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Writer's pictureLanguages on a Plate

15 Things I Wish I Had Known Before Starting My MFL PGCE

Updated: Sep 16

As someone who has been both a mentor to new teachers and gone through the PGCE themself, I often find myself reflecting on the things I wish I had known before my training year.


I always endeavour to impart these pearls of wisdom to new teachers, as I strongly believe that being aware of them from the start - and having periodic reminders - helps navigate a year filled with challenges that someone who hasn’t been through it wouldn’t be able to anticipate.


So, without further ado, here are 15 key pieces of advice I wish I had known before starting my MFL PGCE, and that I now share with every PGCE trainee I mentor.



1. It Takes a Long Time Before You Teach Your First Full Lesson


One of the biggest surprises for me when I started my own PGCE was how much time passed before, as a cohort, we were let loose to teach a full lesson. Unlike other teacher training routes, the PGCE involves a long build-up of theory and observation before you take full control of the classroom. You begin by learning essential theory at university, then observing lessons at your placement school, where you'll analyse how teachers manage behaviour, structure lessons, and adapt to their school’s needs.


Following that, you’ll start teaching small segments of lessons, most likely in the form of a starter or plenary, under the supervision of your mentor. Then, you will start to build up team-teaching with your mentor, before finally, around October half-term, building up to teach full lessons.


This can feel like a slow process, but it’s designed to ensure you’re fully prepared. By the time you teach your first full lesson, you’ll have a much stronger grasp of classroom dynamics, lesson planning, and the intricacies of language teaching. So, don’t worry if it feels like you’re not getting into teaching quickly enough, this gradual approach really pays off in the long run.


2. People in Schools Are VERY Busy


Teachers are busy in ways you might not fully appreciate until you’re in the thick of it. If you’ve never worked in a school before, it can be surprising just how much happens outside the classroom. Lesson planning, marking, admin, meetings - teachers are constantly juggling tasks. And your mentor will be no exception.


The truth is, your mentor and colleagues will likely be stretched to their limits. Scheduled meetings might be cancelled last minute, and things can change unexpectedly. This isn’t because they don’t want to help, but because there’s always something else that pops up in school life.


The key is to stay organised and get ahead with your planning, assignments, and paperwork where possible. Keep in mind that your mentor is probably mentoring you as an unpaid favour, on top of their regular duties. Being organised, proactive, and considerate of their time will help ease the burden on both of you.


3. Paperwork Is a Lot


The amount of paperwork you’ll face might feel overwhelming at first. Between your school, university, and potentially an apprenticeship scheme, there’s a constant stream of deadlines to meet. But with the right organisation and approach, you can manage it effectively.


I strongly suggest creating a detailed calendar with all your deadlines for essays, observations, and meetings. Additionally, I strongly recommend that you always come prepared to mentor meetings with any documents you need. This way, you’ll keep on top of everything and reduce the risk of things piling up.


Another important habit to develop is taking detailed notes during feedback sessions. Don’t hesitate to ask your mentor for clarification if something isn’t clear, and jot down key points during the meeting. These notes will help you reflect on your progress and improve your teaching, especially when it comes to writing reflections later on.


Further to this point, you might find your mentor is behind on providing you with written feedback, as they too have a tonne of paperwork. As a mentor myself, I am always thorough in my written feedback because I want to train my mentees to be the best they can be - not just to tick the boxes for the PGCE requirements. Therefore, when my mentees are proactive and jot down reflections straight away, it helps both of us have our paperwork in order when we are required to submit.


4. Behaviour Management and Lesson Pace Will Be Your Biggest Areas for Improvement


I’m going to be blunt - behaviour management and lesson pace are omnipresent issues for all new teachers. If anyone tells you they don’t struggle with these, they’re either blissfully unaware of their own practice or deluding themselves (or a teaching god/goddess). These are two areas that are constant focuses throughout your PGCE, even when you feel you’re improving.


The reason these areas are so tricky is that classroom dynamics can change in an instant. A behaviour incident, lack of student prior knowledge, or misunderstanding can easily throw off your lesson’s pace. You’ll need to develop strategies to manage these disruptions without letting them derail the entire class.


That said, it's perfectly normal for your lesson pace to drop when addressing behaviour or misconceptions. You should never plough ahead just to stick to your plan. If pupils don’t understand something or you’re dealing with an issue, it’s your duty to pause and address it. Teaching isn’t about rushing through your lesson plan; it’s about ensuring pupils have understood the core concepts before moving forward.


Another common issue is overplanning. Many PGCE trainees overpack their lessons with activities, thinking they need to fit in as much as possible. However, as you gain more experience, you’ll learn to focus on what’s really essential for pupils’ progress. Experienced teachers often have the ability to cut through the fluff and focus on what matters most in the lesson. It’s a skill you’ll develop over time, but it’s one worth working towards from the start.






5. Planning Is Difficult at the Start, But Gets Easier


At the start of your PGCE, lesson planning will feel like a huge task. You’ll be thinking about everything from learning objectives and potential misconceptions to differentiation for SEN(D) and behaviour management. It’s a lot to juggle, but as you become more experienced, you’ll find planning much easier and quicker.


One of the best tools I’ve found for structuring my lessons is the LEADS framework, which I use for my Languages on a Plate Spanish Teacher Programme. It’s a simple yet effective structure that helps ensure your lessons are well-planned and move at the right pace. Here’s how LEADS works:


  • L: Link – Link to prior knowledge. This could be something from the previous lesson or something they learned earlier in the term. The goal is to activate their memory and make connections between what they already know and what they’re about to learn.

  • E: Encounter – Encounter new content. This is where you introduce the core material for the lesson, either explicitly or through an activity where pupils can deduce the information themselves.

  • A: Advance – Advance on the new knowledge. Now that pupils have encountered the new material, you’ll delve deeper, providing more detailed explanations and opportunities for practice.

  • D: Develop – Develop their understanding further. This is where pupils apply the new knowledge in a more independent way, with less teacher guidance.

  • S: Solo – Solo work. Pupils now work independently to achieve the lesson’s objective(s), applying what they’ve learned without support.


This framework helps ensure your lesson flows logically, while also providing clear stages for pupils to gradually take more ownership of their learning.


Additionally, when planning, always keep in mind possible pitfalls. Think about the common misconceptions pupils might have, how you’ll assess learning, and how to manage behaviour issues. Having a clear plan will make you feel more confident in delivering the lesson.


6. Shared Planning Can Be a Blessing or a Curse


Shared planning is increasingly common in schools, but it can be a double-edged sword. On the plus side, it saves time and gives you access to ready-made resources. But on the downside, it can restrict your ability to tailor lessons to your own teaching style or the specific needs of your pupils.


In my experience, shared planning can be particularly frustrating when it comes to the grammar-translation versus communicative approach. Some teachers prefer one method over the other, and if the shared resources lean heavily in one direction, you might find it clashes with your own approach. For example, I lean more towards grammar-translation, but if the department is pushing a purely communicative approach, it can feel restrictive.


However, it must be said, for newer teachers, shared planning can be a lifeline. It allows you to focus on delivery rather than creating everything from scratch. That said, in my experience, more seasoned teachers often find it limits their creativity and flexibility. If you’re in a school that uses shared planning, don’t be afraid to adapt the resources to fit your style and your pupils’ needs.


7. Be Creative in Your Lesson Activities


The PGCE is a fantastic time to get creative with your lessons. You have the freedom to try new things and experiment with different teaching techniques. While the Spanish Teacher Programme provides fully scaffolded lessons and activities (which I advice you use as a guide for ideas and activities), the PGCE is also the perfect opportunity to draw on your own experiences and bring something unique to the classroom.


Think back to activities you enjoyed as a student, or pull ideas from your TEFL days if you’ve taught English abroad. Don’t be afraid to mix things up and see what works. However, always keep in mind that what works for one class might not work for another. Classroom dynamics, time of day, and even the specific group of pupils can make a huge difference in how an activity lands. However a lesson or activity lands, always try to make notes on what worked and what didn’t straight after a lesson so you can adjust your future lessons accordingly.


8. The Reading You Do at University Is Actually Helpful


It might feel like a box-ticking exercise at times, but the theory and research you cover during your university sessions are incredibly useful. The reading gives you a solid foundation in the "why" behind different teaching practices and helps you make more informed decisions in the classroom.


Engaging with educational theory also allows you to reflect on your teaching and adjust your practice in a meaningful way. For example, understanding theories of scaffolding or zone of proximal development can help you structure your lessons in a way that better supports pupil learning. By applying these concepts, you’ll be able to develop more effective teaching strategies and ensure your pedagogy is research-informed.


9. Observe Peers for Fresh Ideas and New Perspectives


One of the best ways to improve as a teacher is to observe your colleagues, fellow PGCE students, or experienced teachers in different departments. Watching others in action gives you a new perspective on classroom management, lesson structure, and how different techniques work with the same group of pupils.


Observing teachers who work with the same classes you teach can be particularly insightful. You’ll see first-hand which techniques work with that particular group and how they respond to different approaches. It’s also useful to observe teachers who teach different subjects or year groups, as this can broaden your understanding of effective teaching strategies.


Another interesting aspect of observation is how it reflects your own stage of development as a teacher. Depending on your experience and pedagogical background, you’ll naturally focus on different elements of the lesson. For example, whenever I have trainees observe me, I often find it quite funny that language assistants focus on things that I didn't think were good pedagogically (maybe because they haven't yet learnt the theory), whereas a trained eye spots the good practice much faster.


10. Don’t Tire Yourself Out by Staying Late or Taking Work Home


This one is crucial: don’t burn yourself out by staying too late at school or taking work home unnecessarily. Sometimes, it’s unavoidable due to deadlines or if you’re waiting on shared planning materials, but try to finish your lesson prep before leaving school.


When I was doing my own PGCE, I got into the habit of realising that after my teaching I was too tired to do any productive work. As a consequence, I would try and wake up at 4 a.m. every morning to finish lesson planning. As you can probably imagine, it was a vicious cycle. Therefore, I cannot stress enough: it’s important to establish a healthy work-life balance early on, otherwise, you’ll quickly burn out.


Also, don’t feel like you have to create every resource from scratch. One of the reasons I decided to create and share my Spanish Teacher Programme was to help teachers of all experience levels save valuable time planning. The programme has a wealth of ready-made resources (over 1,000 activities), and pre-scaffolded lessons for content normally taught in the British curriculum. Saving time on planning frees you up to focus on other important aspects of your teaching, like differentiation or AfL.


11. “Don’t Smile Before Christmas” Has Some Truth to It


You’ve probably heard the old teacher saying, "don’t smile before Christmas", and while it might sound harsh, there’s a nugget of truth in it. When you’re starting out, you need to establish clear boundaries with your pupils. It’s better to "rule with a firm hand" and gradually ease up as the year goes on than to start too relaxed and then try to enforce rules later.


This doesn’t mean you can’t be friendly or approachable, but if you want your class to respect your authority, you need to set expectations from the beginning. Pupils will test the boundaries, especially with a new teacher, and it’s up to you to be firm in those early days.


This advice is particularly relevant for ECT teachers since you’ll be on your own. In my NQT year, I had two classes with very different dynamics. At the start of the year, I really liked one class and found the other quite challenging. But by the end of the year, the roles had reversed. The class I’d been strict with early on due to poor behaviour eventually settled into a great routine, and we finished the year with a positive working relationship. However, the class I’d been softer with began to take liberties, and managing their behaviour became increasingly difficult. It was a constant battle to bring them back in line with my expectations.


Finding the right balance isn’t always easy, but starting off with clear, firm boundaries usually pays off in the long run.


12. Take Feedback as a Comment on the Action, Not on You as a Person


Feedback during your PGCE can feel intense and sometimes overwhelming. You’re being observed, critiqued, and evaluated constantly, and it can feel like every little mistake is a reflection on your ability as a teacher. But it’s important to remember that feedback is about the specific action at that moment - not you as a person or your overall teaching ability.


I’ve worked with mentors who have very different feedback styles. Some were sympathetic and gentle, while others were blunt and to the point. I preferred the sympathetic style of delivery and reacted to it better, whereas now in hindsight, I should have expected my mentees who used the blunt style to have been able to adapt their feedback style to me (they are teachers after all), but alas they didn't and hearing their feedback was tough. I always remember fondly my own mentors like YC and RE, who took the time to guide me with a balanced approach that was both constructive and supportive.


Despite what I've just said, both blunt styles and sympathetic styles have their merits, and it’s essential to take the feedback constructively, rather than personally. When I became a mentor, I made sure to adapt my feedback style based on what worked best for my mentees. Some preferred a more direct approach, while others needed more encouragement. As a trainee, try to focus on the content of the feedback, even if the delivery isn’t ideal. Hopefully your mentee is able to adapt to your needs, but be prepared that they might not.


Regardless of feedback style, I think it's important to remember that it’s normal to feel emotional about feedback, especially when you’re working so hard. I remember shedding a few tears after particularly tough feedback sessions, but it’s important to separate yourself from the criticism and use it to improve your practice.



13. Don’t Overwhelm Friends and Family with School Stories


The sheer amount of crazy and interesting things that happen in one day at school could easily fill a fortnight at most other workplaces - and sometimes it feels more like a month’s worth of normal life events (why do you think so many sitcoms take place in a school). You’ll naturally want to share these stories, but be mindful that after a while, your friends and family will get bored or frustrated hearing only about school.


Tell them one or two stories when they ask, but keep it brief. Otherwise, school talk can quickly dominate your conversations and, before you know it, take over your life. It’s important to strike a balance with other interesting topics.


At the same time, keeping up with hobbies or starting new ones will help you gain perspective outside of teaching. This gives you access to people outside of your training programme and helps keep you grounded during what can be a very intense year.


14. KS5 Experience Might Be Hard to Find


One surprising challenge during my PGCE was the difficulty in gaining KS5 experience. Many schools prefer to allocate A-level teaching to their more experienced staff, so as a PGCE trainee, you might not get many opportunities to work with KS5 pupils.


That said, whenever you do get the chance to observe or teach KS5, make the most of it. Even if it’s just a few lessons, it will be incredibly valuable when you move into your ECT year. Be proactive in asking your mentor or head of department if there are any opportunities to get involved with KS5 pupils, even if it’s just helping with specific tasks.


Make sure your second placement school is aware of your PGCE requirements - especially if you need KS5 experience - before they finalise your timetable. It’s more likely that you’ll gain KS5 experience in your second placement, so communicate your needs early on to ensure you get the experience you need.


15. Don’t Feel Obliged to Take a Job at One of Your PGCE Schools


Getting offered a job at one of your PGCE schools can feel like a huge achievement, but don’t feel pressured to accept it just because it’s offered. The reality is, not every school will be the right fit for you, and it’s important to consider whether you can see yourself working there for at least two years.


The job market for MFL teachers is generally in your favour, with positions available throughout the academic year. Schools tend to hire all the way until after the last round of resignations, which comes after May half-term (or Easter in the private sector), so there’s no rush to make a decision.


If you’re unsure, talk to your university tutors - they often have insight into the school’s reputation and can help you make a more informed choice. Ultimately, you want to find a school where the culture is healthy and compatible with your teaching style.


Thinking of your ECT school as a two-year commitment is a helpful framework when choosing it (though, of course, if things go sour, don’t feel obligated to stay, you can finish your ECT at another school). When I did my NQT year, we only had to commit to one year, and honestly, if I’d had to commit to two, I would have struggled. Staying in the same place for both ECT years is generally easier from a paperwork and transition perspective, so make sure the school you choose feels like a good long-term fit.


Bonus: Your Colleagues and Pupils Really Do Make the Journey Worth It


The PGCE and ECT years are tough, but they’re also incredibly rewarding. One of the biggest joys of teaching is the relationships you build with your colleagues and pupils. As a teacher, you get the privilege of guiding young people in their language learning, being there for them pastorally, and helping them grow.


The ups and downs are all part of the journey, but when you see the impact you have on pupils’ lives, it’s all worth it. Teaching allows you to nurture both academic and personal growth, and that’s something not many other professions offer. It’s a journey, but one full of meaning and reward.


I hope you’ve found these tips useful. Keep revisiting this post throughout your PGCE year as a reminder of what to expect and how to navigate the challenges. Also, don’t forget to check out the Spanish Teacher Programme - it will save you countless hours of planning and provide inspiration for your lessons.


If you’d like extra external lesson observations, feel free to arrange it through our services. Just be sure to get the necessary permissions from your school in advance. We would love to help you in your journey of becoming an outstanding language teacher!



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