If you had asked me before starting university what studying to become a teacher would be like, I would probably have imagined long lectures, lots of reading, and a classroom experience that felt quite distant from what actually happens in a real primary school.
I am currently studying BA (Hons) Primary Education and Early Years with QTS at the University of Cumbria in London, and one of the main driving factors for choosing this course was largely because of the teachers I had during my own time in primary school. They created an environment where I felt safe, supported, and genuinely excited to learn. As a child, I was quite shy and rarely raised my hand in class, but the encouragement and patience my teachers showed made a huge difference to my confidence. They made school a place I wanted to be, and that is something I hope to recreate for the children I teach in the future.
My interest in teaching began during a work experience placement I completed in Year 10. During that week in a primary school, I had the opportunity to support pupils with their learning and interact with them throughout the school day. I quickly realised how rewarding it was to build relationships with the children and help them develop both academically and socially. That experience sparked my passion for teaching and confirmed that working in education was something I genuinely wanted to pursue.
Before starting the course, I felt a mixture of excitement and nervousness. I was particularly looking forward to experiencing both the theoretical and practical sides of teaching, especially the opportunity to work in real classroom settings during placements. At the same time, I had the usual concerns about whether I would manage the workload, how I would handle behaviour in the classroom, and whether I would feel confident standing in front of a class.
In reality, while the course is certainly demanding, it is also incredibly engaging and rewarding.
1. You don’t have to feel “ready” to start your placement
Starting placement for the first time can feel daunting. I still remember walking into my first classroom feeling extremely nervous. I worried about making mistakes, creating a bad impression, or whether the children would even see me as a teacher since I was new to the environment.
However, one of the first things I realised is that you are not expected to be perfect. Placements are designed to help you learn. The teachers and mentors understand that you are at the beginning of your journey and are there to guide and support you throughout the experience.
Children are also far more welcoming than you might expect. Initially they may be curious about the new face in the classroom, but once they begin to get to know you, they quickly open up. Building those relationships with pupils is one of the most rewarding aspects of placement.
With each placement, the nerves gradually lessen and your confidence begins to grow.
2. Placements are challenging – but that’s where you grow the most
Placements are probably one of the most challenging parts of the course, but they are also where the most growth happens. During the first placement, the focus is largely on observation, supporting pupils, and working with small groups.
As you progress through the course, the level of responsibility gradually increases. Later placements involve teaching larger groups, leading parts of lessons, and eventually delivering full lessons independently.
Although this progression can feel intimidating at first, it is carefully structured to ensure that you gain experience step by step. By the time you are leading a full lesson, you have already observed experienced teachers, practised smaller teaching tasks, and developed a greater understanding of classroom dynamics.
Placements help develop a wide range of skills, including teaching strategies, behaviour management, planning for diverse learning needs, and creating inclusive classroom environments.
It can be tiring at times, especially balancing planning and reflection after a full school day. You quickly realise that teachers run on equal parts passion, organisation… and quite a lot of coffee. However, despite the long days, seeing pupils engage with your lesson or understand something because of your support makes the experience incredibly rewarding.
3. Theory really does translate into the classroom
One thing that surprised me most about the course is how effectively the theory learned at university connects with classroom practice. University sessions are designed to model different teaching strategies so that we experience them ourselves first. This includes workshops, group activities, lesson simulations, and discussions about how children learn.
We also explore creative ways to engage pupils, such as educational visits or hands-on learning approaches. For example, during one module, we visited a museum to explore how real-life experiences can make subjects like history more meaningful and engaging for children.
Applying theory during placement makes these ideas much clearer. After learning about the importance of modelling in teaching, I used this strategy during a maths activity by demonstrating how to use a hands-on resource before asking pupils to try it themselves.
Moments like this show how educational theory becomes a practical tool in the classroom.
4. Planning takes time
Lesson planning is something many students initially underestimate. A well-planned lesson involves much more than simply deciding what topic to teach. It requires careful consideration of the learning objective, the structure of the lesson, the resources needed, and how to support pupils with different abilities.
Planning also requires differentiation, meaning that activities are adapted to support a range of learners. This might include providing additional scaffolding for pupils who need extra support, while also offering extension opportunities for those working at a higher level.
Even with careful planning, teachers often need to adapt during the lesson depending on how pupils respond. Developing that flexibility is an important skill that improves with experience.
5. Feedback isn’t criticism
Receiving feedback can initially feel intimidating, but it quickly becomes one of the most valuable aspects of the course. Both university tutors and placement mentors provide constructive feedback to help you improve your practice. For example, after a group teaching observation during placement, my class teacher provided feedback on how I could better adapt my planning to suit the different abilities within the group. This helped me think more carefully about balancing challenge and support within lessons.
Feedback becomes an important tool for reflection and professional growth.
6. Confidence builds up slowly
Confidence in teaching rarely develops overnight. For most people, it grows gradually through experience. Small moments can make a significant difference. During university sessions, we completed mini teaching activities, where we planned and delivered short lessons to our peers. Presenting to classmates can feel surprisingly nerve-racking at first, but with each attempt, it becomes easier.
Receiving positive feedback about aspects such as voice projection, clarity, and classroom presence helped build my confidence significantly.
Similar moments happen during placement as well – successfully supporting a group activity, explaining a concept clearly, or managing a class transition effectively.
7. Balancing university work and placements is a skill
Another thing that surprised me when starting the course was how structured the timetable could be, particularly in the first year. Early in the course, there are often full university days alongside assignment preparation and placement readiness, as this helps build a strong foundation before entering the classroom.
As the course progresses, the timetable becomes more flexible to allow time for assignments and placements. Placements also gradually increase in length and responsibility throughout the three years.
A typical week on placement might involve observing lessons, supporting pupils in small groups, delivering parts of lessons, and assisting with behaviour management.
Organisation becomes extremely important during these periods. Creating task lists, breaking assignments into manageable sections, and starting work early can help prevent unnecessary stress when deadlines approach.
8. Support is always there
One of the most positive aspects of the course is the strong support system available to students.
Lecturers are approachable and genuinely invested in helping students succeed, and tutorials provide opportunities to ask questions, discuss progress, and receive guidance.
There is also a strong sense of community among students. Everyone is working towards the same goal, so it is common to share ideas, discuss placements, and support each other through busy times.
This collaborative environment makes a significant difference during busy or challenging periods.
9. Every placement is different
Every school placement offers a unique experience. Different schools have their own routines, expectations, teaching styles, and classroom environments. You may also work with different year groups, mentors, and groups of pupils. Experiencing these different settings allows you to learn from a wide variety of teachers and teaching approaches.
10. Placements shape the teacher you want to become
Over time, the combination of theory and placement experiences begins to shape your own teaching style. By observing different teachers and exploring educational theories, you start to collect ideas and approaches that resonate with you. Ultimately, my goal is to create a classroom where children feel safe, confident and excited to learn.
“I wouldn’t change a thing”
Looking back, my expectations before starting the course were quite different from the reality.
I had always imagined my university experience to be largely lecture-based and felt as if I might miss out on the full university experience, but this couldn’t have been further from the truth. The course is far more practical, interactive and engaging than I expected, and the balance between university learning and real classroom experience has been incredibly valuable.
I have genuinely enjoyed my experience so far and wouldn’t change a thing. I have grown not only as a future teacher but also as a person. I have met incredible people, built strong professional networks, and gained invaluable experiences that will stay with me throughout my career.
If you are considering studying Primary Education and wondering whether it is the right path for you, my advice would be to take the opportunity – you do not need to feel completely prepared before starting, as the course is designed to help you gradually build the skills, confidence and experience needed for a truly rewarding career.
Explore our Primary and Early Years Education Course
Our Primary and Early Years Education course – available at our London, Lancaster, and Carlisle Fusehill Street campuses – will give you the training and confidence to thrive as a passionate and effective teacher. With Qualified Teacher Status (QTS) built into the degree, you’ll be eligible to apply for teaching positions as soon as you graduate. Visit our course page to learn more.
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