Focusing the learning

Trainees are more likely to learn from practice if they have a specific focus. Otherwise it’s easy to be overwhelmed by the complexity and emotional intensity of early teaching experiences. This principle applies to all aspects of their work – observation as well as teaching. Of course they will learn other things too – and we need to respond flexibly to new insights and changes of priority. But without an agreed focus trainees can easily dwell on the disasters, or gloss over specific issues with bland generalisations. If things go badly, some beginners can be tempted to blame the context (Friday afternoon), or the pupils (who weren’t listening). An agreed focus makes it harder to avoid considering how their choice of activities or response to the pupils may have contributed to what happened.

The most effective focus is one chosen by, or at least in consultation with, the trainee. There are obviously many constraints on this choice; yet sharing responsibility is an important acknowledgement of the trainees’ status as adult learners, each with their own agendas. It is also crucial in developing a reflective approach to practice, that will sustain professional development well beyond the training year.