Sunday, 2 December 2012
Radio on hold....thankful to those in the early days
So this is what Sunday is like!
It is 2 December and it feels strange. Today has been the first Sunday where I have not worked in about 8 years! Normally I would be presenting a radio show. Whilst many hate working on a Sunday, I much prefer it! I had better get used to it because for the time being the radio career is on hold. Thursday just gone was my last show on the radio (hopefully not forever).
An impressive 13 year run working as a full time radio presenter has come to a pause. I am really proud of my achievements so far in my career. Working at some of the biggest radio stations in the country, in various locations including Southampton, Nottingham, London, Birmingham and Stoke-On-Trent.
One thing I never forget is every single person that has given me a break, or given me a job on their station. I have had some incredible work colleagues and some amazing bosses. Certainly in my early career I am more than thankful for those who gave me a chance. Some are mentioned below.
So let's go back to the beginning.
My first 'full time' radio job was in September 1999. Although I had presented on other radio stations for a few years before that (some paid, some not) it was Win 107.2fm (In Winchester) that gave me my first 'full time' radio job. Previously I had was mixing work at a radio station with working in a petrol station / in a pub.
Funnily enough, I did not actually apply for work at Win 107.2 . I sent a demo tape to a radio station called Spire FM in Salisbury. I had a letter back from the boss Ken Rayner saying 'We are launching a radio station in Winchester, would you like to talk to us about joining?'. I was tempted of course, but at the time I was working at a big radio station called Wave 105. Reading sport at the weekend, covering odd shifts here and there. Would joining a brand new station be a step back? I asked advice from a colleague at Wave 105 called Matt Hopper. This was a guy I grew up listening to and admired as a broadcaster. We met in a country pub just up the road to the radio station. He said it was a good idea to go. I remember he said 'sometimes you have to go to come back'. I took on Matt's advice and took the job in Winchester. Ken (The programme controller at Win 107.2) asked me 'Have you ever read news before?. 'No' I said 'but I'll give it a go'. My first full time job in radio was presenting a 30 minute news programme at 6am then continue reading news throughout the breakfast show, THEN presenting my own show between 10am-1pm. So my working day was basically 5am until 1pm. My alarm was set for 3am everyday! Very painful I admit, but soon got used to it. I have to say, the money was pretty poor, but it was a brand new radio station and it was a foot in the door for a radio career. I do not have any regrets what so ever.
I felt very proud of helping launch a radio station. It was so much fun and one the best periods of my life (not just career). Something that others cannot replicate. Simon Norton was on breakfast, a very funny northerner, with bags of personality. Phil Stocks was on the drive show. Phil was the most organised person I every worked with. A total perfectionist. A top guy. Ken Rayner recorded the evening show.
Sadly my time was short lived at the station, after 9 months the station wanted to change things and I was let go. I was called into the office and told 'that was your last show'. That was my first experience of feeling pretty downbeat about my career. What do I do next? Do I have to work in the pub again? That very day, I rang Ocean FM and asked to speak to Mark Sadler (The boss) he took my call. I was very surprised, as you don't normally ring a programme controller asking for work! Mark asked me to send a demo as he may have some shifts at Christmas! I sent the tape in. Mark was good to his word and included me on his Christmas schedule. Now for me, this was what dreams were made of. Ocean FM was the most famous station in the area. A radio station I grew up listening to as a kid and a young adult. To be working there was literally a dream come true. So Christmas arrived, I hosted a few evening shows on the station. Nervous as hell, but very proud to be there at a young age. The one thing I remember about that time was that Mark sent an email saying, 'I have filled the fridge with food for those who are working over the festive period'. I felt so in awe of being at the station, I didn't feel I had the right to eat a sausage roll from the fridge!
People like Ken, Mark and Matt are people I still have contact with and have so much respect for. Maybe they don't know how thankful I am to them? Those tiny decisions in their work day/words of advice have lead me to having a great career that I will always look back on with fond memories.
I'll write up about the next part of my radio career later, so please check back, subscribe or follow me on twitter @AndyMartindale
Wednesday, 14 November 2012
Tips for media students
Media students: don't just think 'project' , think 'career'
After 6 years of teaching media at various universities, one aspect of the industry I encourage my students to do is to think differently about the way they approach their project/assignment.
I find there are two mistakes students generally make when studying media studies. Lets use radio as an example:
Mistake one - Not thinking big!
The majority of students will put energy into producing something for the ears of their marking lecturer. Which is totally understandable, after all they want a good grade to pass the module!
What students REALLY should be doing, is making their package/documentary of a good enough standard to send on to an actual radio station, after all, it's a career in radio they want isn't it? Their lecturer at University can't offer them a job, but a radio station can!
Don't just hand in the work to be marked, target a radio station that would play your feature out.
Local BBC Radio stations are a great starting point. Many BBC stations have a variety of features throughout the day that a student could easily create. Ok, so the station may not play out the actual project, BUT it may give them food for thought and invite you to re-make the audio to a standard they could use?
Think about what you are making and who you are sending it to! If you are making a 10 minute feature on 'the future of farming' don't send it to a local 'hit music' station. They would never play it, I don't even think the programme director would even take time to click on the audio!
BBC Radio 1 is a great example at the moment. They have changed the sound of the station quite dramatically recently (by making it much younger). It is not just the music that has a younger sound. they need new features to play out to a 'youth' audience. To the extent they have sent representatives to visit universities asking students to form ideas of what would make good programming for a youth target. You have to consider the people in charge of Radio 1 are much older than the Radio 1 target audience. A students work could be the trigger to a new feature that could be broadcast on national radio.
Mistake two: - Not using the FREE equipment/facilities
All universities will invest in industry standard equipment. Make the most of the FREE equipment to make film/radio in your own time. Don't let it gather dust in a store room, use it! Make your own audio
A great example: The riots were happening here in the UK during the summer of 2011. One of my students knew there was trouble planned for the local city centre, so he hired some recording equipment from the media department. He went to to the city centre capture audio.
He spoke to witnesses, police and those who were ready to cause trouble! I would never suggest putting yourself in danger of a good story, but straight away, he was capturing audio that no other media outlet had. He, right there and then, became a freelance journalist. He had all this great audio and then rang national TV/Radio stations to ask if they would be interested in using it...which they did! His quick thinking of hiring recording equipment managed to get his work published on a national level. Pretty impressive for a 19 year old student?
You can gather audio and create a documentary/package about ANYTHING. Favourite musician, a hobby, a local story in your town/village.
The explosion of social media is helping up-and-coming broadcasters, certainly radio. Tweeting audio will gather pace with re-tweets. People can share your work posted on facebook.
Using accounts like Soundcloud, Mixcloud and Audio Boo are well worth while. The tagging is also very important.
The world is LITERALLY your oyster. The world is listening.
After 6 years of teaching media at various universities, one aspect of the industry I encourage my students to do is to think differently about the way they approach their project/assignment.
I find there are two mistakes students generally make when studying media studies. Lets use radio as an example:
Mistake one - Not thinking big!
The majority of students will put energy into producing something for the ears of their marking lecturer. Which is totally understandable, after all they want a good grade to pass the module!
What students REALLY should be doing, is making their package/documentary of a good enough standard to send on to an actual radio station, after all, it's a career in radio they want isn't it? Their lecturer at University can't offer them a job, but a radio station can!
Don't just hand in the work to be marked, target a radio station that would play your feature out.
Local BBC Radio stations are a great starting point. Many BBC stations have a variety of features throughout the day that a student could easily create. Ok, so the station may not play out the actual project, BUT it may give them food for thought and invite you to re-make the audio to a standard they could use?
Think about what you are making and who you are sending it to! If you are making a 10 minute feature on 'the future of farming' don't send it to a local 'hit music' station. They would never play it, I don't even think the programme director would even take time to click on the audio!
BBC Radio 1 is a great example at the moment. They have changed the sound of the station quite dramatically recently (by making it much younger). It is not just the music that has a younger sound. they need new features to play out to a 'youth' audience. To the extent they have sent representatives to visit universities asking students to form ideas of what would make good programming for a youth target. You have to consider the people in charge of Radio 1 are much older than the Radio 1 target audience. A students work could be the trigger to a new feature that could be broadcast on national radio.
Mistake two: - Not using the FREE equipment/facilities
All universities will invest in industry standard equipment. Make the most of the FREE equipment to make film/radio in your own time. Don't let it gather dust in a store room, use it! Make your own audio
A great example: The riots were happening here in the UK during the summer of 2011. One of my students knew there was trouble planned for the local city centre, so he hired some recording equipment from the media department. He went to to the city centre capture audio.
He spoke to witnesses, police and those who were ready to cause trouble! I would never suggest putting yourself in danger of a good story, but straight away, he was capturing audio that no other media outlet had. He, right there and then, became a freelance journalist. He had all this great audio and then rang national TV/Radio stations to ask if they would be interested in using it...which they did! His quick thinking of hiring recording equipment managed to get his work published on a national level. Pretty impressive for a 19 year old student?
You can gather audio and create a documentary/package about ANYTHING. Favourite musician, a hobby, a local story in your town/village.
The explosion of social media is helping up-and-coming broadcasters, certainly radio. Tweeting audio will gather pace with re-tweets. People can share your work posted on facebook.
Using accounts like Soundcloud, Mixcloud and Audio Boo are well worth while. The tagging is also very important.
The world is LITERALLY your oyster. The world is listening.
Tuesday, 12 June 2012
Facing challenges as a university lecturer
I had a great response from to my previous blog about teaching at University. Thank you if you took the time to read it and I hope it gave you some food for thought,
In this blog I'll try give you an insight into the teaching itself, involvement and my experiences with students. Especially if teaching is something completely new to you.
What do I teach?
At current time I am teaching 'radio production' at two different universities. Although slightly different courses, the framework to the courses are basically the same. The main idea of these courses is to allow students to form new skills such as interviewing, editing and presenting radio programmes. Most courses will last for 12 teaching weeks (generally with breaks halfway for various term breaks). That sounds like quite a lot of material to come up with when each lesson is 3 hours in duration! Remember there is a main project for the students to take on which uses much of the time.
I find that many students don't have much of an interest in working in radio. Media is seems to be one of those courses people opt for because it seems quite fun with very little paperwork to take on! Actually that is true, it is very much like that! However, my aim is to change students opinion on radio as a medium. Ideally, I would love them to finish the course and think 'I had fun, I have found my calling, I would love to work in radio'.
One of the great things about radio industry it is not just about being on air presenting. There are so many unsung heroes behind the scenes of a radio station. So talking about the various roles in the early stages of the course is really important, so people can at least have food for thought for an area that they feel interests them.
Getting the best out of students
The 'thing' about teaching (of any age group) is understanding how each individual learns best. It is too easy to generalise and think everyone is up to speed with the class and it's progression week to week. This is pretty tricky when on average you host a class of 25 students. It does not take long to make observations about who is paying attention and who is not. So I think it is important to identify those who seem a little dis-interest and make a bee line for them to get them involved.
Some students prefer PowerPoint presentations so they can take notes. Other students would like the information to read in their own time and take in. I guess it is like when we were younger revising for exams. Did you like music on in the background? Or were you the type of person who needed total silence whilst studying so you took the information in?
If you can learn how each student studies best, you will get the best out of them. It will pay off for them in the long run, better results for them, good results for the university. A massive part of being a university lecturer is allowing students to discover skills they never had. Some have a natural talent for things and they did not even know realise! It is up to YOU to find that hidden talent.
You are not just the lecturer
One thing I have noticed that is increasing is the amount of pastoral care you take on. Many of the students are away from home (within the UK or overseas). Most will be living away from their parents for the first time, a new place with a lack of friends. A scary time for many and generally the first person they turn to for advice is their lecturer. They see a lecturer as being someone of responsibility, an adult who they trust. There are certain situations that you can rectify within class but there are also times where they have to be taken to the next step. The most serious situation I have dealt with is a racism complaint between two students in my class. This was something that was taken to top level management due to the seriousness and at one point the police were involved. This was a very difficult situation to deal with in the class because they still both needed to attend the classes. I found this very challenging. I didn't want to seem to be taking sides with one student over the other, so I spent equal amounts of time with both
I have also had a student who felt she was being bullied by two members of the group she was working with in class. She came to me in tears. How would you deal with that? After all, students are technically adults and should be able to resolve the situation amongst themselves?
Other challenges
Some students have something called a 'support plan'. These are put in place by the university for students with special requirements, be it extra learning time or changes to the actual environment they study in.
For example, I had a student once who required to be sat in the nearest position to the door. This student used to have panic attacks in a classroom with large amounts of students or generally in small rooms. She also had a assistant to write notes for her. The major problem was, that I was not allowed to tell other students of her condition or who her assistant was or what she was there for. Quite often the student would arrive late and the seat by the door was taken up by another student. So it was quite challenging asking a people to move seats without giving the game away. You cant put a 'reserved' sign over a seat after all! Or can you?
All of these challenges make the job different from one day to the next. However, if you embrace these challenges it makes you a better lecturer. I see these situations as your very own hands on university course. Only you don't get any qualifications for it....though on a plus side it is free!
If there is any aspect of teaching or broadcast you would like me to blog on, feel free to suggest it below!
Would also like your general comments on the blog also (if you would be so kind).
You can follow me on twitter @AndyMartindale
In this blog I'll try give you an insight into the teaching itself, involvement and my experiences with students. Especially if teaching is something completely new to you.
What do I teach?
At current time I am teaching 'radio production' at two different universities. Although slightly different courses, the framework to the courses are basically the same. The main idea of these courses is to allow students to form new skills such as interviewing, editing and presenting radio programmes. Most courses will last for 12 teaching weeks (generally with breaks halfway for various term breaks). That sounds like quite a lot of material to come up with when each lesson is 3 hours in duration! Remember there is a main project for the students to take on which uses much of the time.
I find that many students don't have much of an interest in working in radio. Media is seems to be one of those courses people opt for because it seems quite fun with very little paperwork to take on! Actually that is true, it is very much like that! However, my aim is to change students opinion on radio as a medium. Ideally, I would love them to finish the course and think 'I had fun, I have found my calling, I would love to work in radio'.
One of the great things about radio industry it is not just about being on air presenting. There are so many unsung heroes behind the scenes of a radio station. So talking about the various roles in the early stages of the course is really important, so people can at least have food for thought for an area that they feel interests them.
Getting the best out of students
The 'thing' about teaching (of any age group) is understanding how each individual learns best. It is too easy to generalise and think everyone is up to speed with the class and it's progression week to week. This is pretty tricky when on average you host a class of 25 students. It does not take long to make observations about who is paying attention and who is not. So I think it is important to identify those who seem a little dis-interest and make a bee line for them to get them involved.
Some students prefer PowerPoint presentations so they can take notes. Other students would like the information to read in their own time and take in. I guess it is like when we were younger revising for exams. Did you like music on in the background? Or were you the type of person who needed total silence whilst studying so you took the information in?
If you can learn how each student studies best, you will get the best out of them. It will pay off for them in the long run, better results for them, good results for the university. A massive part of being a university lecturer is allowing students to discover skills they never had. Some have a natural talent for things and they did not even know realise! It is up to YOU to find that hidden talent.
You are not just the lecturer
One thing I have noticed that is increasing is the amount of pastoral care you take on. Many of the students are away from home (within the UK or overseas). Most will be living away from their parents for the first time, a new place with a lack of friends. A scary time for many and generally the first person they turn to for advice is their lecturer. They see a lecturer as being someone of responsibility, an adult who they trust. There are certain situations that you can rectify within class but there are also times where they have to be taken to the next step. The most serious situation I have dealt with is a racism complaint between two students in my class. This was something that was taken to top level management due to the seriousness and at one point the police were involved. This was a very difficult situation to deal with in the class because they still both needed to attend the classes. I found this very challenging. I didn't want to seem to be taking sides with one student over the other, so I spent equal amounts of time with both
I have also had a student who felt she was being bullied by two members of the group she was working with in class. She came to me in tears. How would you deal with that? After all, students are technically adults and should be able to resolve the situation amongst themselves?
Other challenges
Some students have something called a 'support plan'. These are put in place by the university for students with special requirements, be it extra learning time or changes to the actual environment they study in.
For example, I had a student once who required to be sat in the nearest position to the door. This student used to have panic attacks in a classroom with large amounts of students or generally in small rooms. She also had a assistant to write notes for her. The major problem was, that I was not allowed to tell other students of her condition or who her assistant was or what she was there for. Quite often the student would arrive late and the seat by the door was taken up by another student. So it was quite challenging asking a people to move seats without giving the game away. You cant put a 'reserved' sign over a seat after all! Or can you?
All of these challenges make the job different from one day to the next. However, if you embrace these challenges it makes you a better lecturer. I see these situations as your very own hands on university course. Only you don't get any qualifications for it....though on a plus side it is free!
If there is any aspect of teaching or broadcast you would like me to blog on, feel free to suggest it below!
Would also like your general comments on the blog also (if you would be so kind).
You can follow me on twitter @AndyMartindale
Thursday, 7 June 2012
My career as a university lecturer....and how you can get involved in teaching
Some may know (some may not) but along side my main employment of being a radio presenter, I also teach at various universities. Passing on my 15 years of radio knowledge to students who have a keen interest in media. I am actually surprised how I ended up being so involved with teaching.
Teaching was something I never really gave any thought to during my adult life. As a school pupil I was not really interested in my education. I got through secondary school with very average grades, I knew I had the ability to achieve better, but just was not that motivated enough (in class or at home). That is not me blaming my school teachers or my mother, it just how it was.
I certainly felt more 'at home' when studying media at college between 1995-1996. Though my tutors were a little too laid back and it felt more like a laugh than any form of learning process. None of my tutors were really those I looked upon as someone who inspired me. Due to that, I didn't really have an interest in taking my education further, so after a year at college I decided to work a normal mundane job and not bother with university.
I feel it was important to mention the above because we always see teachers as people who have always have had a hunger to teach...it is not always like that.
How did my teaching begin?
In the summer of 2006 I was working at a radio station in Nottingham. For some reason I wrote to the University of Derby to see if they would like me to come in and talk to students for an hour or so about how to get into radio. I'll admit now, I saw this as a money making scheme to talk about something I could ramble on about for hours!
After sending an initial email to the head of department I was emailed back within a few days with that almost standard reply of ''thanks for the email, we don't have anything, but we'll let you know if anything does come up''
A few weeks later I had a phone call from the university who had been let down by a radio lecturer and they asked if I would be interested in co-hosting a semester (12 weeks) full of work. Two classes of 3 hours in duration. It was not what I had expected and felt very nervous because of my lack of academic experience. Actually it was ok, because I had another lecturer with me (teaching about 30 students) and I was quite comfortable with it.
As each academic year went on more hours were available and the money side was not as important as I was enjoying the work and felt a real buzz about the job I was doing.
The radio industry is a very insecure place, one day you could have a job, the next it could be gone. Over the past few years, radio stations have cut their budgets and simply there are not as many jobs for presenters (like me) as there used to be. Many people I know have been caught out by losing their job without expecting it and have not known what to do next.
Many radio presenters are like footballers with the attitude of 'its all we know, its all we have done'. We don't seem to plan for the future.
So I really see this as a back up career. When the inevitable happens....(because it will) I now have something else to fall back on. I hope to work in radio for many years to come, but I need to put plans in place for the future.
There is a great sense of achievement in teaching. It is a wonderful feeling when you take a class full of students and they get something out of it. They thank you at the end of the session because they enjoyed it. They talk to their friends about what a good module it is, what a good lecturer they have (ideally). In years to come when that student has got the career they dreamt of, I want them to think of the skills they picked up during their time at university. Remembering the sessions were the kick start they needed to make a great career for themselves.
Most of all it is getting the student to feel a sense of achievement from something they made with their own creative minds. Many students I teach have little or no knowledge about radio. By the end of the course they have made something creative from the tools and skills I have taught them. They will take those skills remember them forever and hopefully develop them.
3 years ago I passed a course equal to a masters degree in teaching. I am now a member of the Higher Education Authority. Who would have thought a guy whose highest GCSE grade was a 'C' in drama was now responsible for teaching at a university? I am sure they made a mistake!
So October 2006 was my first experience of teaching. Here we are in 2012 and I am still working for the University of Derby and also have work with Birmingham City University where I have been involved in teaching for two years.
I'll be 33 next month, and to have been involved teaching at University level for six years is really rewarding. Not sure many people could say the same?
So whatever career you are doing (or had previously). Use those skills and pass them on to students. Universities are BUSTING to get industry people through the door to talk about their experiences and share ideas. Certainly now fee's have increased, they need to have the best people in-house to pass on their knowledge.
It could be something like hosting a one hour guest speaker slot..... or maybe a full blown 12 week course like I was thrown into!
I suggest finding out a university that hosts a course in your chosen skill set. Find out the head of department and make contact. Remember also many universities teach in the evening too, so there should be plenty of opportunity for you to get involved if your normal working hours are quite busy.
I know what you are thinking and you want to ask......'how much money will I get?' . Well roughly for teaching at University you can expect to earn £30 per hour. Most lessons are 3 hours. You'll also get holiday pay too. That sounds a lot of money (and it is) but remember this will generally go towards the preparation and any marking!
I really do enjoy this part of my work you know. I have met some really great students, some who have really great potential and I know will be a success in the media.
I'll post another blog soon about what to expect in the early days of teaching and how to get the best out of students and to motivate them to achieve MORE! So please hit follow if you have found this of interest.
Hope this has given you an insight to a career that you may not have considered just yet?
You can follow me on twitter @AndyMartindale
Instagram > 'andymartindale'
Teaching was something I never really gave any thought to during my adult life. As a school pupil I was not really interested in my education. I got through secondary school with very average grades, I knew I had the ability to achieve better, but just was not that motivated enough (in class or at home). That is not me blaming my school teachers or my mother, it just how it was.
I certainly felt more 'at home' when studying media at college between 1995-1996. Though my tutors were a little too laid back and it felt more like a laugh than any form of learning process. None of my tutors were really those I looked upon as someone who inspired me. Due to that, I didn't really have an interest in taking my education further, so after a year at college I decided to work a normal mundane job and not bother with university.
I feel it was important to mention the above because we always see teachers as people who have always have had a hunger to teach...it is not always like that.
How did my teaching begin?
In the summer of 2006 I was working at a radio station in Nottingham. For some reason I wrote to the University of Derby to see if they would like me to come in and talk to students for an hour or so about how to get into radio. I'll admit now, I saw this as a money making scheme to talk about something I could ramble on about for hours!
After sending an initial email to the head of department I was emailed back within a few days with that almost standard reply of ''thanks for the email, we don't have anything, but we'll let you know if anything does come up''
A few weeks later I had a phone call from the university who had been let down by a radio lecturer and they asked if I would be interested in co-hosting a semester (12 weeks) full of work. Two classes of 3 hours in duration. It was not what I had expected and felt very nervous because of my lack of academic experience. Actually it was ok, because I had another lecturer with me (teaching about 30 students) and I was quite comfortable with it.
As each academic year went on more hours were available and the money side was not as important as I was enjoying the work and felt a real buzz about the job I was doing.
The radio industry is a very insecure place, one day you could have a job, the next it could be gone. Over the past few years, radio stations have cut their budgets and simply there are not as many jobs for presenters (like me) as there used to be. Many people I know have been caught out by losing their job without expecting it and have not known what to do next.
Many radio presenters are like footballers with the attitude of 'its all we know, its all we have done'. We don't seem to plan for the future.
So I really see this as a back up career. When the inevitable happens....(because it will) I now have something else to fall back on. I hope to work in radio for many years to come, but I need to put plans in place for the future.
There is a great sense of achievement in teaching. It is a wonderful feeling when you take a class full of students and they get something out of it. They thank you at the end of the session because they enjoyed it. They talk to their friends about what a good module it is, what a good lecturer they have (ideally). In years to come when that student has got the career they dreamt of, I want them to think of the skills they picked up during their time at university. Remembering the sessions were the kick start they needed to make a great career for themselves.
Most of all it is getting the student to feel a sense of achievement from something they made with their own creative minds. Many students I teach have little or no knowledge about radio. By the end of the course they have made something creative from the tools and skills I have taught them. They will take those skills remember them forever and hopefully develop them.
3 years ago I passed a course equal to a masters degree in teaching. I am now a member of the Higher Education Authority. Who would have thought a guy whose highest GCSE grade was a 'C' in drama was now responsible for teaching at a university? I am sure they made a mistake!
So October 2006 was my first experience of teaching. Here we are in 2012 and I am still working for the University of Derby and also have work with Birmingham City University where I have been involved in teaching for two years.
I'll be 33 next month, and to have been involved teaching at University level for six years is really rewarding. Not sure many people could say the same?
So whatever career you are doing (or had previously). Use those skills and pass them on to students. Universities are BUSTING to get industry people through the door to talk about their experiences and share ideas. Certainly now fee's have increased, they need to have the best people in-house to pass on their knowledge.
It could be something like hosting a one hour guest speaker slot..... or maybe a full blown 12 week course like I was thrown into!
I suggest finding out a university that hosts a course in your chosen skill set. Find out the head of department and make contact. Remember also many universities teach in the evening too, so there should be plenty of opportunity for you to get involved if your normal working hours are quite busy.
I know what you are thinking and you want to ask......'how much money will I get?' . Well roughly for teaching at University you can expect to earn £30 per hour. Most lessons are 3 hours. You'll also get holiday pay too. That sounds a lot of money (and it is) but remember this will generally go towards the preparation and any marking!
I really do enjoy this part of my work you know. I have met some really great students, some who have really great potential and I know will be a success in the media.
I'll post another blog soon about what to expect in the early days of teaching and how to get the best out of students and to motivate them to achieve MORE! So please hit follow if you have found this of interest.
Hope this has given you an insight to a career that you may not have considered just yet?
You can follow me on twitter @AndyMartindale
Instagram > 'andymartindale'
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