Coincidentally, during the time the writer did relief teaching, I was also a relief English language teacher, spending 10 years in secondary schools.
I was privileged to have been given teaching assignments spanning entire academic years in one school where I was tasked with a full-time teacher’s roles, including co-form teacher and pastoral care after school hours.
Making weekly lesson plans, marking students’ work, setting examination papers, vetting and invigilating were part and parcel of my work.
I took over an absentee teacher’s timetable of 23 periods in class, so there might be a day when there were six consecutive periods and other days where I taught only two periods.
It was up to me to prioritise my workload and fit in mealtimes and toilet breaks.
It might have been daunting at first, but I got used to the routine. Ultimately, it was the thrill of being able to imbue my students with the knowledge and skills in the language that kept me going strong then.
I did not once feel that teaching was a chore.
There were years when I was tasked with teaching upper secondary Normal Technical students that I fumbled at the beginning, but soon picked myself up and learnt how to get them to respond positively to my lessons.
As I look back now, I view those times not as a challenge, but an opportunity given to me to nurture young minds.
A relief teacher’s work is done at 1.30pm on a school day.
A full-time teacher’s work, however, continues till evening and perhaps later. Managing the workload is easier said than done. Each teacher is different in his approach and ability to handle work stress.
In the end, it is up to the individual to ask himself if teaching is what he really wants to do and then be passionate enough to follow his dream to fruition.
Raymond Han
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