Challenging the Student:

1)   Sharing Practice:

Tutoring Role:

Supporting the Student:

Balancing support and challenge:

Mentor Role:

What is the difference between tutor and mentor roles?

2. Learning to Teach - Mentoring and Tutoring Student Teachers

Student Teacher’s opinion about teaching:

- “I was sort of two thirds of the way through my Open University degree in English literature. I felt if I was going to be a credible candidate as an English teacher I needed to prove that I was really in love with English.”

- “Teaching is fantastic because there’s just so much sheer variety.”
- “You have to be mega organized, however much you want to instill a love of your subject into people – and I think that is hugely, hugely important.”

- “The idea that exam results are very important is without question. So I took over, in my first year, a group of 12 pupils who were predicted C grades, most of them for their GSCE English and when their results came out, five of them got A grades, five of them got B grades and two of them got C grades.”

School Experience:

- Learning to be a teacher is about developing your own ‘teaching personality’.
- Learning to be a teacher involves drawing on your previous experiences, and the opportunities that you have as a student teacher, in order to develop that personality.
- And it will change as your career progresses and you gather more experience.

- However, as with any learners, it is how individuals take control of their own learning that will influence the type of teacher they become.

Student Teacher-Centered Approach:

- This approach asks students, mentors and tutors to critically engage with issues that arise and find solutions through a process of exploration and critical reflection.
- In this way student teachers don’t just emulate existing practice but will take more personal responsibility to adapt, question, challenge and experiment with a range of different solutions and techniques.

- The negative aspects:
          a) Time: a questioning, critical approach takes a lot of discussion, research and time for experimentation. It requires a high level of skill from teacher-educators to accommodate the level of individualization that results.

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