainee @ The Oxford Hub

Starting teacher training can feel daunting, even for those with prior classroom experience. This case study explores one trainee’s journey from nervous beginnings to growing confidence, showing how reflection, mentorship, and practice can transform anxieties into strengths.

Early Challenges

At the start of training, I felt quite nervous about taking full responsibility for a class. Although I had worked as a maths specialist TA and occasionally covered lessons, I was very aware that being the teacher in charge was different.

My focus was heavily on getting through the lesson plan. I worried about managing behaviour and timing, rather than feeling confident in adapting lessons to pupils’ needs. I often questioned whether I could balance both teaching and classroom dynamics effectively.

Turning Point

As the term progressed, advice and guidance from my mentor became invaluable. Reflecting on my own teaching and observing colleagues gave me opportunities to improve my skills. I began to feel more confident with the school’s behaviour policy and started to see myself as an educator rather than just someone delivering a plan.

I also made myself aware of online resources and began planning lessons using the scheme of work. This gave me a stronger foundation and reduced the anxiety I felt about preparation.

Building Confidence

Over time, I grew confident in planning lessons independently. I now use various online platforms, but I rely less on pre-existing resources and instead reflect on my previous lessons to shape new ones. Tools like the Lynx whiteboard have become central to how I plan and deliver engaging lessons.

Looking Ahead

I have definitely improved since the start of the training program. I am looking forward to observing more lessons from my department, working alongside colleagues, and continuing to develop the knowledge and skills required to become an outstanding teacher.

Key Takeaways

• Mentorship matters: Guidance from experienced colleagues accelerates confidence.
• Reflection builds growth: Looking back at lessons helps refine future planning.
• Resources are stepping stones: Online platforms and schemes of work provide structure, but adapting them makes teaching authentic.
• Confidence grows gradually: With practice, the role of “teacher in charge” becomes natural.