Teach in London

101 Reasons You Need to Live in London after Graduating from College

2013-05-16T14:34:00.002-07:00

Every once in a while, someone on another blog writes a post that we simply have to share with you here. This one is geared towards new graduates on StudentBeans.com & can apply to teachers and non-teachers alike.

Go on over to their blog and read: 101 Reasons You to live in London Once and then come back here & read all about teaching in London from a Canadian perspective.

Teachers should start applying for teaching jobs in London now. We're currently hiring for Sept 2013. Just send your resume & cover letter to apply AT classroomcanada.com. Good luck!

Teaching Jobs in London, England - Updated Daily

2013-05-10T13:21:00.001-07:00

With September just around the corner, we have our busiest season of the year upon us. New and experienced teachers are looking for teaching jobs abroad, and our inbox is inundated with their CVs and cover letters.

One of the first stages to teaching abroad is to examine what kinds of teaching jobs are out there and get to know the keywords and terminology before applying, so that you sound like you've done the research & are prepared for teaching in a new country. Besides reading the award-winning, Guide to Teaching in London: A Survival Guide for Canadians, another great idea is to look at the current job openings in our London schools.

Classroom Ltd is now posting all of the current jobs on facebook, where they know most of the teachers spend heaps of time (myself included, as much as I try to limit my time on facebook, I do find myself getting sucked in much more than I expect!). Just like the page & check out the job feed as often as you like. You will see terms like KS1, KS2, A Levels, Maths (instead of Math), Humanities (English & Geography). Keep reading this blog & the ebook and you'll have a handle on the new terms in no time.

When you're ready to apply for a teaching job in London with us, simply submit your cover letter and resume to apply AT classroomcanada.com. Good luck!

A Day in the Life of a Long-Term Cover Teacher

2013-04-29T16:43:00.000-07:00

A typical London street in spring.

By Dusan Sekulic

The sun’s magnificent rays have just peeked over the horizon. Clouds hang scattered across the sky, intercepting the bright light intermittently. Rain will surely fall by noon. However, spring has arrived and the weather is heating up. Morning has come in London, the streets are growing louder and another exciting day of teaching beckons me.

I usually arrive at school sometime before 8:30. Many teachers choose to come to school much earlier in the mornings in order to complete any last minute marking or tweak a lesson plan here or there. I prefer to do as much as I can the previous night, enabling me to have a more relaxing commute the next morning. It really depends on a teacher’s preference, if anything. Upon arriving at the school, I usually have some time to print out any necessary handouts for the day or just check my school e-mail account. At times it can be flooded in the mornings with new messages and awaiting reports that need looking at. However, that’s all part of running the high school ship. All in all, mornings can be hectic if you’re not prepared. Knowing exactly what you will be doing in all your lessons the previous night, or days before, is essential.

Briefing always follows right before the first bell. During a briefing session, teachers and staff are usually gathered in the staff room to listen to any significant announcements for the day. All teachers go to their home form rooms soon after the bell has rang. Your home form for the entire school year could be a Year 7 class, maybe even Year 10, it really does vary. The home form period can be anywhere from 10 minutes up to 20. Here I take the register for my boisterous group of Year 8s, as well as give them any important messages that their particular year group has to know about for that day.

Keep in mind, some days you could have free periods. Take the time during those periods to do some planning, finish up some marking, or anything else that will set up your day better. Remember though, you can always be assigned cover work on those days, in which case you will have to cover someone else’s lesson because they are away for whatever reason. The best advice I can give about those occurrences is to simply get used to it. I cover from 2 to 3 lessons every week and many other teachers do the same.

On this particular day, I am teaching double English to my lively Year 8 students. Ironically enough, they are usually quite focused in the mornings. Shakespeare’s Julius Caesar is the topic for today’s lesson as we are learning about the context and background of Caesar’s Rome at the time before his assassination. Eyes follow the PowerPoint presentation keenly, and questions abound of Caesar’s many exploits, his ruthlessness and why he was murdered. We will begin the play soon enough and it’s always nice to explore drama and literature, among other things, during these spring days before exams suddenly creep up on them.

Don't forget to eat a snack. You need the energy to teach!

During breaks – in this case between first and second period – it’s always best to have a quick, filling snack that picks up your energy. A banana or apple will suffice. In all honesty, though, it is so vital to get a good night’s sleep. There is no time for fatigue when 30+ students are hanging on your every word and waiting to be shown something interesting or given instructions on what to do during a lesson – although dosing off can be common for some of them in the mornings!

Lunch is also very important. Packing your own lunch is advisable because you never know where you will be working. I believe most schools have a cafeteria where you can buy food, but many of them revolve around a card system where you have to upload money – much like an Oyster card for the transport system in London. Also, you might be in a school that is really settled into a suburban neighbourhood, a fair distance away from a convenient store or supermarket. Preparing your own food beforehand ensures that you have your lunch ready to go as soon as the bell strikes for lunch. Key point: Eat some food; you will need it in the afternoon!

The rest of the day runs just as briskly as the morning. Teaching a group of Year 11s the play, An Inspector Calls, can get dull at times, but it is our job to make it stimulating, educational, and also to convey the importance of preparing for exams properly. At the end of the day, students need to achieve good grades to get to where they want to be. A balance of seriousness and good humour is always necessary. Good motivation is vital too. Today’s class is reasonably focused and questions about revision keep sprouting up. I want my students to excel at their exams and answering a vast array of queries, while giving them a chance to work on practice questions and answers is the least I can do.

The one tidbit that new teachers coming to London and finding a long-term placement this late in the school year need to keep in mind is that you will be exploring texts, plays and material that you have never read before. Ever. You need to be flexible. There can be a situation in one of your long-term placements where you will be working from Easter until the end of the school year. In this case, you could be preparing GCSE students (Year 10-11) for their final exams, looking at material that they learned last autumn and are quite familiar with. It seems comical, but you have to prepare yourself first by reading all the works in detail, AND THEN plan how you will teach them to revise it. Our experience reading rapidly and digesting information quickly and in a short amount of time gives us one solid advantage at least. Colleagues and working as a team in your department helps greatly here as well, but that is a topic for another time.

As my day comes to a hectic flourish, I can think of several things that embody a typical long-term school day: It’s incredibly fulfilling, filled with good educational discussions, firm classroom discipline at times, and good cheer and laughter. Once you get used to a school and all the students get to know you, you never feel any dread going to work, or wariness surrounding you. Days go by swiftly and you enjoy the routine. However, it never really feels that way. Variety and diverse situations arise every day. It keeps you on your toes and your energy high.

Leaving school for the day, I can see the sun still firmly placed in the sky, birds singing happily along a line of trees and shrubs. It is a spectacularly pleasant sight. I can only imagine how nice it will be this summer term, and the positive energy that will come with a bright summer afternoon awaiting you after a long day in the classroom.

To join Dusan in teaching in London, whether you teach primary, secondary or SEN, simply submit your resume & cover letter to apply AT classroomcanada.com.

Teaching Jobs in London, England for Canadian Teachers

2013-04-26T15:25:00.000-07:00

Primary/Secondary/SEN Teachers are encouraged to apply for teaching positions in London, England that start in September and October 2013. We will be conducting interviews across Canada via skype, phone & in person. Apply as soon as possible so you ensure that we have time to review your resume and offer you an interview time if possible.

The majority of Classroom Canada's teaching jobs are in Central London and our accommodations are located right downtown so your travel time to schools will be reduced. All teachers must have a B.Ed or M.Ed and be eligible for either a visa to teach in the UK or have an EU passport that allows them to work in the UK. You can see more about the visa requirements here: http://www.classroomcanada.com/html/VisaWorkPermit.htm

Applicants are strongly encouraged to do their research on our blog, and in particular to read more about our teachers experiences in London. The blog is jam-packed with essential information about teaching in London from a Canadian perspective & will really help applicants to know whether London is the right fit for them.

Teaching Jobs include:

- Supply Teaching (aka Day to Day Teaching, TOC, Daily Supply, Substitute Teaching),

- Long term positions of a term or more

- Permanent positions.

- Primary, Secondary & SEN Teaching Positions.

If selected for an interview, we will discuss all of your options with you so you are well informed and comfortable with the decision to teach in London.

Successful Classroom Canada Teachers are:

Passionate about teaching & travelling the world at the same time.
Flexible & easy-going. They "go with the flow."
Well researched & prepared for teaching in London (with our help).
Well-rounded individuals with interests outside of teaching (Some of our teachers swing dance, some run Tough Mudder Races, some are avid readers & bloggers, some body build & do cross fit, but all have something that keeps them learning for life).
Able to see the humour in every day life.

If this sounds like you, please apply right away. Send your resume & cover letter to apply AT classroomcanada.com.

A Few Quotes From our Teachers
"I have been very happy with Classroom. I started working my first week in London. I have about four schools that I go to regularly and am usually working five days a week and this is just as daily supply. Classroom is a great agency that is very approachable and personable and truly has my best interest at heart." Laura McDougall, Canadian teacher currently working in London.

"I stayed with Classroom because they truly do try their best to get you the jobs that you want. I haven’t had any trouble at all getting full time work, andhave been given jobs that they know I prefer. I really enjoyed one school in particular, and after letting them know, I am always getting calls for work at that same school. They also often call me just to see how my days are, and to make sure I’m still happy!" Katie Koskinen, Canadian teacher currently working in London.

"Victoria was always checking up on me, making sure I was on the right track and feeling good about my move to London. I've been very happy with the staff in the London office as well, they've been extremely helpful in finding me work and being 100% supportive!" Jeff Saunders, Canadian teacher currently working in London.

"Just do it! I was so nervous about the move, the change, the unknown...but honestly, it has been the best decision I have made. It is a big change teaching over here, but take it one day at a time and with a grain of salt when you have those crazy days because it does get easier. I promise!" Shannon Griffin, Canadian teacher currently working in London.

Read more from our Canadian teachers. Apply right away by sending your resume & cover letter to apply AT classroomcanada.com.

Interview with a Canadian Teacher in London: Coffee Time with Katie

2013-04-25T09:23:00.002-07:00

We like to ask our Canadian teachers what it's really like to teach in London so the new applicants can be fully prepared. Read on.

Name: Katie Koskinen

University: University of Alberta

Subjects: Primary Education

Ages You Teach: Primary

How long have you been teaching in London?

Exactly 3 months.

What do you teach?

I teach both key stage 1 and key stage 2 (K-6) in mainstream schools.

Why did you chose to work with Classroom Canada?

I liked the fact that they were based in Canada and I wouldn’t have to deal with any significant time differences if I needed to get in contact with them. Also I found their website/blog super helpful in answering any questions or just giving me a good idea about what it’s like to make the move to London. They also seemed the most genuinely interested in making sure my transition went as smoothly as possible.

What was the biggest adjustment for you to make in your teaching in London compared to Canada?

I know most people say classroom management, but I found that so far it hasn’t been much different than Canada.. kids are kids anywhere you go. For me it was probably getting used to the lesson structures and day plans of every school. In Canada, I found that I had much more freedom to change the plans of the day as I saw fit. Here, in every school I’ve been to, you start with literacy and then go into maths pretty much every morning. And they also have different “sets”, so you’ll have a different group of students for literacy as you will for maths.

Describe a typical London day in 3-4 sentences.

Wake up around 6:30 and get ready to leave by 7:15. I almost always get prebooked through Classroom (usually at the same school), so I know where I’ll be going. I usually get home around 4:30, head to the gym, then back home to make dinner or grab take away with another classroom teacher. Then I pack a lunch, get myself ready for the next day, and tuck myself into bed with some good old British reality TV. Weekends are a different story..

What is the one piece of advice you can offer a Canadian teacher considering the move to London?

Just do it! Be confident in the teacher you are, and don’t over think it. If I can do it, you can do it.

Describe the funniest thing that’s happened to you in your year so far:

I had to administer a spelling test to a year 5 class. Sounds easy but strange spelling words like “cuckoo” mixed with my Canadian accent made one student actually offer to repeat the words to the class, claiming that he “understood Canadian”. During another spelling test in a year 1 class, I said the word “author” and the students as well as the TAs in the class thought I was saying “Arthur”, as if I was using a British accent!

Describe the worst thing:

Probably losing control of a class. It only happened once in a challenging year 4 class. I don’t know if there is anything more frustrating!

What made you stay with Classroom Canada, rather than any other agency?

I stayed with Classroom because they truly do try their best to get you the jobs that you want. I haven’t had any trouble at all getting full time work, and have been given jobs that they know I prefer. I really enjoyed one school in particular, and after letting them know, I am always getting calls for work at that same school. They also often call me just to see how my days are, and to make sure I’m still happy!

What qualities do you have that make your stay more enjoyable?

It’s important just to be able to go with the flow when teaching in London. I have a pretty laid back personality, and am able to take everything as it comes. Lots of times as a supply teacher, no matter how early you show up to the school, you will get your lesson plans 5 minutes before the kids show up. I don’t over think it and find that a lot of the times I have to just wing it!

To join Katie in teaching in London, just send your resume & cover letter to apply AT classroomcanada.com. You can read more Coffee Time Interviews here.

Coffee Time with Classroom Canada: Interview with a Canadian Teacher in London

2013-04-22T12:39:00.000-07:00

It's time for another interview with one of our Canadian teachers in London.

Laura McDougall, Canadian Teacher in London, England

Name: Laura McDougall

University: Nipissing University

Subjects: Primary, Junior, Intermediate Geography, Special Education and English as a Second Language

Ages You Teach: Nursery to Year 6

1. How long have you been teaching in London?

I have been teaching in London since October 2012.

2. What do you teach?

I supply teach in Key Stage 1 and 2 (Nursery to Year 6)

3. Why did you choose to work with Classroom Canada?

It is overwhelming trying to find the right agency to come teach in London with. Fortunately, I knew someone who had come over with Classroom Canada two years earlier, who I was able to talk to. Their experience with Classroom Canada was very positive so I gave the agency a call. Victoria, the Canadian recruiter was great about promptly addressing all my questions and concerns and providing an abundance of information about anything and everything London. That sealed the deal!

4. What was the biggest adjustment for you to make in your teaching in London compared to Canada?

Coming from a rural town in Canada, it was easy for me to relate to my students and connect with them. We all came from the same town, went to the same grocery store and I usually knew their parents. However, teaching in a different class everyday in inner city London has been my biggest adjustment. Not only am I in a new class most days, but in my classes I have different nationalities, ethnicities, first languages, and religions making it harder to connect and relate with all my students. However, the students love coming up to ask me about Canada and I take that time to ask them about themselves. In these short six months I have been here, I have been able to learn so much from the students about their religions, languages and ethnicities that is has definitely enriched not only my teaching but my appreciation of the diversity of my schools.

5. Describe a typical London day in 3-4 sentences.

I have decided to stay as daily supply but am usually pre-booked for the entire week at one or two schools. In the mornings I leave around 7:30am, stroll down Tottenham Court Road, with the London Eye in the background, to the tube station and get to any of my schools within 45 minutes. Once at the school, I look at the lessons on the flipcharts (ie. Smartboard slides) and prepare for the day. Then I have a great day with fun children, who love telling me all the facts they know about Canada and asking me what “garbage” is. At the end of the day, I mark up their work and head home.

6. What is the one piece of advice you can offer a Canadian teacher considering the move to London?

My advice to teachers thinking about coming over to teach in London is: DO IT! It is very scary when you first start thinking about moving across the pond and leaving your family and friends. And then there is lots of paper work and forms to get through before you even make the move. Once over you are in a very busy, very big, different city, it can feel very overwhelming! But it is definitely worth it. I have gained so much valuable teaching experience these last six months. As well, living in central London I get to experience everything this world class city has to offer and I do my shopping on Oxford Street – no big deal!

The Great London Snow Storm of 2013

7. Describe the funniest thing that’s happened to you in your year so far:

Just like other teacher’s posts, most of the funniest moments, to the students at least, are usually because I get lost in translation and say a silly word like “pants” or something Justin Bieber related. However, the funniest thing that has happened to me is when I was called in to a school during a “snowstorm.” I was told that many teachers couldn't make it to school because of the snow and some had even gone into the ditch. When I arrived in the town, there was a sprinkle of snow on the ground; I could still see the grass. I honestly thought they were joking a bit with me, until they closed school early. Before the students left I had one come up to me and ask if this was like Canada. I had to laugh, if only they knew!

8. Describe the worst thing:

I was covering a teacher’s PPA (Preparation, Planning & Assessment Time) in a new school one day and going through the day’s plan with her when she informed me that: “I will come back and teach Phonics, I don’t trust you teaching it.” I was really surprised when she said it and it made me feel like I was a bad teacher. However she had never seen me teach and didn’t know me so I didn’t take it personally but it was the one and only time in my London teaching career that I felt inept. Having said that, my London colleagues have been so supportive in welcoming me into their system.

9. What made you stay with Classroom Canada, rather than any other agency?

I have been very happy with Classroom. I started working my first week in London. I have about four schools that I go to regularly and am usually working five days a week and this is just as daily supply. Classroom is a great agency that is very approachable and personable and truly has my best interest at heart.

10. What qualities do you have that make your stay more enjoyable?

There are a lot of qualities that have helped make my move to London enjoyable. However, the main one that has helped me thrive in London is being able to see each experience as a learning experience regardless of the situation. This mindset has allowed me not only to enjoy what London has to offer, but also helped me be able to deal and stay calm with the unexpected like last minute call-ins, tube delays, or different classroom assignments then expected.

To apply to teach in London with Classroom Canada, simply send in your resume & cover letter to apply AT classroomcanada.com. We are busy interviewing teachers for jobs that start in September and October 2013.

A Canadian Music Teacher in London Tells What It's Really Like to Supply Teach

2013-04-04T11:47:00.000-07:00

It's Easter Break in London right now, which means teachers are travelling all over Europe and enjoying a solid 2 weeks off. Some are sailing around Greece, others are backpacking through Paris, Barcelona and Prague. Wherever they are, you can be sure that they are enjoying some sunshine after a pretty miserable spring so far in London.

So we're taking this time off to ask our newer teachers what it's really like to teach in London through our ever-popular Coffee Time Series.

Jeff Saunders, Canadian Music Teacher in the UK

Name: Jeff Saunders

University: Vancouver Island University

Subjects: Music and Social Studies

Ages You Teach: Primary and Secondary

How long have you been teaching in London?

It's been about 7 weeks now.

What do you teach?

Back home I taught instrumental music and social studies. However, at this moment those are probably the only two subjects I haven't taught since arriving here!

Why did you choose to work with Classroom Canada?

With the end of my teacher training being a month away I remembered a friend of mine was teaching in London, and that she had applied with Classroom Canada. After Skyping with her I felt that it couldn't hurt to apply!

What was the biggest adjustment for you to make in your teaching in London compared to Canada?

It's just a very different style of teaching in a number of ways. For example, I've had to really work on my classroom management and become more authoritative in my approach.

Describe a typical London day in 3-4 sentences.

I get myself ready for the day before the 7am phone call (if I don't already know where I'm going). Google Map my way to the school (thank goodness for smart phones!). Have a whirlwind day of teaching different ages and subjects. Go home and relax by playing guitar or watching some football!

What is the one piece of advice you can offer a Canadian teacher considering the move to London?

It's a huge move, but you've got to just do it. The whole process of moving to London took less than a month and a half for me, and I feel it was the best way to do it.

Describe the funniest thing that’s happened to you in your year so far:

There's a girls' catholic school I've worked at a few times, and every class I've had, after telling them I'm Canadian, asks me if I was friends with Justin Bieber back in Canada! I always have to show them how big Canada actually is on a map...

Describe the worst thing:

The first day of teaching for me was a last minute call, so it would have been right before classes were starting. I was sent to a school out in Hounslow, which takes around 45 minutes on a good day. After getting lost in Waterloo station and jumping the train to Isleworth I had to run to the school about a half mile away. I showed up drenched in sweat, disorientated and late. Talk about starting off on the right foot!

What made you stay with Classroom Canada, rather than any other agency?

Victoria was always checking up on me, making sure I was on the right track and feeling good about my move to London. I've been very happy with the staff in the London office as well, they've been extremely helpful in finding me work and being 100% supportive!

What qualities do you have that make your stay more enjoyable?

A big reason why I moved here was the potential for travel. I've visited family in Liverpool since arriving, and have trips to Scotland and mainland Europe already planned for the spring and summer breaks. Plus, I've been to a few big name concerts so far, with plenty more planned in the future. There are plenty of opportunities here in London!

To join Jeff in teaching in London, simply submit your resume and cover letter to apply AT classroomcanada.com. We are currently interviewing teachers for teaching jobs that start in September and October 2013.

Interview With a Canadian Teacher in London: Coffee Time with Shannon

2013-03-26T09:10:00.000-07:00

Time for another Coffee Time Interview, where we ask a Canadian teacher in London all the questions that you wanted answered. This time it's with Shannon Griffin, a BC teacher who worked in the government for 8 years after graduating teacher's college and then decided to follow her first love - teaching.

Name: Shannon Griffin

University: University of Victoria
Subjects: Elementary
Ages You Teach: Mostly Key Stage One (K-3)

How long have you been teaching in London?

6 months already

What do you teach?

I teach primary and mostly stick to Key Stage One classes.

Why did you chose to work with Classroom Canada?

A friend from university had worked for Classroom Canada a few years back and had really good experiences with them. I also liked the fact that they are a smaller agency, thus a more personal connection.

What was the biggest adjustment for you to make in your teaching in London compared to Canada?

Really, it's the same that most others say and that is classroom management. The classroom dynamics and children are very different compared to Canada so that was definitely a big adjustment.

Describe a typical London day in 3-4 sentences.

Well, I am lucky enough to work regularly for a school 3 days a week doing PPAcoverage and am extra lucky that the school is about a 20 minute (brisk) walk from my flat. I am guaranteed three days a week there and manage to usually pick up at least another day at the same school so I don't have to get up at the crack of dawn to call in for work or brave the morning crush on the tubes. I get up at a decent hour, have my breakfast, grab my things and head out the door for my walk. On days when I am not working, I try to get out and explore all the amazing sites London has to offer (although it has been bitterly cold here all winter which makes it a challenge to want to leave your warm flat to go exploring). Fingers crossed spring will arrive one of these days. London is an amazing city and tons of fun.

What is the one piece of advice you can offer a Canadian teacher considering the move to London?

Just do it! I was so nervous about the move, the change, the unknown...but honestly, it has been the best decision I have made. It is a big change teaching over here, but take it one day at a time and with a grain of salt when you have those crazy days because it does get easier. I promise!

Describe the funniest thing that’s happened to you in your year so far:

The differences in the language have resulted in some "amusing" moments for sure. Of course pants here mean underwear and I am still catching myself saying things like "what's on your pants?" to a 6 year old. They think it's hilarious. They also say rubbers instead of erasers so I have found it quite funny to have a class of 26 little kids saying "Miss, I need a rubber."

Describe the worst thing:

There was one particular day where I was in a more challenging school in a year four class (which isn't my comfort zone anyway) and the kids were totally wild and uncontrollable (no exaggeration). I remember at one point, just stepping back and looking around at the mayhem thinking "Well, I give up today. I don't think I want to do this anymore." That was probably my toughest day yet, but I am glad I didn't quit and stuck with it, because my days now are tons of fun and I have lots of laughs. The kids really are pretty sweet. I actually got the most adorable card from one of my little year one girls I regularly teach that is the cutest and sweetest thing I have ever received. She made it the night before she knew I was going to be in her classroom and honestly, it's things like that, that make it all worthwhile.

What made you stay with Classroom Canada, rather than any other agency?

Krystian and Tee and the rest of the primary team have worked so hard at securing me this permanent PPA position which is awesome and are always able to get me work on the days I am not scheduled at my regular school. They are there to answer any questions and have been so incredibly helpful. I haven't felt the need to go to another agency.

What qualities do you have that make your stay more enjoyable?

I try very hard not to get myself stressed out in difficult situations which has helped tremendously. I also think you have to be very flexible and adaptable as supply work is ever changing and you have to just go with the flow so to speak :)

To apply for a teaching job in London with Classroom Canada, simply submit your resume & cover letter to apply AT classroomcanada.com.

Long Term Cover Teaching in London: A Unique, Rewarding Experience for Canadian Teachers - Part II

2013-03-18T14:21:00.002-07:00

This is the 2nd part in Dusan Sekulic's series on long term teaching in London from a Canadian perspective. Read Part 1 here.

By Dusan Sekulic

We all know the many different reasons why Canadianeducators come to London to teach. Among them is the desire to earn some invaluable experience teaching in challenging, rewarding schools while having the wonders of Europe close at hand. Others see at as an opportunity to change their surroundings, to explore a new country – not unlike their own – but nevertheless offering a different perspective and way of life. And there are, of course, many others who truly look to London as a place to grow their careers, to blossom under a cloudy sky and establish themselves in a profession they have spent many years preparing for. As a long-term cover teacher, this goal can surely be achieved.

In Part I of this series, I spent some time writing about the exciting prospects of being a long-term cover teacher. Behind it are several reasons. One, the opportunity for consistency in the morning routine, as well as the obvious advantages of being able to go to the same school on a daily basis for a long period of time. Unexpected issues and concerns rarely disturb my morning preparations as I calmly have my cereal and prepare for work daily. Your mind is at ease during the walk to the local tube station, the pre-planned route becoming embedded in your mind within a few short weeks. You arrive at your school, comfortable and relaxed.

Which brings me to the second advantage of being a long-term cover teacher: A school’s policies, procedures, curriculum and general layout of the classrooms become second nature to you. Gone will be the days when you had to cover teach on a daily basis, entering a new school every day where confusion reigned when it came to the overall setup of each individual school. Day to day cover teaching is exceptional and vital when you first arrive in London to teach. You get to discover the UK education system immediately, see the classroom management challenges first hand and start to advertise yourself to a variety of schools that may be looking to hire you long term. When you do eventually get to a longer placement, once thing becomes very blatantly clear during your first day:

Long-term cover teaching is a completely different biscuit.

When I first started my long-term cover position, the first three weeks were incredibly challenging. There were so many teachers to meet – in my department as well as others, and general staff members. There were also the difficulties of coming to grasp with the material you needed to teach the students – sometimes having to learn several poems or a novel within days because they had already started a particular unit. Deadlines being thrown at you, reports demanded. It can be quite overwhelming and certainly frustrating. However, the days go by and you survive. Taking each day at a time is essential when you are starting a long-term cover position. Once you actually settle down into your role, understand all the intricacies of the school and at least some semblance of the curriculum you will be teaching, things become easier.

The first few weeks can be difficult and many teachers do feel the stress and pressure of a long-term position that comes with a significant increase of responsibilities. However, you need to come to terms with it and make the appropriate adjustments – whether it is in your lesson planning, efficiency at home while marking or general delivery of lessons during school hours. It can happen over a period of time or in a single moment one day as you are preparing for your afternoon lessons: Things click and start to gel.

You emerge from a cocoon of chaos and paperwork into a kind of focused zone. You get on top of your marking duties, you start to lesson plan for the entire following week. You begin to enjoy teaching and to remember all the reasons you wanted to enter this profession. Colleagues become friends, helping you along the way, making sure you find it comfortable in your new surroundings. I have found teachers in the UK incredibly helpful, caring and diligent when it comes to assisting you with any issues you need: Locations of those hidden classrooms, student registers, pointing out which pupils to look out for, etc. The list goes on.

The third, and I believe most important, advantage to being a long-term cover teacher is that you get to educate, observe and guide your students as they develop academically and personally over a span of several months. Watching students enjoy one of your lessons and produce work that is so inspiring to see is such a joy for me as a teacher. I enjoy the process of seeing my students understand the content, concepts and themes of novels and plays we are studying together. Or reading a student’s carefully planned short story on a cool Sunday afternoon in the winter when you know they spent the last two weeks writing and editing it, spelling and grammar mistakes few and far between. You build a rapport with your students and you become a part of a family of sorts at a single school where everyone looks out for each other and want to see success at different levels.

There are several other advantages to becoming a long-term cover teacher, including the actual experience, job security, chances for professional development and involvement in extra-curricular activities – all things I have mentioned in the past. Still, long-term placements are certainly not for everyone. It takes a lot of hard work, patience and focus. Also, many schools do have difficult students that make learning and teaching difficult. Just remember, they too are in the same fold and you should never give up on them.

Nevertheless, the advantages and rewards of being a long-term cover teacher are too numerous to list.

Be strong, be resilient. Be ready for new things and the changes that come along with them. Most of all, gather all those experiences, soak them up within you and learn with each day. We can always become better teachers.

In Part III, I promise: “A day in the life of a long-term cover teacher”…

To apply for a teaching job in London with Classroom Canada, whether long term or day to day supply, simply submit your resume & cover letter to apply AT classroomcanada.com. One of us will reply to you as soon as we are able. It's the busy season here, so please be patient with us. Thanks & good luck!

Long-term Cover Teaching: A Unique, Rewarding Experience for Canadian Teachers in London - Part 1

2013-03-11T11:31:00.000-07:00

By Dusan Sekulic

You have just arrived in London after months of planning, preparation and effort. You are seeking a new adventure, something different from the lifestyle and routine you had back home. First and foremost, however, you are hungry for an opportunity to be a teacher. To be given a chance to do what you feel is the best career for you. You know it will be hard, tricky at the very least. Still, you revel in the challenge; you are excited and you look forward to this new journey in your life. Having arrived, you immerse yourself in a rich culture and style of life in old, majestic London. Routines emerge, comfort levels are reached, and you discover new and interesting things about yourself and who you are. Life is good.

Day to day cover teaching is usually the avenue of choice for most new teachers. It offers the prospect of learning about the Britishschool system a little better, standard routines you must follow and the overall feel of inner city schools. You discover the true art of classroom management, you gain some invaluable experience and the months slowly go by. It is a great way to start, and some choose to stay in this comfortable position of daily morning calls, working in a variety of unique, interesting schools. Responsibilities are at a minimum and you can go home to your swanky flat at the end of each day, knowing the evenings are yours, and the weekends even more so.

After a half term or so, some teachers here begin to grow weary of the set routine. Waking up in the morning, not knowing whether you will be working or not, eventually becomes tiresome – mentally. If there is a single doubt in your mind about you working on a particular day, that doubt has an effect on you like no other. Your guard goes down and you relax as the minutes go by, waiting for that phone call. When you do eventually get that call – which could be anywhere between 7:05 and past 8 am – it is like you have to reset your mind all over again for the day ahead. You might have already put on your sleeping attire again for an early morning nap, guessing it was too late to get a call at the time. That is not to say you are lazy, unmotivated or anything of the sort. Never think that. It is natural for us to feel that way. Your mind will play tricks on you and the routine of no guarantees and inconsistency of cover work can be unhealthy and stressful. Hence the unappealing nature of day to day cover work for some. You just never know when you will be teaching. Many are comfortable with this. Yet, there are plenty of teachers who seek a different kind of challenge.

We have all heard about or seen the classic image of a teacher with their very own classroom, students’ work on display all over the room, and their personal touches evident throughout – family pictures or banners of their favourite football or baseball teams. Maybe even movie posters and meaningful quotes on the wall behind their cluttered desk, a fresh apple placed casually in the corner. Every student knows this classic teacher, saying hi to them in the hallway, stopping him or her for a chat about their homework last night or whether their projects are due that afternoon. A never ceasing wave of “Good morning Sir!” and “Can I show you my book in class Miss?” It’s quite lovely.

This idyllic image of a school teacher’s life is not far from the truth. Not at all. If anything, it is quite common. How it is achieved is quite another thing. When living the life of a cover teacher, you simply do not have the opportunity to develop solid working relationships with the staff, or really get to know your students well and watch them progress in their education throughout the school year. You do not have the luxury of having your own classroom or time to decorate it your way. You cannot truly get involved in the school’s extra-curricular activities and really immerse yourself in the positive ethos and culture of the school and community. This is something that can only be achieved by becoming a long-term cover teacher and, eventually, a fully contracted teacher, working at a single school on a permanent basis.

It is a tremendously exciting prospect, so unique and rewarding in many different ways. All those months, days and hours toiling away during Teacher’s College, making lesson plans and enduring one practicum after another. Your hard work and effort finally comes to fruition when you become a long-term teacher at one school. The interesting lesson plans you remember designing all those months ago can once again be used. The creativity you once harnessed in your planning, the memorisation of students’ names, developing a rapport with your very own classes now suddenly becomes a reality.

Nevertheless, with this opportunity comes the responsibility that you take up as a long-term teacher. Your work doubles at the very least, your free evenings dwindle away and demanding deadlines suddenly arise. Days become more hectic, stress elevates, but one thing is certain: There is no aspect of teaching that is more fulfilling, more satisfactory than working at a single school full-time and long term. It is in choosing this role that you can truly come to fruition as a teacher and as a person, growing beyond your wildest expectations.

Like most things, it is up to you to decide.

Next, Part II: A day in the life of a long-term cover teacher…

To apply to teach in London, whether as a daily supply teacher or a long term teacher, simply submit your resume & cover letter to apply AT classroomcanada.com.

Teaching Abroad & Extra-Curricular Activities: Get Involved!

2013-03-06T13:19:00.000-08:00

Extra-curricular activities: Immerse yourself

by Dusan Sekulic

Finding yourself knee deep in marking essay papers, exercise books and general school work is something quite common in the heart of London’s educational institutions. It’s part of the “deal” when it comes to responsibilities and a teacher’s solemn duty. Albeit time consuming and tedious at times, it naturally helps a great deal in assisting you with keeping track of student performance and progress throughout the school year. You sigh at the end of the day as you trudge home with bags filled with papers upon papers, your trusty red pen – in your pocket – anxious to comment, correct and criticise. Amid all this hectic progression and time-consumption, I find myself often asking: Why not enjoy yourself at school sometimes?

Oh, there are so many opportunities, too numerous to mention in a single article. However, I can only do my best to direct you to some of the more obvious activities an often over-burdened teacher can get involved with. First and foremost, however, you must always make the effort to find out exactly what kind of extra-curricular activities exist in your school.

Sports fan? Coach!

Naturally, first there are the ever-present student related activities. These offer up a more supervisory role, but still, this can be relaxing, stimulating and exciting on so many levels. For example, coaching one of the numerous sports teams that your school has to offer is something that can be very rewarding on a personal and professional level. Not only are you helping young student athletes develop their particular talents and skills, but you are giving them an opportunity to enjoy playing the sports they love and at a competitive level. Sometimes there are not enough coaches to run an individual sports team, and the students suffer as a result. Why not jump in and volunteer your experiences and knowledge? One other gain is that you get to live your dream of being a top class “manager” with your very own team, coaches, lineups and opportunities to lead your school to championship glory every year! You will deny this, of course, but within every teacher who is a sports fan there is a little Arsene Wenger or Jose Mourinho waiting to emerge at the slightest whim. At the end of the day, it is all in good fun. So, why not?

Besides the fun challenge of coaching a school football or basketball team, there are also the student related activities that revolve more around intellect and strategy. These can range from debate and science gatherings to chess and war game clubs. Yes, they do exist! And if they don’t, why not suggest it at the next departmental meeting?

“That’s all good and well but who will supervise this club of yours and stay after school with the students?” Why, you of course! You can help inspire a new generation of students to appreciate some of the more fascinating and interesting aspects of education – expanding their minds and helping them grow academically and personally. Best of all, they will come to these extra-curricular activities of their own free will because they want to be there participating. Again, I say why not?

Scared of a little school trip? Don't be!

School trips also offer up a plethora of opportunities for you to participate and help out. Media Studies can’t find a third teacher to accompany the Year 12 film students to their Hollywood/Universal Studios school trip to Los Angeles in February, you say? I have just the person. One of the senior teachers just pulled out of the annual ski trip to Austria because of a sudden family gathering during half-term break? May I suggest a solution, if you please?

Last but not least, I give you the teacher-related extra-curricular activities. These I savour the most. They are teacher organised and only the staff can participate. That is correct; you get to compete against your dear colleagues in a friendly gathering of good, old-fashioned fun. Whether it is five aside football (soccer) or badminton, the obvious benefit is that you get to have some form of exercise after school on a weekly basis. Improving inter-teacher relations, and having fun while doing it, is quite the bonus as well. Get your trainers and gear ready!

I inevitably come to the final point of my post: Why? Why should we spend more time at school, come home ever so late to make dinner and complete my marking? Why give more of my free time to students who at times don’t seem grateful about anything? Because we can. I believe we have a responsibility to reach out to students and offer them opportunities to further their abilities, to learn something new and to express themselves. Teaching and helping develop and mature young minds does not stop and start at the sound of the school bell.

Regrettably, I have found that a lot of teachers just simply cannot be bothered to make the leap. Some have families; others extra-curricular activities and private lives outside of school. And that’s fine. But for those teachers out there – particularly the new ones starting out – who want to get more involved with the spirit of the schools they teach in, go for it. There are so many wonderful opportunities to immerse oneself in individual schools, create bonds with teachers and students alike and, quite frankly, enjoy yourself for once. And don’t think of it solely as career progression or “looking good on a CV”. As I have said many times, teaching is not a “job”. It goes beyond that. There is a certain ethos, sense of community within a school, especially after you have been there for many years. I remember seeing it in high school as a student and I see it today as a teacher. Make the most of it.

Now if you’ll excuse me, one of my Year 8 students casually made a remark about wanting to “beat me” in a friendly match of table tennis in the school courtyard after school.

Such a challenge cannot go unanswered…

To join Dusan and teach in London with Classroom Canada, send your resume & cover letter to apply AT classroomcanada.com. In your interview, we'll give you plenty of time to chat about your extra-curricular interests.

Supply Teaching 101: How to Have a Splendid Day Cover Teaching - Part II

2013-02-28T13:17:00.001-08:00

This is part II of the "How to Have a Splendid Day Cover Teaching in London" series by our guest blogger & Canadian teacher in London, Dusan Sekulic. Read Part I here.

One fascinating thing I find about the London Underground is the propensity for people to be silent in the train cars. It is like an unwritten code in the tube, for the most part. Londoners love to mind their own business, generally turning to their iPods or, more frequently, reading the daily news via newspapers, The Evening Standard, etc. I personally enjoy reading as well, so a semi-library atmosphere in a train that is filled to the brim with people is astounding!

Through the occasional murmur of passengers, many teachers choose to mark exercise books (not notebooks) while on their way to school. However, as a cover teacher, other options present themselves as well, especially since many times it will be your first time travelling to a particular school.

Supply Teachers must show their passport & British Police Check (CRB)

Once you have shaken off the cobwebs of an early morning rising – packed lunch held firmly in your hand and bag filled with your passport, CRB and favourite pen and back-up lesson plans – most cover teachers do different things while on their way to school. I always checked the address of the school I was going to and planned my exact route once I got out of the tube. That way you do not waste any time when you emerge from the Underground. Even though Classroom always sends you a text message with the location of your school, always have your mini A-Z ready with the route to your school planned out. Allow yourself plenty of time in the mornings but, remember, it’s okay if you don’t arrive at 8:15 or 8:30 exactly. Classes normally start around 9am and, again, remember: They are grateful that you can come in and cover for one or more of their teachers.

Mentally preparing yourself is also important, especially when you are first starting out. You are going to a school you have never been to, going to teach students you have never met before and trying, at the same time, to navigate your way mind around different school policies, classrooms and systems already in place.

Remember to breathe.

Take a deep breath, don’t panic.

Once you have reached the school, remember that Reception, Register and staff have a system in place. They have all requested cover teachers before. Reception (The office) will always request your work via (passport) and CRB for inspection and casually, usually with a smile, hand you the list of rooms and subjects you will be teaching that day, accentuated with a flourishing, “Good luck!” You may even get a quick tour of the school if you are early enough. These greatly help!

What follows is a marathon of sorts. You speedily head over to your first class, which probably is not a subject of your speciality. Maybe music. Or perhaps Science. Be ready for it as most of the time you will cover for multiple teachers, not just one. Versatility is key.

Try to mark everything you've assigned that day & leave the class teacher a note.

Once you get to your first class, usually a stack of texts and exercise books will await you with a set of instructions, learning objectives and what the teacher generally wants you to accomplish that period. A class list is also usually provided so that you can do the register (attendance). I recommend you always wait at the door of the classroom to welcome your students. It projects a welcoming, responsible presence on your part.

The day more or less will proceed how you want it to. By that I mean your approach. Students will give you a hard time certain days. You might not accomplish everything their regular teacher wanted you to do with them. Fortunately, most teachers recognize this and will not give the students a titanic series of tasks to finish in one single period that is usually 50 minutes long. Your pupils will be disruptive sometimes, they may take advantage of the fact that you are a cover teacher and pull out every distracting technique in the book. Think for a second when this happens. You probably invented half the tricks they are using and let’s face it: We have all given supply teachers a hard time in the past when we were in school.

These are the days that you have to just do your best, not take it personally, and let any negative, stressful experiences wash off your shoulders. Tomorrow is another day. They are kids after all and, believe me, you will meet plenty of bright, inspiring students willing to put in the effort and passion in their classwork that will remind you why you decided to become a teacher.

"Do you know Justin Bieber?" A typical question for Canadian teachers in London.

Another thing to consider: Students in the UK find our accents fascinating. They are enamoured by North American culture and music and their initial questions, once they get over the excitement that they have a cover teacher that day, will revolve around these topics. Questions about favourite artists, cities in America you have travelled to and what celebrities you like. It’s all natural, teenage questions. Don’t take yourself too seriously when these inquiries come flying at you. Use it to your advantage.

When the final bell strikes to end the day’s toils and you emerge from the school that had consumed the last 7 hours of your life, you may feel exhausted, or fulfilled, or even upset. A mixture of emotions will always surface, especially at the start. Don’t ever feel dejected. Your skills will improve, your confidence will grow with each passing day. Until then, you should always reflect. What did you do well? What could you improve on? Always look to be better every day. With patience, experience and conscientious reflection, you can become an even better teacher in due time.

The tube beckons again, as do the many fascinations of majestic London, waiting for you to explore.

More stories to come…

To apply to teach in London with Classroom Canada, whether as a daily cover teacher or a full-time classroom teacher, simply submit your resume & cover letter to apply AT classroomcanada.com.

Act Of Sportsmanship Gives Texas High Schooler Shot At Glory

2013-02-26T12:20:00.001-08:00

Teachers take note: You will cry when watching this video of an amazing kid, his inspiring teacher, a great team & an unbelievable moment in time that will restore your faith in everything you do.

Supply Teaching 101: How to Have a Splendid Day Cover Teaching in London

2013-02-22T13:18:00.000-08:00

The reaction every teacher wants from their students.

Having a Splendid Day Cover Teaching – Part I

by Dusan Sekulic

You would be amazed how early a person can get up in the morning when they really make an effort. We all have different internal clocks, personal time zones and habits, but when you become a teacher in London your body learns to live with the misty haze and fog of 6:30 am – every day.

This particular time in the morning becomes such a part of you, that even when you do reach the weekends, your body diligently beckons you to open your eyes and rise to the same early tune. There is nothing you can do about it as it becomes so natural to you in time. I find this useful in so many ways. Firstly, you get more out of each day, especially when you discover one inspiring moment how much work and things you can do in a single complete morning. Secondly, and more importantly, this is the time you need to wake up in order to be a successful cover teacher.

Supply Teaching Outfit Found

Starting off in London as a cover teacher is no small task. Yes, responsibilities are at a minimum and there is no lesson planning involved. However, there are other aspects of this role which present certain challenges that must be embraced – the morning being one of them. There is one way to give yourself more time to sleep. Planning and preparation the night before is essential. That involves setting clothes aside that you will wear the next day – For the Gentlemen, this involves shirt, tie and trousers, in case you were wondering. There may be the odd exception, but for the most part the days of casual jeans and shoes with your favourite comfy sweater are gone. You must look professional and respectable, and I wholeheartedly agree with the dress code. Not only will you look sharp and respectable every day, but you will feel more confident in your teaching, believe me.

Don't forget to pack a good lunch.

Making yourself a lunch the night before is also vital. That way you have a meal ready at the stroke of lunch and, best of all, you save time and money. The portions here in quick eateries are not quite as generous as back home and the inflated costs in the inner city do not budge too much. In essence: prepare a lunch.

Make the call & sound alive, ready to teach.

One last aspect of the morning that needs to be addressed is the actual phone call that you make to Classroom or whatever agency you are a part of. This is a critical part that is also very important. Making this call forces you to be awake right away in order to sound decently groggy on the phone while at the same lets the team know that you are ready and keen to go to work.

What makes it difficult is waiting for the call back to inform you that you have work for that particular morning. Yes, it is recommended you wait until 7:45 before you can hit the sheets again in silent slumber. However, 8:15 would be advisable. I cannot tell you how many times I got called much later for cover work. Schools sometimes get last minute notifications of teachers being absent, etc. It happens. Be prepared. Remember, don’t think that they won’t call you just because you know it is too late for you to make it to school on time for first period cover. Schools need someone for the whole day, until at least 3:30 or so. It does not trouble them that much to find a teacher in the school to cover your first period. It is the rest of the day that they are more interested in.

Cover teaching is very much a routine role, at least in the mornings preparing for your day. When you hit the streets to reach your nearest tube station on the way to your assignment that day, it all goes out the proverbial window. You quickly learn about, what I call, the pace here in London. It is brisk. It strikes you immediately when you leave your flat. The people have a sort of, stern focus, in their demeanour. Their faces are transfixed in thought as they race down the streets to the local tube station and work beyond. They are thinking about the job they must do that morning, the leisurely activities they will do after, what song to listen to from their iPods, and the pressing of time, which coincidentally does not allow them to be tired in the mornings. Not ever. Coffee is close at hand and, if not, the pace of their walking combined with the chilling morning spurs them on to alert wakefulness. There is no droopy stroll for a Londoner in the mornings or after work, for that matter – Simply the sound of each rhythmic footfall echoing on the unwelcoming pavement.

As a teacher, you need to enter this rhythm in order to survive each day. There is no time for fatigue or laziness. You just get on with your day. The standards are set high, the challenge is great, and there is a certain grit to the people in the city and you will see it in your students as well. Focus and determination are essential here, and although daunting it may sound, there is no better experience for a new teacher out there. The opportunities abound in London.

You need to embrace it and hold firm. The students await you, as do all the great things that come with teaching here. There is still time to gather your thoughts though, the tube awaits.

Part II coming up soon...

To apply for a teaching job in London with Classroom Canada, simply submit your resume & cover letter to apply AT classroomcanada.com.

A Canadian Teacher in London Goes on Holiday Around England

2013-02-18T09:16:00.000-08:00

The Calm after the Storm

by Dusan Sekulic

The bells can be heard chiming from the Abbey nearby in the beautiful city of Bath. In front of me, a steady procession of locals, tourists and citizens from all walks of life wander amongst the historic buildings, shops and cafes. Spoken Italian, French, English can be heard in the air, a gentle intertwining of laughter, exuberance and excited deliberation about where to eat. I spare a glance upward, notice that the skies are clear, the birds soaring past majestic spires above. The River Avon continues its gentle flow through the city centre as I take another bite of my Panini. This is my life as a teacher.

Everyone has heard of the tidy collection and mouth-watering assortment of weeks off that a school teacher has in the UK. It is beyond comprehension. Words that come to mind include: Dream job, amazing, unfair. What you quickly learn teaching in inner-city London is that you earn those weeks off. Every single day. Particularly if you have a long-term placement in a school of certain pedigree. You start early, you come home late. You lesson plan in the little time you have to yourself at home, and diligently mark the work of students during any remaining time. Consuming food is lost somewhere in the chaotic process.

Teaching is certainly unique and cannot be truly compared with any other job. It simply cannot be. However, as most know who have been in this profession, you like doing what you do. You scrape and claw your way to some balance, you feed off of your fellow teachers’ strength in overcoming worries and stresses, and you work together. Then, just when you think you are going to break – like a boxer desperately fending off a vicious attack in the latter rounds of a fight, seconds left – the stroke of term’s end strikes. You close your laptop, you shove the exercise books into the dusty closet and you smile. Your life is yours again.

Capitalising on these breaks takes on many forms. You have the weekend go-getters, dashing off to Holland or Tenerife for the weekend, for instance. Then you have the hostel backpackers, their ventures a little longer and certainly eventful. The Ryan Air intrepid voyageurs are my favourite lot. They are dauntless in the face of last minute bookings, no luggage, embracing the random locations and unknown airports in order to get close to the cities of their dreams at a fantastic price. You learn the grasp the bargains in London whenever you can.

There are also those, like myself, who love to explore the local cities, culture and landscape. As everyone should. I find the whole of the United Kingdom absolutely fascinating. The variety in towns, villages and cities is immense. Stately mansions and woodlands pepper the landscape. Medieval architecture and ageless Universities. The history beckons you at every turn. That is just one way of looking at it, though. There is so much to see and do.

I had been to Oxford earlier today, basked in the presence of grandeur and that splendid institution of knowledge in the city center. The picturesque Cotswolds and surrounding sceneries guided the imagination and resonated with such beauty. Celtic traditions and Saxon artifacts could be found at a moment’s notice. Protestant churches and burial mounds welcomed my wide eyes of inquisition. There is always something new to see, to learn about, and to inspire us. What more can one ask for? Ah yes, the mysteries of Stonehenge awaited me later today.

Teaching is such a rewarding profession, in the way you shape young minds and also personally. You teach and watch the young generation – our future – falter and flourish. You have an insight into such a variety of personalities, inspirations and hopes. If one of your students fails or gives up, it bothers you and upsets you. You feel responsible, but you always try again.

However, teaching is as much about you exploring your own path of further growth and discovery as it is helping your students begin their own journeys of knowledge and understanding – whether that is through reading on a daily basis, participating in extra-curricular activities that help the community, fundraising or just traveling. It is there to be done, opening our eyes and fulfilling us.

Sitting outside the café, I think back to a 1707 quote from Dr. William Oliver I read while exploring the famous Roman baths in the city:

“If they can’t be cured by drinking and bathing here, they will never be cured anywhere.”

I feel much the same about these half-term breaks. If this time off, filled with travelling and self-betterment does not cure the ailments of stress and burdens that teaching inevitably brings about, I do not know what else will.

I smile as the bells continue their joyous ringing.

To apply for a teaching job in London with Classroom Canada, send your resume & cover letter to apply AT classroomcanada.com.

School Holidays in the UK

2013-02-15T13:13:00.003-08:00

It's half-term break in London right now, which means that teachers & students get one week off mid-way through the term. Canadian teachers take full advantage of these frequent breaks to travel around the UK and Europe, usually on the cheap with airlines like RyanAir & travel groups like TopDeck & Contiki.

To see the Half Term Holidays & School Term Dates for the next few years, just see this site: http://www.halftermdates.co.uk/

Now, it's a bit difficult because there are 32 different boroughs in London, which means 32 different school boards, all deciding their own term dates. But you can roughly plan out your year according to a very basic breakdown of the school year.

A Very Basic Breakdown of the School Year in the UK

First Term AKA Autumn Term:

The school year starts the first week of September (this year it was September 3rd, next year it will be September 2nd). It runs through to Christmas, with a one week break in October, called "Autumn Half Term Break." This break usually falls in the last week of October running into the 1st few days of November. Teachers travel to places they've never been, like Scotland or Paris. The weather is lovely in autumn, and most stick to fairly quick destinations to travel to and save the sunnier shores for the next break.

Then, 2 weeks off for Christmas holidays, just like in Canada or the USA. Teachers either fly home, go skiing/snowboarding in the Alps, travel to cities they've never been to (Vienna is lovely at Christmas time, but really - anywhere in Europe is gorgeous for Christmas).

By the way, most Canadian teachers will arrive in London in this first term, usually in October as September is a slower month for daily supply teaching. Most teachers start in daily supply for a couple of months & then go for long term jobs that start in the Second Term.

Second Term AKA Spring Term: After the Christmas break, (or Winter Break as they call it), the Spring term kicks off and runs through til Easter. Again, there is a Half Term Break mid way through the term, usually the 3rd week of February. This is when teachers start needing some sunshine! The winter-lovers will head to the Alps again, but most will go to warmer shores like Spain or Portugal. That vitamin D goes a long way to push teachers through to summer!

Then, Easter Break which is 2 weeks. This is a lovely long break, and some teachers just stay in London to relax & enjoy the spring climate (the sun finally reappears after a dreary grey winter!), and others will travel home or around Europe again. Because it's 2 whole weeks, the more adventurous will travel to further lands, like Africa to see the pyramids or Thailand to relax on the beach. London really is right in the middle, so it's easy to get anywhere from there.

Third Term AKA Summer Term: After Easter and until the 3rd week of July, this is the term that feels the shortest & the longest depending on how well behaved your class is. Summer is so close, and yet - can feel so far away. Again, there is a Half Term Break, but this time it's in the last week of May. Teachers will travel wherever they can as the weather is pretty good everywhere in Europe at this stage. Some will have to be writing report cards, so often they stay behind and work over the half-term break, but I always advise the travel over the work - you need that break to be a more relaxed & less stressed out teacher.

When the year is over, it's 6 weeks off for summer. It goes by really quickly. Some Canadian teachers return from London to work at their summer camps or summer jobs, and some just relax at their family cottages or family homes. Plenty of Canadian teachers stay in London all summer though, so you will have people to continue your travels with, or just enjoy everything the city has to offer in the summer time. There are so many great free activities in London in the summer, it's hard to leave it.

When a man is tired of London, he is tired of life; for there is in London all that life can afford."
— Samuel Johnson

To apply for teaching jobs in London with Classroom Canada, just send your resume & cover letter to apply AT classroomcanada.com

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The Joys of Parent Teacher Nights

2013-02-11T10:59:00.002-08:00

by Guest Blogger, Dusan Sekulic

http://popheartpress.blogspot.co.uk/2012_01_01_archive.html

Having freshly emerged from the second of three parent-teacher evenings scheduled this month in my school, I note that it is past 8 o'clock. My stomach is demanding food, further lesson planning awaits me at home, and my arms have already started groaning in discomfort with the weight of 30 exercise books that must be carefully marked.

Nevertheless, you will find no intended hint of sarcasm in the title of this post. Simply put, I love parent-teacher evenings. I find them stimulating, enlightening and one of the best ways to communicate some of the most important educational information you want your students to know, as well as their parents.

At my school, parent-teacher night is like one big comic book convention. Each teacher from every subject has their very own table in the dining hall. They encircle the middle of the hall, forming a perimeter of knowledge and experience. In the centre is a cluttered collection of chairs, some full and some empty, intended for the use of the parents to sit on for comfort as they await their interview time slots with various teachers. The time slots had been carefully planned out weeks before. In truth, the schedule goes out the window the minute the evening begins. Instead, parents line up in anticipation at each station, report cards ready in hand, and their ears ready for every tantalizing piece of information about the schoolwork and behaviour of their children.

Tonight was parents evening for my Year 7s. They are anxious, nervous and impatient about what judgement they will be given by each teacher. The parents, that is. The students, some terrified, some passive and complacent, are at their honest best. Most will sit quietly during their session, nodding their heads – not really listening at times – and will offer up some of the most sweetest, innocent smiles you will ever see. Questions abound of the behaviour of little James and little Sarah. Glaring looks at little downcast faces when they find out how distracted their kids can get during class sometimes. And, of course, one of my favourite reactions from some parents: “Wait until you see what happens to your X-box when we get home...”

During it all, though, there is a genuine need and desire for the parents to want to see their kids succeed. They want to push them and ask what it is they can do to help make that happen. It was so encouraging and delightful to see just how much parents care about their children and their education.

Naturally, there is also the pressure that parents bring to the table. Certainly, they want their children to succeed at school, and it is your responsibility to make sure that happens. Your responsibility, and inevitably your fault if they fail. However, after just one of these parent-teacher evenings, one finds out just how many parents do not actually feel that way. Not one bit. They understand that their children are just as responsible for their own marks and efforts as you are.

When the time comes to meet the parents of your own students – whether in London or Canada, or beyond – make an effort to relax and enjoy it. Forget about the full day of classes you have just taught, or the dinner you must prepare at home in a pinch. This is a night for you to meet some lovely people and see your students in a different light. You get a glimpse into their lives at home, and have a chance to chat with your partners in ensuring that their education continues outside the classroom every day. Namely, their parents.

It is an opportunity for you to really establish what your students need to work on and improve, as well as talk about what they are doing exceptionally right in the classroom and how to make sure they continue doing so. Remember, always end each talk with some positive comments. It will mean the world to both parents and children. A delightful evening, indeed.

To apply to teach in London with Classroom Canada in either April/May or Sept/Oct simply send your resume & cover letter to apply AT classroomcanada.com. Interviews are quickly getting booked in for next week.

A Friendly Reminder for Teachers #2: Read Something New!

2013-02-05T05:00:00.000-08:00

Last week, guest blogger, Dusan Sekulic, shared his Friendly Reminder #1: Teachers, Be Honest with Your Students. This week, Dusan looks at bright spark students & enriching their minds and yours. Over to Dusan...

Photo by ImageryMajestic

A Friendly Reminder for Teachers #2: Read Something New!

The other day at school, one of my bright Year 7 students approached me after class to ask me one of the greatest questions anyone could ever submit to an English teacher: “Sir, what books do you recommend I read?” This was followed by: “I am reading Pride and Prejudice right now, but I also like Charles Dickens.” Here was a student, in Year 7 mind you, so keen on reading and expanding her mind, whilst surrounding herself with only some of the best company of authors already. I needed a moment to recover from her question.

I next thought, how do I answer this enquiry? So many novels, so much literature at the tip of my tongue, and my mind kept spawning more suggestions with each passing moment. However, these were books that I enjoyed reading growing up. Perhaps she would not share my admiration of them in the slightest bit. What genres does she tend to favour? Maybe it's not science fiction after all, maybe it's not Tolkien. I needed time to prepare my response, so I settled for: “Come back tomorrow after class, and I will give you a list of books to consider.”

That evening I pondered several things, but the one reflection that came to mind foremost was the common practice of teachers to continually select literature and materials in their lessons that they had themselves done so many times before. Content that they were so familiar with that they could arrive at school twenty minutes before class started and have a tattered copy of reading comprehension questions for a particularly well known novel ready for the photocopier's bright lights.

Why the stagnation? Why the laziness and desire for routine? We have all been guilty of it before. I know we have our own lives to live after school, but why not take a delightful evening and read a new novel or a new poem - old or new - then come up with fresh, insightful activities for your students to work on? Not only will it stimulate their minds, but ours as well! Reading something new for the betterment of our students. We get to enjoy our profession even more.

I know it might not always be possible, as there are usually certain curriculums in place throughout most schools and teaching boards. Also, it is more time consuming. Nevertheless, that is not always the case. We have opportunities to select some works to study. At the very least, passages to be analysed for content, themes, sentence structure and so forth. Making it work within the boundaries provided by the school. When you get a chance, take it.

Which brings me back to my bright student's request and another thought: Too many times we choose to have our students study literary material that we know in all its intricacies and that we think they would like. Yes, they are fantastic books, but we should also make a better effort to discover what genres and titles our students like – no matter how silly we think they are – and incorporate them in our lessons. At least every so often.

The classics and time honoured traditional literature will always be there, ready to be explored when the time comes. Perhaps it is I who needs to ask someone, a student perhaps: “What new treasure do you recommend I read?”

-Dusan Sekulic

If you enjoyed reading about Dusan's teaching adventures, and want to know more about teaching in London and the jobs we have on offer, be sure to sign up for this week's webinar Teaching in London 101. Space is limited. Use discount code "friend" to attend the webinar for 50% off.

Vancouver Island Teacher Makes the News

2013-02-04T08:13:00.001-08:00

From VIU News, Feb 1 2013

Jeff Saunders is one of the Canadian teachers who arrived recently in London to start his teaching career and he's already made the news.

If you want a teaching job in London like Jeff, just send your resume & cover letter to apply AT classroomcanada dot com and one of us will get back to you within a couple of days. Some teachers head over to London as quickly as Jeff, and others take about 6 months before they can arrive in their new city. We are interviewing teachers for jobs that start in April and May, as well as September and October 2013.

Teaching in London 101: New Workshop Announced

2013-01-29T12:31:00.000-08:00

A PD workshop in London with Classroom Canada.

We're pleased to announce that we're hosting a one hour live workshop on Thursday February 7th 2013 at 5pm PST, 8pm EST. You can attend from anywhere in the world from your computer with internet.

Meeting Topic: Teaching in London 101

A one hour live workshop all about Teaching in London, England from a Canadian perspective. Perfect for new teachers, experienced teachers & teachers in training who want to teach abroad, but aren't quite sure about how to go about it.

Brief Description:

Learn the basics about teaching in London, England:
- Who teaches in London?
- What teaching jobs are available?
- When do the teaching jobs start?
- What visas are you eligible for?
- What are the accommodations like?
- Why do schools hire foreign teachers?
- What is the cost of living like?

All participants who attend & complete a brief survey will receive the award winning ebook, Guide to Teaching in London: A Survival Guide for Canadians, normally sold for $29.95.

The workshop costs $9.95 to attend, and we give 50% of the proceeds to Pocket Change Heroes to help build schools in Africa.

*This workshop is interactive, so be sure to bring your questions and we'll try to answer them all.

A Friendly Reminder #1: Teachers, Be Honest With Your Students

2013-01-28T14:21:00.001-08:00


The teaching dream.

A Friendly Reminder #1

Another Guest Post by Blogger & Canadian Teacher in London, Dusan Sekulic

Remember Teacher's College? A period of hectic induced chaos for many teacher apprentices. The hours were long, the student teaching memorable, and the lesson plans carefully thought out and executed, for the most part. We were assessed, scrutinized, commented on. Most importantly, however, we learned and improved as teachers and individuals.

I broach the topic for two reasons: One, it is inspiring and a revelation to see so many NQT (newly qualified) teachers in the London schools I have taught so far. They have fresh energy, are innovative and really want to teach and help their students, even when they do have more harrowing, challenging days at the "office". They worked hard in Teacher's College, and it is so gratifyingly obvious.

Two, I came across a great post by a teacher writing about his freshly appointed student teacher's first day and the initial, first impression he should make with his new students. It's an honest, humble message to all new student teachers and graduates out there:

http://blogush.edublogs.org/2013/01/02/every-other-teacher/

I thought, why not be honest with your students? A lot of teachers like to put on a show in the classroom. The act of being serious, overbearing and in control. Yes, there has to be respect and discipline, but I believe that being honest with your students is another way of connecting with them on a more personal, truthful level. They can appreciate that, believe me. It's a fine balance that is never perfect...but what a challenge it is.

In a way, it is a performance. We not only thoroughly construct carefully thought out lesson plans that have outcomes and assessments, but we have to deliver it in front of 30+ students in an effective, engaging manner that stimulates them and their critical thinking skills. Students learn in so many different ways. The gears that their minds function on respond to so many subtleties and techniques of teaching. They want an influx of knowledge, good marks and smiley stickers, yet they also want careful, honest guidance from the teachers they look up to and want to impress.

There are so many ways to achieve this inside the classroom and around the school itself. Have one-on-one sit downs to review their work from time to time so that they feel comfortable and you can really focus on what they can improve on. They will soon discover that you are not just the booming voice of detention. You care for their success and well being.

Talk to your students outside your home form. Greet them in the hallways, ask how they are doing when you pass the lunch room. And for goodness sake, smile. Even though your pupils seem like they are scheming all the time, disrupting class with incessant chatter, loud noise, and rowdy behaviour, they are still kids. At the end of the day, your students spend most of their early lives in the classroom with YOU.

A careful, precise equilibrium of honesty and respect, engaging lessons and proactive encouragement, among many other things, can be achieved in the classroom. For when you one day reach that proper attunement where your lesson is being digested with wide-eyed interest by a group of 12 year olds, and their hands are flying up with each question, pens drying out with all their writing, and test scores making you nod with pride, you will know: I did it. Followed by: I love my job.

To apply to teach in London with Classroom Canada, simply send your resume & cover letter to apply AT classroomcanada.com & one of us will get back to you within a few days.

Teaching Jobs in London: What Types of Jobs Are There?

2013-01-24T14:45:00.001-08:00

*This is an excerpt from the award-winning ebook, Guide to Teaching in London: A Survival Guide for Canadians

Most students in London wear school uniforms.

Job Possibilities for Teachers in London

So, what type of teaching do you want to do in London? There are plenty of options, so let’s break them down one by one.

Day-to-Day

Day-to-day supply can be a great way to teach in a variety of schools and gain invaluable and wide-ranging experience. Many schools require supply cover (you may know it as relief, substitute or emergency teaching) at the last minute for absences and illness. Cover for courses are usually booked in advance, but sickness cover is often only reported that morning, requiring both the agencies and you to react instantly!

Daily supply requires a great deal of flexibility and quick thinking but brings its own rewards and is an excellent way to gain a great deal of London experience in a short period of time. Agencies also often find that teachers are requested back after initial day-to-day assignments, sometimes taking a longer-term position in a school with which they have built a relationship.

Long-term

Long-term positions are usually a term or more and are for those wanting to take on the whole role and responsibilities of being a full-time teacher with the planning and commitment that requires. Working in one school for an extended length of time often sees teachers becoming intrinsically involved in the school community, attending Parents’ Evenings and events and taking on other roles, e.g. as a Form Tutor in Secondary schools.

Permanent

For those teachers interested in permanent placements, agencies typically work with schools looking to recruit permanent staff who have years of experience in the UK.

Special Needs

Some teaching agencies have Special Needs divisions as well. SEN offers the exciting opportunity to work with students with different kinds of Special Needs in both Special Schools and Mainstream.
Their needs may include:

Severe or Profound and Multiple Learning Difficulties.

These children may require individual support and even help with feeding or toileting. They will follow an IEP (Individual Education Plan).

Autism

Autistic children find it difficult to relate to others. Severity varies.

Emotional and Behavioural Difficulties

Students with these needs may find it difficult to cope in the mainstream and may be referred to Pupil Referral Units (PRUs) where they can receive the support they need.

HI or VI

Hearing or Visually Impaired children may be educated in either mainstream or separate centres.

Learning Support in Mainstream

Pupils with a Statement of Special Educational Needs, or at Levels 1-4, will be allocated extra support for a set number of hours a week.

You may have worked with young people with Special Needs during your teaching career or as part of your studies. You may have worked with adults or even have personal experience. Even if you do not have a specific qualification, this area of teaching may be open to you. Many teachers in fact find a niche within SEN and if you have an interest, usually your agency’s specialist Consultant will spend some time with you at interview.

To apply for any of the jobs, simply submit your CV/Resume and cover letter to apply AT classroomcanada.com. *Please note: January and February are the busiest months for interviews for teaching in London. It may take us longer to contact you, but we do make an effort to connect with every applicant.

If you're still not sure, check out the testimonials to see what other Canadian teachers have to say about their experiences teaching in London.

Can Students Learn Without School?

2013-01-21T11:53:00.000-08:00

Here's another guest post by Canadian teacher in London, Dusan Sekulic. Enjoy...

Canadian teachers in London know what to do during a snowfall.

The Quest to Improve the Conveyance of Knowledge

Sitting in my classroom just after school, I am looking out the window and admiring the plethora of snow that had been descending on London since early morning. Not just any snow, rather, the United Kingdom's version of a snow storm. School had closed early today and I had just dismissed my overjoyed Year 8s barely past the stroke of noon. I could already see them hurling snow balls in the distance. Apparently there would even be snow on Monday, threatening more closures. Now most Canadian teachers here know, and I know, the kind of snow storms that cross London's skies are not exactly of the menacing kind, Canadiana style.

However, a second thought suddenly crossed my mind: What of their education? They were going to miss out on a whole afternoon of enriched and fruitful learning. Macbeth, poetry, the greenhouse effect, Churchill.. And what of Monday's classes? Hours wasted. How will our students learn outside of the classroom?

This train of thought eventually drifted to the question: Can students learn without the complex and traditional surroundings of a school? Or teachers?

I had only recently read a fascinating article by Chris Wilson, titled, "How to survive the teacher apocalypse". Although it refers specifically to ELT (English Language Teaching), I think it has great relevance in regards to teaching Primary and Secondary school subjects today. In it, he writes about a teacherless future with autonomous learning.

He asks the simple question: "If you had the option of learning on your own or learning with a teacher, which would you choose?" Seems like a simple enough question. Why, and even how, can someone possibly replace the face to face interaction of a living, breathing, thinking person filled with knowledge and experience, who is willing and able to teach a multitude of students all day. Technology cannot teach critical thinking, can it?

But then Chris makes a great point about the quality of teachers out there. He comments on the standards and drive, creativity and effort of a successful teacher who would survive this "coming apocalypse". There is certainly no room for "half hearted" teachers, dictating solely from a book. The teachers that will survive in the future are the ones who will go beyond the 'duties' thrust upon them. They give a reason why face to face, in person learning is still the best avenue to a proper education. Those teachers dispel the notion that cheaper, online education or any form of technological or alternative learning is better.

The main idea is that teaching is not just a job. There is no room for autopilot mode, corner cutting, subpar lessons and laziness. Chris speaks of conscious diligence and the continual need for teachers to improve ther lessons, their positive interactions with students and focus on professional development - because in the end, students need to have the desire to welcome that knowledge which educators bring them, and they shape and mold themselves, unlocking their true potential. Not to mention, we as teachers are also the ones learning and growing with each day and every semester.

Teaching is a learning process in itself that doesn't end with getting a job at a school, creating habits and routines and not challenging your students or yourself. Stagnation is terrible in this profession. Take pride in what you do, respect it, and make yourself and those around you better. As teachers, we have that responsibility at the very least.

Interview with a Canadian Teacher Working in London, England

2013-01-16T07:00:00.000-08:00

It's time for another Coffee Time with one of the Canadian teachers in London, working through Classroom Canada. Over to Kaitlin...

Name: Kaitlin Anderson
University: University of Victoria
Subjects: Primary Education
Ages You Teach: Primary

1. How long have you been teaching in London?
For almost four months now

2. What do you teach?
Well I started off doing supply work for both keystage one and keystage two in mainstream schools, but have just started working at an SEN school in a keystage two class.

3. Why did you chose to work with Classroom Canada?
I liked that it was a smaller agency, and that it was based in Canada; which allowed my pre-London questions and queries to be answered more promptly than if it was an agency based somewhere else.

4. What was the biggest adjustment for you to make in your teaching in London compared to Canada?
Classroom management was definitely an adjustment as mentioned in prior coffee time surveys; however I found one of my biggest adjustments being getting comfortable with the high use of technology. During my practicums in Canada I never had an opportunity to use or interact with Smartboards and really that’s all they use here. One day in the middle of teaching a lesson I thought I was turning off the lights to help the students see the picture better but instead turned off the entire electricity in the room ..oops.

5. Describe a typical London day in 3-4 sentences.
Well now that I have a long-term position…

I wake up about 6am, get ready and am out the door by 6:45. I usually arrive at my school around 7:45 and start to prepare for the day. My students arrive at 9:15 and keep me on my toes all day until they are picked up at 3:30. I usually spend sometime sorting through resources and tidying the classroom until about 5pm then head home and hit the gym (I LOVE their spin classes at my gym; black lights and great 90s pump up music). And once I’ve showered and ate dinner I usually just catch up with family/friends at home or have a good chat with the people who live in my hall. And before I know it…it’s bedtime.

6. What is the one piece of advice you can offer a Canadian teacher considering the move to London?Do it! London is an amazing city that has a ton to offer. Also I feel I have learnt more about teaching in the last four months than I did throughout my entire teaching degree.

7. Describe the funniest thing that’s happened to you in your year so far:
There has been a ton of funny days, it’s hard to really capture one particular moment. I think just the general differences in terminology has made for some good laughs. The look of horror that went across one of the student’s face, after I asked him to“ quickly put [his] jumper in the bin (well changing for PE)”, definitely stands out.

8. Describe the worst thing:
Definitely, the feeling of losing complete control of a class. In one year three class I had two fights break out during a lesson.

9. What made you stay with Classroom Canada, rather than any other agency?
The staff was really friendly, and didn’t mind me popping into the office with questions on a regular basis. Also I worked pretty consistently while on supply and now have a long-term; so a working Kaitlin is a happy Kaitlin.

10. What qualities do you have that make your stay more enjoyable?
I adjust really easily to new situations and have been living away from home on and off for the last six years, so I don’t find that I feel homesick very often. Also I love being able to just walk around and explore, and London has an endless amount of neighbourhoods to do that in.

Inspirational Doesn't Begin to Cut it! Sports Illustrated Kid of The Yea...

2013-01-15T12:09:00.001-08:00

This is our 600th blog post and I'm so happy to share this incredibly inspiring story here with you all.

Get out the tissues, teachers!

Teach in London

101 Reasons You Need to Live in London after Graduating from College

Teaching Jobs in London, England - Updated Daily

When you're ready to apply for a teaching job in London with us, simply submit your cover letter and resume to apply AT classroomcanada.com. Good luck!

A Day in the Life of a Long-Term Cover Teacher

By Dusan Sekulic

To join Dusan in teaching in London, whether you teach primary, secondary or SEN, simply submit your resume & cover letter to apply AT classroomcanada.com.

Teaching Jobs in London, England for Canadian Teachers

Interview with a Canadian Teacher in London: Coffee Time with Katie

Coffee Time with Classroom Canada: Interview with a Canadian Teacher in London

It's time for another interview with one of our Canadian teachers in London.

A Canadian Music Teacher in London Tells What It's Really Like to Supply Teach

To join Jeff in teaching in London, simply submit your resume and cover letter to apply AT classroomcanada.com. We are currently interviewing teachers for teaching jobs that start in September and October 2013.

Interview With a Canadian Teacher in London: Coffee Time with Shannon

To apply for a teaching job in London with Classroom Canada, simply submit your resume & cover letter to apply AT classroomcanada.com.

Long Term Cover Teaching in London: A Unique, Rewarding Experience for Canadian Teachers - Part II

Long-term cover teaching is a completely different biscuit.

Long-term Cover Teaching: A Unique, Rewarding Experience for Canadian Teachers in London - Part 1

Teaching Abroad & Extra-Curricular Activities: Get Involved!

Extra-curricular activities: Immerse yourself

by Dusan Sekulic

To join Dusan and teach in London with Classroom Canada, send your resume & cover letter to apply AT classroomcanada.com. In your interview, we'll give you plenty of time to chat about your extra-curricular interests.

Supply Teaching 101: How to Have a Splendid Day Cover Teaching - Part II

This is part II of the "How to Have a Splendid Day Cover Teaching in London" series by our guest blogger & Canadian teacher in London, Dusan Sekulic. Read Part I here.

Act Of Sportsmanship Gives Texas High Schooler Shot At Glory

Supply Teaching 101: How to Have a Splendid Day Cover Teaching in London

Having a Splendid Day Cover Teaching – Part I

To apply for a teaching job in London with Classroom Canada, simply submit your resume & cover letter to apply AT classroomcanada.com.

A Canadian Teacher in London Goes on Holiday Around England

The Calm after the Storm

To apply for a teaching job in London with Classroom Canada, send your resume & cover letter to apply AT classroomcanada.com.

School Holidays in the UK

A Very Basic Breakdown of the School Year in the UK

The Joys of Parent Teacher Nights

A Friendly Reminder for Teachers #2: Read Something New!

Last week, guest blogger, Dusan Sekulic, shared his Friendly Reminder #1: Teachers, Be Honest with Your Students. This week, Dusan looks at bright spark students & enriching their minds and yours. Over to Dusan...

A Friendly Reminder for Teachers #2: Read Something New!

If you enjoyed reading about Dusan's teaching adventures, and want to know more about teaching in London and the jobs we have on offer, be sure to sign up for this week's webinar Teaching in London 101. Space is limited. Use discount code "friend" to attend the webinar for 50% off.

Vancouver Island Teacher Makes the News

Teaching in London 101: New Workshop Announced

We're pleased to announce that we're hosting a one hour live workshop on Thursday February 7th 2013 at 5pm PST, 8pm EST. You can attend from anywhere in the world from your computer with internet.

Meeting Topic: Teaching in London 101

Brief Description:

A Friendly Reminder #1: Teachers, Be Honest With Your Students

A Friendly Reminder #1

Another Guest Post by Blogger & Canadian Teacher in London, Dusan Sekulic

To apply to teach in London with Classroom Canada, simply send your resume & cover letter to apply AT classroomcanada.com & one of us will get back to you within a few days.

Teaching Jobs in London: What Types of Jobs Are There?

Job Possibilities for Teachers in London

Day-to-Day

Long-term

Permanent

Special Needs

Severe or Profound and Multiple Learning Difficulties.

Autism

Emotional and Behavioural Difficulties

HI or VI

Learning Support in Mainstream

Can Students Learn Without School?

Interview with a Canadian Teacher Working in London, England

It's time for another Coffee Time with one of the Canadian teachers in London, working through Classroom Canada. Over to Kaitlin...Name: Kaitlin Anderson University: University of VictoriaSubjects: Primary EducationAges You Teach: Primary

Inspirational Doesn't Begin to Cut it! Sports Illustrated Kid of The Yea...

It's time for another Coffee Time with one of the Canadian teachers in London, working through Classroom Canada. Over to Kaitlin...

Name: Kaitlin Anderson
University: University of Victoria
Subjects: Primary Education
Ages You Teach: Primary