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Test 1 / 25

The speaker admits he has to get up at the crack of in his shorts, whatever the weather.


His work can be nice in the summer, but in the winter.


The best bit for him is when a student learns a he has been teaching.


He also enjoys the kid’s when they answer a question they thought they couldn’t.


Another pleasing thing is the other kids give each other when they learn a new skill.


He explains he was lucky to be offered a degree at Lincoln.


There was a requirement for him to do a week’s study during his holidays.


He had a good time in Lincoln and is still close with everyone up there.


He then worked for two years as a health practitioner.


That job was a until he got into teaching.


(0:02) My name is Matt Clark, I work for the Gateway Academy and I’m a PE teacher. (0:07) So, PE teacher, what do we do? (0:09) We get up at the crack of dawn, in our shorts, no matter what the weather, (0:14) rain, snow, sunshine, it’s nice in the summer but it’s brutal in the winter. (0:19) And we basically teach a range of variety of sports to all of our students (0:23) from Year 7 through to Year 11.

(0:26) And we go from football to hockey to rugby to netball, (0:29) cricket in the summer, athletics in the summer. (0:32) Best bits is seeing that student who hasn’t been able to do that skill (0:37) that you’re teaching them and they can’t do it, they can’t do it, they can’t do it (0:40) and the look on their face when they finally realise they’ve done it is awesome. (0:44) Or that question that you ask them and they go, I don’t know.

(0:47) And you ask them another question, the word is slightly different and they answer it (0:51) and you say, well you do know. (0:53) And it’s that realisation for kids when it settles in, (0:55) they actually do know how to do something or they can do that lay-up in basketball (0:59) or they score that goal in football that they’ve been dying to do. (1:03) It’s the reaction that other kids give to them, the kids are awesome.

(1:07) They get you through the day. (1:08) If you didn’t like the kids you wouldn’t be a teacher. (1:10) And luckily Lincoln offered a foundation degree.

(1:13) It was a two-year course based at a college but it was run by the university. (1:17) And then after that I had to do a week’s study in my summer holidays (1:20) to get onto the full Bachelor of Science degree, (1:23) which I managed to do again at Lincoln just in the third year. (1:25) So it was still three years I’ve come out with a Bachelor of Science Honours degree.

(1:28) But yeah, I got there in the end. (1:29) It was the best three years of my life. (1:31) Still close friends with everyone from up there really.

(1:34) There were no PE teaching jobs. (1:35) There were no jobs in schools really that I could find anywhere. (1:39) So I applied for a job with the NHS.

(1:42) I was working as a health improvement practitioner (1:45) and it was working based in a school and I was here for two years doing that. (1:50) Within those two years I got to know staff that were teachers. (1:53) I got in with the PE department.

(1:54) And then I wanted to get into teaching my whole time. (1:58) It was just a stopgap until I got into teaching really. (2:01) Yeah, in the end I started chatting to the right people (2:03) and there was one member of staff who gave me a shot (2:06) at getting through my graduate teacher programme based here.

(2:10) I love my job. I do. (2:11) I’ve wanted to be a teacher since I was 13, 14, 15.

Test 2 / 25

The speaker feels that when travellers get lost, they are forced to be to get directions. 


When you need to ask yourself questions like what you want to see, the speaker maintains it is an like no other. 


He adds that he purposefully chose to his daughter about the pleasures of getting lost. 


One of the pleasures the speaker describes is going to another city, and different places. 


He adds that in foreign countries he sometimes wanders and trusting in his ability to find his way home. 


When speaking about sixteen year olds, he mentions that they are often asked which they are going to. 


He feels this is unfair because in essence they are not fully yet, and have no idea what they may want to do in the future. 


His advice is that they should be given the freedom to self themselves. 


He adds that not being told to go to class might enable them to something about themselves. 


The speaker concludes by asking if you are a person that values freedom, because he feels and travel provide that. 


(0:04) I think people gain a tremendous amount of wisdom when they travel, when they wander, when they allow themselves, as I did, to get lost and maybe you’ll find yourself somewhere. (0:20) At least traveling forces you to be social. (0:25) You have to get directions, you have to learn where things are, you’re attuned to your environment, you have to be more careful about the weather and where your lodging is going to be, where you’re going to eat, how you’re going to get from one place to another.

(0:41) When you’re there, what is it you want to see? (0:45) How can you find a place for you to actually just rest? (0:49) It’s an experience like no other.

(0:53) I love to travel and I enjoy not knowing where I am. (0:58) It’s an unusual thing. (0:59) I sell it and I purposefully teach that to my daughter who’s now 24 years old.

(1:05) To not be afraid of not knowing where you are. (1:08) So I’ll go for a drive or go for a walk in a different city and my wife will say, do you know where you’re going? (1:14) Not really.

(1:15) Just kind of exploring different places and as long as you have a sense of direction, you’ll find your way, you’ll figure it out. (1:27) And I do that in foreign countries as well. (1:30) Just kind of wander and meander and trust that you’ve paid attention to at least the basic requirement of where you have to get back to in order to find your way home.

(1:46) But I think it is. (1:48) I think we look down now to 16 year olds and say, where are you going to go to college? (1:54) What are you going to do for the rest of your life?

(1:58) And it’s like, they’re sick. (2:00) They’re not fully baked yet. (2:01) How do they know?

(2:03) Give them a break. (2:05) Just say, look, I think after high school, take a year off. (2:11) Take two years off.

(2:12) Join the Peace Corps. (2:13) Travel. (2:14) Go figure things out.

(2:16) Or just enjoy yourself. (2:18) For the first time in their lives, they’re adults and they don’t have to be somewhere. (2:23) They’re not told to be somewhere.

(2:25) Get used to that freedom. (2:27) Get used to having the need to self-govern yourself, to be able to employ self-discipline or not. (2:39) Or you realize, oh my god, I’m really slovenly.

(2:43) If I’m not told I need to go to class, I don’t go, you might discover something about yourself. (2:49) I need order. (2:51) I like that.

(2:52) Some people love to be said, this is where you have to be and this is what you need to do. (2:57) Are you that type of person? (2:59) Or are you a type of person that wants more freedom in your life?

(3:03) And I think exploration, travel, it provides that.