Jobs and Careers Autumn 2017 - 158
SARAH MORRIS, 39,
TEACHES IN YEAR 5 AT
"When I think
about why I love
teaching, I get
- in a good way!
It's the buzz of
the children and
Going back after
a holiday, my class are so happy to
see me and I'm happy to see them.
It's an environment we all thrive in.
"Even at age ﬁve I wanted to be
a teacher. I now realise teaching
appealed because I loved school.
I still remember teachers who
had an impact on me and left
lasting memories. I wanted to
be a teacher who did that.
"I didn't go into teaching straight
from university but, looking
back, all my jobs had teaching
elements. I loved sport and worked
as a sports development oﬃcer,
providing pathways through sport
for children aged ﬁve to 16. When
I was 25, I moved to France with
my husband, Alan. Unsure what
to do, I took a distance-learning
TEFL, then worked for a company
that oﬀered English training
to its staﬀ. I also volunteered
in a private nursery - I'd sing
songs with them in English!
"When we returned to England
three years later, the time felt
right for a career change. I did a
distance-learning PGCE - we didn't
have a home and were staying with
friends, so it suited me. We didn't
know where we'd end up living.
"My ﬁrst job was at a large
school in Saﬀron Walden, Essex,
where I taught for ﬁve years. I've
now been at Wickhambrook, a
small village school, for ﬁve years
too. I started as an intervention
teacher two days a week, working
with small groups of children who
needed a boost or a challenge.
IS LIKE AN
YOU SEE OCCUR,
THE MORE YOU
WANT TO AFFECT
"With two young children of my own,
it sounded ideal - but I didn't get the
same buzz as being in a classroom. A
month later, a teacher left so I moved
back into classroom teaching. I now
work four days a week and I'm lead on
PE, an NQT mentor and going through
lead practitioner accreditation.
"I love building relationships with
the children - that mutual respect, that
look on their faces when they suddenly
get something they've struggled with.
"My daughters Freya, eight, and
Olivia, ﬁve, are pupils at my school.
Every day I ask them, 'How was your
day? What did you get up to?' I hate
it when they say, 'I don't know.' I
don't want the children in my class
to say that to their parents. I want
them to remember what they've
done. Even if that means me making
silly voices or dancing, I'll do it.
"Teaching becomes part of your life. It's
like an addiction. The more changes
you see occur as a result of your
teaching, the more you want to aﬀect
such change, in pupils and the school.
"The only stress comes from lack of
time and all the paperwork. Once my
children are in bed, I work until 10pm
every night. On my day oﬀ, I work all
day so I can have the weekend with my
children. There doesn't seem to be any
way round the depth of marking you
have to put in. There's no point putting
a tick and 'Good work!' Every piece of
work needs a next step or a challenge.
"Sometimes, when I'm exhausted
at 10pm, I think, 'Why am I doing
this?' But when I go into the classroom
the next day it all changes. My class
are hungry to learn and that's what
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