I Often Walked To School When I Was A Student Mentoring the Trainee Teacher – A Supervisor’s Defining of the Role

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Mentoring the Trainee Teacher – A Supervisor’s Defining of the Role

I have always looked forward to being asked to supervise trainee teachers throughout my teaching career. Because I was forced to look at my teaching. Due to the constant pressure of the job, I, like many others in the business, sometimes went back to the old chalk and talk type lessons too often. The arrival of a trainee teacher reminded me of the different teaching/learning strategies I can use to promote my students’ learning.

So I can show trainees different teaching strategies that will increase interest in my students. Their arrival meant that I would try to teach the “perfect” lessons to inspire them and my students.

In doing this I was trying to create an image of how a teacher works professionally. Also I will try to give trainees a wider experience of school life, not only in the classroom but in the staff room and on the playing field.

I have always given more opportunities to experience the teaching offered by the University’s Faculty of Education.

During a trainee teaching practice, I ask myself these five questions about the trainee. (This will happen only if I find that the trainee is indifferent in his/her preparation and averse to work beyond what is mandated by the certifying authority).

1. Was teaching a suitable career for this trainee?

2. Do I need to teach this internship to my own children?

3. Would I like to apprentice teach in my neighborhood classroom next year?

4. Would I like to teach my high school class a lesson before this intern comes to my lesson?

5. Was the trainee willing to try all the extras I provided for him/her?

If I felt unhappy about any of these issues, I felt the trainees were at risk. I will talk to other supervising teachers to get their opinion. Then, if other supervising teachers have the same concerns, I will communicate my concerns to the trainee teacher supervisors at the school and university supervisors and ask them to find ways to help the trainee improve or find another career. It may sound harsh but teaching is a very stressful career and our children deserve the best teachers we can train.

Once I have demonstrated a particular teaching strategy, I will allow trainees to use that strategy. This happens several times during the first week of teaching practice. Once the trainee has a series of lessons under his/her belt, I will give him/her an entire unit to plan and teach several lessons. This meant that they would prepare a test program to be given at the end of the teaching of that unit. The trainee will mark the assessment tool, return it to the students, review it with the students and do any necessary reteaching of the unit.

After each lesson, I’ll discuss how it went. I will ask the trainees to give a personal critique of their lesson. We will then decide what he/she needs to improve on in the next lesson. It could be a question mark or his/her use of voice or circle work.

Occasionally, I ask the trainee if there is a particular skill that he/she would like me to observe and critique.

Often there were students in the class who had missed assignments. I have trainees take small groups of these students and work with them. Also, I would give them time, in small groups, with the more able students doing problem solving activities while the rest of the class worked on integrating the current topic.

I will always check and sign their written lesson plan and write comments on the lesson plan at the end of the lesson. I will elaborate these comments verbally with the trainee to make sure they understand what I am saying.

At the end of their teaching practice, I will do two things. First, I will ask the trainee if there is a particular learning teaching/strategy he/she would like to try. Secondly, during a lesson with a trainee, I would leave the room to give them a chance to teach without looking over their shoulder. He got a chance to see how the students were reacting to his teaching without my presence. I was always around to hear what was going on in the classroom if I had to intervene.

I will always be willing to intervene in the lesson to add additional information to help the trainees or to clarify a point raised or to indicate that we are in a team teaching approach in response to a question posed by the trainee. . In the discipline area, I would often go around the room and stand next to an off-task student to give them the silent message that I was not happy with the lesson and the trainee’s attitude.

I try to instill in my students that having two teachers in the classroom is beneficial for them. Two resources are provided to help them.

Finally, as a department head, I was able to refer my trainees to other teachers and see some of the special techniques these teachers had employed in their classrooms. It also involves suggesting trainee teachers attend staff and departmental meetings, participate in school sports and attend school camps to enhance their understanding of the whole school curriculum.

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