• Pick Up What They're Laying Down: "In an interview, you'll be able to pick up on what they're looking for," Garriott says. "Talk about the stuff you've done that's related to that." You want to make sure they're comfortable that you can provide the services they need. "People will actually lead the interview for you and give direction in what way to go and what you should be talking about," he adds. "I think interviewing is not so much about spewing on about how great you are but listening to what their needs are."

• Your Book Isn't Judged by Its Cover: "Don't be too elaborate with your portfolio," Garriott says. "You should let your work speak to how creative you are, not the packaging. There's no amount of packaging you can do that's going to trick them into thinking your work is better than it is."

• Communication Is a Two-Way Street: "I think it's important to interview them, too," he says. "I think a lot of people go on interviews thinking that they have to impress these people to try to get the job and no matter what, don't disrupt the apple cart. But at the same time, you want to figure out what you're getting into. You want to go in with half a dozen good questions that you can try to get answers from that paint a picture of what the job is really like."

• Honesty Is the Best Policy: "Don't say you can do things you can't," Garriott says. In the world of creative work, the cat will get out of the bag quickly, and not only will you lose the job you're interviewing for, you'll lose your good reputation.

• Be Yourself: "I always tell people to dress the way they dress," Garriott says. "Don't overshoot it and be too stuffy." He adds that this lax attitude toward the dress code may be specific to the creative industry and even more particular to Portland's casual attitude. (1)

• A university course
• A college course
• An apprenticeship
• Working towards this role
• Applying directly

• Events management
• Marketing
• Communications

• 1 or 2 A levels, or equivalent, for a foundation degree or higher national diploma
• 2 to 3 A levels, or equivalent, for a degree

• Level 2 Certificate in Event Planning
• Level 3 Certificate in the Principles of Event Management

• 2 or more GCSEs at grades 9 to 3 (A* to D), or equivalent, for a level 2 course
• 4 or 5 GCSEs at grades 9 to 4 (A* to C), or equivalent, for a level 3 course

• 5 GCSEs at grades 9 to 4 (A* to C), or equivalent, including English and maths, for an advanced apprenticeship

• Customer service skills
• To be thorough and pay attention to detail
• The ability to accept criticism and work well under pressure
• The ability to work well with others
• To be flexible and open to change
• Leadership skills
• Excellent verbal communication skills
• Maths skills
• To be able to use a computer and the main software packages competently

• Discussing what the client wants
• Coming up with original ideas for events
• Agreeing budgets and timescales with the client
• Researching venues, contacts and suppliers, and negotiating prices
• Booking venues, entertainment, equipment and supplies
• Hiring and supervising contractors such as caterers and security
• Publicising the event
• Making sure that everything runs smoothly on the day

• Ensuring that health, safety and insurance regulations are followed
• Managing a team

• Competition for places can be strong, so think about how’s best to use your choices.
• You don’t have to use all three, but if you do, you have to make them at the same time – you can’t add them at a later date.
• There’s no restriction to your three choices – you can choose from any route, subject or age group, in any combination.
• If you’re making a School Direct choice, you’ll make your application to a School Direct lead school. However, School Direct generally works in a partnership of schools, so you might train in another school rather than the lead school. You might find out which school you’ll be at in the interview.
• Make sure your choices are accurate before sending your application, and if you’re applying for any programmes via the GOV.UK ‘Apply for teacher training’ system ensure you don’t apply for the same programmes with UCAS too – as duplicate applications will be flagged and removed

• You can only apply for a training programme when it’s open. Check which are open when you search for programmes. 
• Many programmes open immediately, but don’t worry if you can’t find a training programme you want – there will be more available later.
• When a training programme is opened for the first time, it stays open for a minimum of 14 days. It may then close, but if all the places are not filled it could open again later. 
• Each training provider will have a set plan for when they’re opening theirs – so keep a look out.
• Places are allocated on a first-come, first-served basis, so please remember that popular training programmes will fill up quickly. Some subjects will have a limited number of places available, so make sure you don't leave your application to the last minute!

• Many providers receive a large number of applications and so can’t interview everyone who meets the essential requirements.
• In this case, they’ll select applicants for interview using the academic and non-academic criteria.

How Acting Classes Help in Auditions. 4 August, Available at: https://www.youtube.com/watch?list=PLS6eD87ig541u7rtZ2_sHtpq-zvGM1EQU&v=cZ6IALgiWlo&feature=emb_title (Accessed: 17th November 2020).

How Can Actors Find "The Right" Acting Class. 21 June, Available at: https://www.youtube.com/watch?v=gZPn6ieIm_Y&feature=emb_title (Accessed: 17th November 2020).

What Do Acting Teachers Want to See in Their Students?. 23 June, Available at: https://www.youtube.com/watch?v=lNMyrlTshHs&list=PLS6eD87ig541u7rtZ2_sHtpq-zvGM1EQU&index=2 (Accessed: 17th November 2020).

How to Save Up Money for Acting Class. 7 July, Available at: https://www.youtube.com/watch?list=PLS6eD87ig541u7rtZ2_sHtpq-zvGM1EQU&v=xqA3QLt-Un0&feature=emb_title (Accessed: 17th November 2020).

When Is It Time to Try a New Acting Class?. 11 August, Available at: https://www.youtube.com/watch?list=PLS6eD87ig541u7rtZ2_sHtpq-zvGM1EQU&v=NUF0OjvK9gY&feature=emb_title (Accessed: 17th November 2020).

• Variety: The routine is constantly being broken up with sports days and school trips, celebrations, holidays and occasionally something completely unexpected. It’s an ideal career for people who don’t want to sit at a desk all day.
• Making a difference: A great teacher can be literally life-changing to children. Some teachers go into teaching because they loved their time at school and want to pass that on. For others, it’s the opposite – they felt let down by poor teaching and want to give other kids a better experience.
• Financial support while you train: With some in-demand subjects you can get bursaries that amount to a good salary while you train.
• Using your degree: Outside academia, teaching is one of the few careers where you get to make real use of everything you learned during your degree. While graduates in all subjects are welcome in city jobs, it’s only in teaching that you can pass on your enthusiasm for rock formations, Greek philosophers or right angle triangles. 
• Decent salary: Teaching will never make you a millionaire, but if you excel and take on responsibility you can build up to a salary of £50,000 or even more. 
• Some teachers are loud and energetic, others quiet and dedicated, and all can make a difference in their own way. You don’t have to fit the mould perfectly to be a great teacher. See education roles other than teaching.

• Telephone jobs, such as calling alumni for donations or volunteering for a peer support line, develop your verbal communication skills and build your confidence. 
• Join a debating society, a student council,  or even an improv group.
• Join a student magazine or take responsibility for a society website. 

• Patience is one of those inherent character traits – but it is possible to improve yours. Practise thinking before you speak, or make patience your goal for the day.

• Take up an artistic hobby, like painting, music or drama.
• Get used to sharing ideas and brainstorming when you have a problem – it’s a skill that will help you connect with your colleagues in future and come up with more creative solutions.
• Get inspiration. Take any opportunity to volunteer in a classroom and learn from the teacher’s approach.

• It’s hard to fake enthusiasm, so aim to teach a subject you love.
• If you have to do something boring, turn it into something you can be enthusiastic about – make a game of data entry, or write poems to help you memorise facts.
• In your studies, look for ways you can go above and beyond. Read books that aren’t on the reading list, take on extra projects, and show that you love what you do.

• Try new things and set yourself challenges. If you can do things that scare you, you can handle anything.
• Confident people can be themselves without worrying about pleasing others and fitting in. If you find this hard, experiment with saying the words, ‘No,’ and ‘I disagree’.

• Work on your empathy. When you put yourself in someone else’s shoes you can better understand why they’re struggling.

• You’ll learn behaviour management skills during your teacher training, but there’s no harm in getting a head start. Find a workshop, or read up on tips online and try to apply them in everyday life.
• Many volunteering positions will offer you conflict resolution training, particularly if you’ll be working with children or teenagers.
• Be aware of how you act. If you end up in a conflict at work, with your friends or during a project, sit down afterwards and think about how you reacted and what you might do differently next time.

• Practise organisation while you study. If a friend asked to borrow your lecture notes, would you know where to find them straight away? If not, sit down and work out a system.
• Keep your calendar up-to-date and plan out how you’ll fit your to-do list items into each day. (Don’t have a to-do list? That’s another thing to work on.)

• Heavy workload. As well as a full teaching schedule, you’ll need to find time for lesson planning, creating resources, marking books and tests, documenting your work, doing admin, and writing reports for every student. For teachers, a 40-hour week is a beautiful but unrealistic dream.
• Constant changes. In teaching, guidelines, targets and government attitudes never seem to stay the same for more than a year.  Teachers can be left struggling to keep up, or suffering metaphorical whiplash from unexpected U-turns.
• Challenging behaviour. Every teacher has been in this situation –twenty-eight kids who work hard and behave well, and the other two who take up 90% of your time and energy and colour the whole teaching experience. Teachers learn behaviour management techniques and develop thick skins, but you’ll run across a real challenge now and then. (11)

• Confidence
• Communication to a large range of ages and abilities
• Problem solving
• Patience
• Organization
• Leadership
• Teamwork

"I think I heard you say you feel ..." or "So you want me to try to ...".

"I feel sad when you don't let me play because I am alone."

They can say I understand why you were upset and I will follow through with our plan.

Thank you for your apology. I forgive you.

Thank you for working on this with me.

• Directly teach students the skills they need to work in partners or groups, including the importance of communicating needs, setting goals, and what to do if something goes wrong 
• Encourage students to role-play situations that require empathy, communication, and problem-solving 
• Help students see how their actions impact others, both positively and negatively, by including these observations in everyday conversation. Phrases such as, I feel confused when you…, I feel happy when we..., or we work best together when…, help students make this connection. 
• Teach students your process for resolving classroom conflicts before issues come up. This way, students are prepared to take an active role in resolving their own problems. 
• Remember that conflicts often arise from a combination of fear, anxiety, or frustration. Help students learn to recognize emotional triggers and manage them in healthy ways, such as with mindful activities, movement, or reflection.  

Do your students regularly display and develop their creativity while in your classroom?
Are you in touch with your own creativity as a teacher?

1. Just for artists, writers, and painters. It’s an attitude and way of problem-solving that applies across domains, from engineering, to biology, to business.
2. Necessarily a result or sign of mental illness. While there may be connections between creativity in individuals with certain disorders, beware anecdotal stories of ear-slicing artists and hot-headed scientists.
3. A fixed trait that only some people possess.
4. The same as IQ. Even students who are not intellectually “gifted” can be highly creative.
5. Beyond measurement. While no single test is perfect, there are many ways to assess (and improve) creativity.

• Create a compassionate, accepting environment. Since being creative requires going out on a limb, students need to trust that they can make a mistake in front of you.
• Be present with students’ ideas. Have more off-the-cuff conversations with students. Find out what their passion areas are, and build those into your approach.
• Encourage autonomy. Don’t let yourself be the arbiter of what “good” work is. Instead, give feedback that encourages self-assessment and independence.
• Re-word assignments to promote creative thinking. Try adding words like “create,” “design,” “invent,” “imagine,” “suppose,” to your assignments. Adding instructions such as “Come up with as many solutions as possible” or “Be creative!” can increase creative performance.
• Give students direct feedback on their creativity. Lots of students don’t realize how creative they are, or get feedback to help them incorporate “creative” into their self-concept. Explore the idea of “creative competence” alongside the traditional academic competencies in literacy and mathematics. When we evaluate something, we value it! Creating a self-concept that includes creativity.
• Help students know when it’s appropriate to be creative. For example, help them see the contexts when creativity is more or less helpful—in a low-stakes group project versus a standardized state assessment.
• Use creative instructional strategies, models, and methods as much as possible in a variety of domains. Model creativity for students in the way you speak and the way you act. For example, you could say “I thought about 3 ways to introduce this lesson. I’m going to show you 2, then you come up with a third,” or show them a personal project you’ve been working on.
• Channel the creativity impulses in “misbehavior.” For students who are often disturbances, see if you notice any creativity in their behavior. Perhaps that originality could be channeled in other ways?
• Protect and support your students’ intrinsic motivation. Intrinsic motivation fuels creativity. Several studies have shown that relying on rewards and incentives in the classroom can undermine intrinsic motivation to complete a task—an effect called “overjustification.” To avoid this, Beth Hennessey, a professor of Psychology at Wellesley College, suggests that educators try to limit competitions and comparison with others, focusing instead on self-improvement. Experiment with monitoring students less as they work, and provide opportunities for them to pursue their passion when you can.
• Make it clear to students that creativity requires effort. The creative process is not a simple “aha” that strikes without warning. Tell students that truly creative people must imagine, and struggle, and re-imagine while working on a project.
• Explicitly discuss creativity myths and stereotypes with your students. Help them understand what creativity is and is not, and how to recognize it in the world around them.
• Experiment with activities where students can practice creative thinking. Many teachers have suggestions for creative activities they’ve tried as warm-ups or quick breaks. “Droodles,” or visual riddles, are simple line drawings that can have a wide range of different interpretations, and can stimulate divergent thinking. “Quickwrites” and “freewrites” can help students to let go of their internal censor. As part of reviewing material, you could have kids use concept cartooning, or draw/design/paint visual metaphors to capture the essence of complex academic information.

• Be aware of your own limiting misconceptions about creativity. Examine your own attitude toward creativity and help yourself grow by thinking about alternative solutions.
• Experiment with new ways of teaching in the classroom—could you try a new arts integration lesson you’ve always been afraid to try? What about trying a new hands-on STEM investigation?
• Take a risk to express your creative side. Often, I’ll doodle something on the board as an attention-getter, or to deliver the morning message. Having a meerkat or a dragon telling students to put their backpacks away is much more likely to amuse, plus it’s a chance for me to challenge myself artistically every day.
• Treat lesson planning as the creative exercise it is. Every day, you face new constraints in the form of the needs and preferences of the specific learners in your classroom. Have you heard your students debating a certain issue during recess or in the hallway? Have you noticed their attention focused on a particular new gadget, fad, or current events issue? Find a way to weave it into a lesson.
• Develop personal creative rituals. In her classic 1992 book on developing personal creativity, The Artist’s Way, Julia Cameron writes about the “artist’s date”: “a block of time, perhaps two hours weekly, especially set aside and committed to nurturing your creative consciousness, your inner artist.” As Cameron puts it, “the artist date is an excursion, a play date that you pre-plan and defend against all interlopers. … A visit to a great junk store, a solo trip to the beach, an old movie seen alone together, a visit to an aquarium or an art gallery—these cost time, not money. Remember, it is the time commitment that is sacred.”
• Try meditation practices that encourage creative thought, such as “open-monitoring” meditation. One study found that those who practiced focused-attention meditation performed better on a test of convergent thinking, while those who practiced open-monitoring meditation performed better on a test of divergent thinking.
• Seek solitude. Spending time in solitude is essential to nourishing your creativity. Set aside some time to be alone, away from the distractions of technology and others who may rely on you.
• Travel. One study found that cross-cultural experiences can increase measures of creative thinking.
• Switch up your daily routines. Challenge your conventional ways of thinking by taking a different route to work, listening to a new genre of music, go to a museum and check out a style of art you’re unfamiliar with. Changing your environment and breaking out of habitual thought can shake your mind out of its rut.
• Embrace ambiguity. You’re probably teaching your students to embrace error, take risks, and learn from failure. See your own teaching as an extension of the same process. Embrace the gray areas, the ambiguities. “Ambiguity tolerance” is a key component of creativity.

Creative Thinking: How to Increase the Dots to Connect. 28 June, Available at: https://www.youtube.com/watch?v=cYhgIlTy4yY (Accessed: 11th March 2021).

Creativity in the classroom (in 5 minutes or less!) | Catherine Thimmesh | TEDxUniversityofStThomas. 4 June, Available at: https://www.youtube.com/watch?v=nASvIgSOCxw (Accessed: 11th March 2021).

Creative thinking - how to get out of the box and generate ideas: Giovanni Corazza at TEDxRoma. 11 March, Available at: https://www.youtube.com/watch?v=bEusrD8g-dM (Accessed: 11th March 2021).

Classroom Management Styles: What's Your Style?.  16 Jan, Available at: https://www.youtube.com/watch?v=CiIcptKYNh4 (Accessed: 11th March 2021).

Classroom Management.  11 August, Available at: https://www.youtube.com/watch?v=z_XR6dy69f4 (Accessed: 11th March 2021).

The early days of the pandemic took a toll on faculty members, but for many, peak stress is now, according to a new study of faculty mental health from Course Hero. Researchers for the study website surveyed hundreds of faculty members on and off the tenure track, across institution types, this fall. The findings suggest that faculty worries about the pandemic have morphed into chronic stress -- with serious implications for professors’ mental health, their students and the profession as COVID-19 drags on.

Teaching Special Education Online During COVID-19. Available: Teaching Special Education Online During COVID-19 - YouTube. Last accessed 12th March 2021.

Teacher’s tearful selfie video reveals challenges of online teaching amid COVID-19. Available: Teacher’s tearful selfie video reveals challenges of online teaching amid COVID-19 l GMA Digital - YouTube. Last accessed 12th March 2021.

Families face challenges with online learning during coronavirus crisis. Available: Families face challenges with online learning during coronavirus crisis - YouTube. Last accessed 12th March 2021.

Teaching in the Time of Coronavirus: Meet the Teachers. Available: Teaching in the Time of Coronavirus: Meet the Teachers - YouTube. Last accessed 12th March 2021.

How to Handle the Coronavirus as a Teacher | Tips for Online Instruction and More!. Available: How to Handle the Coronavirus as a Teacher | Tips for Online Instruction and More! - YouTube. Last accessed 12th March 2021.

Educators Speak Out About Mental Health Toll Of Teaching Through Pandemic | NBC Nightly News. Available: Educators Speak Out About Mental Health Toll Of Teaching Through Pandemic | NBC Nightly News - YouTube. Last accessed 12th March 2021.

How the performing arts are adapting the pandemic landscape. Available: How the performing arts are adapting the pandemic landscape - YouTube. Last accessed 12th March 2021.

Teaching Acting with Zoom. Available: Teaching Acting with Zoom - YouTube. Last accessed 12th March 2021.

How does one teach dance and acting—quintessentially embodied forms dependent on human-to-human observation and whole-body involvement—when no one is in a room together?

Although the circumstances are truly dreadful, we have an opportunity as educators to turn this into a constructive teaching moment.

• How can presence be embodied, transmitted, and perceived across cyberspace?
• How is the observer-participant relationship complicated, deepened, limited, and/or expanded when mediated by technology?
• How are actors or observers (dis)empowered in this new relationship?
• How can the unexpected infusion of digital technology into traditionally analog experiences drive or inhibit innovation? How can this phenomenon blur the dividing line between mediums like film, dance, and theatre?
• How can online platforms dismantle, enforce, or contextualize traditional power dynamics and hierarchies within the classroom?
• How does teaching in this new context prompt new questions about surveillance, agency, gaze, intimacy, and privacy?

• Get School Experience service (England only): This is a programme for final year students and graduates interested in gaining experience in the classroom. School placements of one to ten days are available in all subjects, at secondary and primary levels, to those planning to apply for teacher training courses in the current cycle.
• Paid internship programme (England only): For STEM students in the penultimate year of their degree and interested in teaching maths or physics. The programme offers a four-week internship paying £300 per week in June/July. Apply directly to participating schools.
• Student tutoring programmes: Some institutions offer student tutoring programmes through which you go into schools to help with classes. These programmes are often available through university careers services or students' unions.
• Undergraduate Ambassadors Scheme (UAS): If you are a mathematics, science, technology or engineering undergraduate, your department may offer a classroom-based module. This would involve spending around 40 hours working in schools. There are currently participating universities in England, Scotland and Wales.
• STEM ambassadors: It may also be possible for students of mathematics, science, technology or engineering to become STEM ambassadors, which involves enthusing school students about these subjects and the careers they open up.
• Taster courses and open days: These are organised by schools, universities and others (such as Teach First) to provide an insight into teaching and teacher training. Taster courses tend to be targeted at shortage subjects or candidates from under-represented groups.
• Paid work: You may be able to obtain paid work in schools as a cover supervisor, teaching assistant, laboratory technician or learning mentor, for example. These posts are usually advertised on local authority websites or through recruitment agencies. Some schools offer graduate assistantship schemes either as individual schools or through programmes such as Try Teaching.
• Voluntary work: Most local authorities run schemes for voluntary mentors to work with pupils on a one-to-one basis. Contact your local authority for more information. Many universities work closely with local schools to encourage pupils to consider higher education.

• Keep a diary of any work experience you do. This will be invaluable when it comes to writing your applications or preparing for interviews.
• Write notes about anything that you experience. For example, if a lesson did not work, think about how you would do it differently.
• Think about classroom control, different teaching styles and effective uses of technology. (42)

• Introduction to Teaching as an industry
• Planning – including aims & objectives, differentiation, learning styles, special needs and lesson planning.
• Lesson Delivery – including confidence & intonation, using interactive technology, eliminating distractions and behaviour management.
• Grading & Attainment – including why we grade work, measuring attainment, using a rubric and positive reinforcement.
• Safeguarding – including what safeguarding is, the 6 principles of safeguarding, safeguarding children, reporting a safeguarding issue and bullying.

HE Acting Showcase 2019 Available: https://www.youtube.com/watch?v=I9rqjhEh3a0&t=496s Last accessed 25th March 2021.