“Ding!”  The day often starts with the sound of our shiny bell, at the ‘student entrance’ of Room 2.08, signalling a student would like to speak to their Personal Development Coach.  Unless they have an appointment (or it’s an emergency), I’ll invite them to email their coach to arrange a mutually convenient time for a 1:1.

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A student calls to say they’re going to be off sick.  There’s a magical number that every student needs on their phone:  0191 272 1001.  If you ring that number (not your PDC) when you’re going to be absent, then all Registers will update to notify teachers that you’ve been in touch.   Another student phones to let me know that there’s been a problem at home that means they’re running late. I’ll try and catch up with the student later in the day to check in how things are at home.

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I’ve got some 1:1s lined up first thing.  I appreciate a chance to spend 15 minutes with one of my students.  We reflect on the goals they set themselves last time we met and discuss whether they’ve achieved them and if not, why not?  Were there obstacles they faced that we could look at overcoming?   We’ll develop some new goals, concentrating on what they’d like to have changed or completed or progressed by their next 1:1.  Often, we’ll discuss their current thoughts post-A Levels or check on how their University Application is coming along and whether they need any more support. 

 

Three more 1:1s.  These are a valuable way for us to get to know our students better, so that we can provide coaching, guidance and support that is most beneficial for each student. Students can also talk about anything they have questions or concerns about.  One of my students is struggling with anxiety.  We complete a TARGET Referral Form.  The College TARGET Team will follow this up with an assessment and provide ongoing, appropriate support. 

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I head down for a PD lesson with my first years.  One of them is already waiting outside the room - they don’t seem themselves.  They’ve just started a new job and are struggling to manage their shift work, their College work and their social life.  We book in a 1:1 to meet up tomorrow, to talk about ways to manage their time, opportunities and priorities. 

Today, in the lesson we’re researching possible career paths and links to suitable undergraduate courses and Universities, in preparation for writing Personal Statements next lesson.  Students upload their Personal Development work to their Unifrog Locker so that I can check on progress and follow up any gaps. 

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Back to my desk for attendance monitoring from last week’s reports.  Most students have the College’s expected attendance of 95% or above.  However, there are some that appear to be missing a particular lesson or have absences that weren’t reported.  I’ll contact the students by phone or text.  Absences often require a call to a parent or carer at home.  If there’s an issue behind why a student’s attendance is low, then we want to work with them so they can engage fully and make the most of their time at College. 

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Before I finish for the day, I follow up some emails.  A student’s mum has been in touch: someone in the family is ill and my student is finding it really hard to concentrate – I check the student will be happy for me to notify their teachers, so they are understanding about why the student may be appearing distracted. 

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On my way out of the building I pass one of my student’s hard at work on the first floor.  We have a quick chat about the brilliant result they’ve just received in a Formal Assessment they had last week.  I love our role!  It’s all about the students:  coaching them to make the most of the amazing opportunities they have at this new stage of life, supporting them through some of the challenges that life sometimes brings and celebrating the achievements of each step along the way.   We’re looking forward to sharing the journey with you.