Missing the Buzz of the Classroom

English teacher and mum of twins, Sondos Bowker shares how she stayed in touch with the profession during her break away from teaching and stepped back into the classroom four years later.

I never really wanted to leave teaching. A series of complex personal circumstances during my maternity leave meant I had to step out of the classroom for my health and well-being, as well as that of my family. About a year into this break, I realised how much I missed the buzz of the classroom. This feeling was reinforced by a period of ad-hoc supply teaching, involvement in school governance, and working as a private tutor. There’s nothing quite like being part of a school community and supporting a cohort of young people through their education. So, when the opportunity arose to job-share the maternity cover for my former NQT mentor, I jumped at the chance.

The MTPT Project’s coaching programme was invaluable in helping me return to the 

classroom. I loved meeting other parents on leave or career breaks and working through a structured programme focused on mindset and identity. I lost so much confidence during my time away, and that feeling can be incredibly isolating. As cliché as it sounds, realising that others go through the same thing was so reassuring. Emma’s coaching style is relaxed, flexible, and expertly tailored to the chaos of parent life.

I signed up for the DfE’s Return to Teaching service and was assigned a fantastic adviser who supported me with my application and provided subject-specific CPD tailored to my needs. This not only helped me become a competitive applicant but also played a key role in rebuilding my confidence. Now that I’m well into my first term back in the classroom, I know I can continue to rely on this service throughout my first year in post.

My school has an excellent CPD culture, which has been invaluable in my return to teaching. Taking part in reciprocal lesson visits with another part-time member of staff from a different subject has really helped refine my pedagogy. I also feel that my experience during my break—such as one-to-one and small group tuition/intervention—has been respected, and I’ve enjoyed contributing to my department.

My department’s schemes of works are all in place and very thoughtfully planned that have been incredibly helpful from a workload perspective and means I can focus on teaching and learning.

Now, as a mother, I am much more conscious of how the structure of the school day and week impacts my wider family life. I’ve learnt more productive strategies for working smarter—avoiding unnecessary reinvention of the wheel (no more hours spent making laminated card sorts!) and asking for support when needed—not just for my own benefit but for my family’s as well.

My pedagogical perspective has also evolved. Before leaving teaching, I was a curriculum lead for English, with a strong focus on pedagogy, teaching, and learning. Alongside raising my two young children, I have remained actively involved in advocacy and safeguarding within the charity and community sectors. I also continue to serve as a safeguarding link governor. Now, as a returning classroom teacher, this experience has given me a valuable “big picture” perspective on the pastoral side of teaching and the impact my decisions have on students and their families.

Returning to teaching has been a positive move for me. It’s not always straightforward, but I truly love being in the classroom.