On my first day, I walked into the music classroom and the teacher handed me an instrument to play. My heart started to race. I was thinking to myself: how on earth am I going to teach music in primary school when I haven't a musical bone in my body?
To add salt to the wound, we were asked to get into pairs and introduce ourselves through sing-ing a song to each other it was excruciating.
During a role-play class in drama, I was asked with my partner to mime a scenario of walking my dog through a park. Having 50 other people watching me and not being particularly gifted as an actor proved a daunting experience.
The paper-work thrown at me during the first six weeks of the PGDE primary course has been really overwhelming. Trying to read everything seems impos- sible, so managing my time and trying to prioritise my reading has been crucial.
So, why am I still here? Doing the PGDE course brings back memories of being at school again. It feels strange, but in a positive way, having to come home and do my science homework, prepare for maths or organise my PE kit for the next day at class.
The other students in my year have been a great support. They vary in age, background and life experiences, so they all bring something different to the classroom. I found this comforting and reassuring as, prior to the course, I was apprehensive that my experiences would have little relevance to teaching.
So, if you feel you're going to struggle to teach subjects that you were particularly weak on at school (art, music, drama), don't panic. From my first few weeks on the course, I've learnt it's not about being a master in every subject area it's about being creative as a teacher and providing the children with the opportunities and a context that is meaningful to them.