Training to Teach D&T during the COVID-19 Pandemic

Jim Fitzpatrick, ITT Mentor and Head of Technology Faculty, St Hilda’s Church of England High School, Liverpool.

pandemic/panˈdɛmɪk/adjective  1.  (of a disease) prevalent over a whole country or the world

As each term has drawn to a close over the past twelve months, I’ve said to my department, “...there ends the strangest term of our teaching careers.” Each term appears to twist and turn in a manner unique to itself. In twelve months, we’ve seen a seismic shift in how we approach our jobs as D&T Teachers. It’s been the most anxious period of my ten year career; and that’s not because of the usual pressures of the job. We’ve been in the midst of a genuine life or death situation. It’s strange how such statements that would previously have been deemed hyperbolic are now a part of everyday life.

Social distancing has been brutal for practical lessons in Design & Technology. Even in the glorious (!) settings of new build workshops, our working environments are not set up for social distancing or the rigorous hygiene practices that we’ve been subjected to. I am glad to hear of colleagues who have been able to resume practical sessions; glimpses of light at the end of the tunnel are starting to come into view.

With this as a backdrop, I’m in awe of the bravery and drive of student teachers, who have had the courage to set foot into the classroom this year. A year where actually getting the practice into your teaching practice has been one, if not the, main challenges of the year. D&T is fortunate to accept students from a range of backgrounds. It provides a range of different perspectives. That said, it has been nightmarish for them to pick up the skills that they may need to deliver practical sessions. Subject Knowledge Enhancement (SKE) provision has been battered and for students with limited practical experience, it’s certainly not been the easiest of times to train.

So, to cut through the doom and gloom, what can we do to help get student teachers to where they need to be? Here’s some tips here for self-help for student and early career teachers, as well as their mentors. They are the highlights of a post on a bunch of Facebook groups - real advice from people doing the job!

Tips for Mentors:

1. Battling to make time for your student teacher(s) is the eternal battle of the ITT mentor. Plan time in advance and calendar it.

2. Schedule in time for SKE for your tutees. Consider what is essential and factor this into their time on placement.

3. Don't expect your students to come in and be practical experts.

4. Remember your own initial teacher training experience; this cohort need the best of our empathy.

5. No question from a student teacher is a silly question. If you want the best from them, give them the best of yourself.

6. Be mindful of how you like to get feedback when giving it.

Tips for Student Teachers (and for Mentors to tell their Students):

1. Be kind to yourself.

2. Whilst you are in school, make use of the empty workshop outside of lesson times. Befriend technicians and learn from them.

3. Be kind to yourself. Did I say that already? I can't say this enough. Do whatever you can that is good for your mental health.

4. Teaching a creative subject is output heavy; keep things coming in to keep you inspired.

5. No question is a silly question: ask, ask, ask!

6. Make and complete any projects that you can. Know the pitfalls.

7. Get out of the department. See other people teach.

8. Be nice to technicians, cleaners and office/site/learning support staff. They will bail you out when you least expect it.

9. Consider how you take feedback. Your mentor is there to help.

10. Please and thank you are different things in a classroom. Following a polite instruction with a thank you rather than a please reinforces the instruction rather than open to challenge.

Tips for Employing Schools (Now and Next Year):

1. Remember that your early career teachers (ECTs) will need extra support to develop their practical D&T skills beyond their ITE year.

2. Give your staff time to factor in subject knowledge development during staff training.

3. Don’t forget that ECTs need to be health and safety trained too. Induction matters.

Our student teachers are a source of energy and new ideas. They're an opportunity to keep things fresh; we should all do our best as a subject to bring that energy in.