Scholars Blogs

I left my graduate accountancy role wanting to “make a difference” … as most up and coming teachers say. Of course, this still stands, but having reflected on my own narrative timeline, it is so much more than that.

The assessors aren’t aiming to see how effectively you can give an answer on the spot, but rather how well you can reflect on these questions and demonstrate your desire to become a teacher.

After nearly 30 years working in accountancy, tax, regulation and risk management, it would be crazy not to try to bring some of the knowledge and skills that I have learned to the classroom

As a career-changer from engineering, I spent some time in the summer brushing up on my GCSE maths to ensure I was prepared, and I have felt the benefit this has brought to my confidence in the classroom.

I chose a School Direct route into teachingbecause from training you go straight back into school to observe in action what you have been learning about, and then implement this into your own teaching practices.

I was always inspired by inspirational teachers, their teaching changed the way I looked at mathematics, it was no longer numbers on a page to be manipulated, but about patterns that could question the realities of the world.