Mentor modelling and a school-wide behaviour program's strategies transferred to the mentee's classroom management practices¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Strategies advocated in the school's system requirement document (Program Achieve) and modelled by the mentor transferred to the mentee's classroom management practices by the end of the field experience. → Sempowicz 2011

Evidence¶

Sempowicz 2011¶

Sempowicz, T., & Hudson, P. (2011). Analysing mentoring dialogues for developing a preservice teacher's classroom management practices. Australian Journal of Teacher Education, 36(8). https://ro.ecu.edu.au/ajte/vol36/iss8/1 doi:10.14221/ajte.2011v36n8.4

q2 · i? · qualitative · r3

Conclusion of the qualitative case study, drawing on lesson observations, interviews and the mentor's final report. The authors report that modelled and program-advocated strategies, including age-appropriate language and clear concept explanation, appeared in the mentee's own teaching.

"Consequently, many of the strategies advocated in this system requirement document and those modelled by the mentor did transfer to the mentee's classroom management practices. These strategies included using age-appropriate language and making concepts understandable so that students were engaged in lessons and not off task."

Discussion¶

Related Claims¶

• Example-based sequences outperform problem-only practice for novices, and fading support is argued to aid transfer — the general claim this finding bears on, with the studies behind it
• Most attributes and practices of the five-factor mentoring model (30 of 34) provided input into a first-practicum mentee's classroom management, with no overt evidence on aims, curriculum, timetabling or assessment — a broader claim this one bears on
• Mentors' roles and practices differ by program context: local guides versus educational companions — related
• Mentee participation in a school-wide positive behaviour support program (Program Achieve) enabled confident implementation of learned strategies in other lessons — related
• Classrooms where mentors understand and model program concepts are more fruitful contexts for student teachers' learning — a broader claim this one bears on
• Repeating one short lesson six times with small groups gave the mentee repeated opportunities to review and modify her classroom management strategies and build confidence — related
• Literacy coaching responsibilities fall into two major areas: teacher mentoring and literacy program advocacy — related
• Witnessing mentor teachers model advocacy actions shaped novice ESL teachers' advocacy beliefs and practices — related
• Teacher educators can coach student teachers in reflective practice using personal histories, dialogue journals, and group discussions — related
• A structured feedback-and-reflection cycle (pre-lesson plan review, immediate verbal comments, written feedback, take-up time, and open-ended questioning) supported the mentee's reflective development — related