@KATE LEECH
@DATA TYPE: RETROSPECTIVE
@LANGUAGE: ENGLISH
@COUNTRY: FRANCE
@PARTICIPANTS: S 
@SETTING: PRIVATE
@TIME: LATE
@SCHOOL: SECONDARY

Reflecting on live recording

Transactional

* Planning/timetables - I had already been given timetable on first (unrecorded) meeting.  Examinations - N/A (working in primary schools).
* Language - took place in English, allowed me to air grievances ... I was able to talk - at the beginning my responsable seems to find it hard to understand me - in my nervousness I started talking too quickly!
* Airing all my experiences thus far - maybe concentrating on the negative aspects!
* Listening back to the tape I maybe talked without giving him much chance to respond!
* Instead of him being aware of how each school is organised, how I'm being 'used' in each school, this is the first time he's heard - due entirely to the fact that he's not directly involved with any of my schools, which is perhaps the cause of my obvious frustration.  It's clear that he's hearing 'second-hand' information, which makes it harder for him to be involved.
* Therefore questions about discipline and pedagogy are entirely irrelevant, although I do inform him of where the teachers are; how many pupils etc.
* He asks me how my pedagogy is going, offering little advice himself (understandable - he's not involved in the schools) but does mention the fact that he'd spoken to the schools about the problems.
* Offers me advice - the fact that schools aren't supposed to just 'leave me to it' so to speak.  Points out that there should be a teacher involved.
* Some primary schools are 'prepared' for English - 'not much you can do'.
* Not supposed to cope with unbearable kids!!

Interpersonal

* Very reassuring; assured me that my situation/ experiences weren't 'normal', but that it's down to uncertain status of English as subject in primary schools.
* An idea of my own progress isn't given as such - just the fact that it's bound to be difficult - as he is distant from the schools.
* Informed me that the Ministre is constantly changing its mind over the teaching of English in primary schools - explaining the difficulties.
* Doesn't really address social side.
* Talks about his own experiences as an assistant - basis for understanding.
* He's a busy man, but does schedule us in for drinks!

3 separate schools - primary

* He organised further meetings - 'professionally' set up - typed into his laptops
* No contact (physical) apart from emails and arranged meetings.
* He'd informed me through email before coming to France that I wouldn't need teaching material etc - the schools were supposed to have all I'd need.
* He'd helped me with accommodation; given me timetable etc.
* I felt I gave a fairly accurate impression of myself; I feel I got my points across.

Reflecting on relationship with mentor/responsable

* My initial impression of my mentor was that he was very efficient, helpful and approachable.
* This impression hasn't changed since then - however I've started to realise that, given that he is also the responsable of 3 other assistants, and that we all have 3 primary schools, his 'personal' influence, ie the influence he has on my daily school life, is rather limited.  However, if I had a serious problem, I know that I would be able to approach him and that he would listen.
* As just stated, my relationship has remained pretty stable.
* I still hold the same impression (a positive one!) of my responsable.  I feel rather grateful towards him; after all, he has helped me with many practical issues: ie accommodation; timetable etc (which before this second PIC meeting, I had rather taken for granted, but I've realised this is not always the case!)  I don't feel we have a personal relationship; but to be honest, I'm not sure I would appreciate this! 
* I feel my logbook is a full and accurate reflection of interactions between myself and my mentor, as they reflect my state of mind at that point.  As I've had relatively few encounters with my responsable, the logbook is not perhaps as detailed as other people's.
* I feel the participation in the project may well have improved our relationship, although it's hard to tell.  I get the impression that my responsable would be just as 
efficient and helpful, were the project not to exist.

Reflecting on the assistantship experience

a) preparation before departure - As a primary assistant, I would recommend to future assistants to be prepared to take the place of a teacher (ie there may not be an English teacher at the school ...) so take children's books, try to get hold of worksheets etc etc ... also try and find out what children you'll be teaching, what their level of English is etc etc.  Info on your home town/country would also be good, so that if you are 'thrown in the deep end' you'll have something to do!
b) the allocation process -  seems rather long and drawn-out!  It would be helpful to know before summer where you'll be staying, to ease the accommodation search.
c) establishing contact with the school - I sent 2 letters to school before going but heard nothing so I'd recommend ringing the school to make sure.
d) integrating into school life - it can be hard






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