Mentee participation in a school-wide positive behaviour support program (Program Achieve) enabled confident implementation of learned strategies in other lessons¶

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? The mentee's understanding of the school-wide approach to behaviour management, gained through delivering Program Achieve lessons, enabled her to confidently implement learned strategies in her other lessons. → 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

Case-study finding from researcher observations and interviews: the mentee selected, planned and implemented two whole-class Program Achieve lessons, then reinforced concepts such as manners, persistence and positive thinking, and used reward systems like "gotchas", in other lessons.

"Observations and interviews confirmed that the mentee's understanding of the school-wide approach to behaviour management enabled her to confidently implement learned strategies into her other lessons."

Discussion¶

Related Claims¶

• Teachers who effectively implement classroom management can engage students in learning activities for more than 90 percent of allocated time — related
• 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
• Mentor modelling and a school-wide behaviour program's strategies transferred to the mentee's classroom management practices — 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
• 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