Guide mentees through a problem-solving approach to classroom management using open-ended questions, think time, and pre-emptive thinking about what works¶

Strategy · All strategies
Evidence · no claims cited

Description¶

In this case, the mentor guided the mentee through a problem-solving approach to classroom management before each lesson: she asked "pertinent questions", gave the mentee "think time", and provided opportunities to implement solutions. Drawing on her own "pre-emptive thoughts" about what generally works or does not work in the classroom, she encouraged the mentee to anticipate problems by asking open-ended questions and thinking through possible solutions before teaching. This strategy is implementable within pre-lesson planning dialogues during practicum.

Design Implications¶

Context¶

Requirements¶

• A mentor with experience-based pre-emptive knowledge of classroom management strategies and time for pre-lesson dialogues

Constraints¶

• Observed in a single first-practicum case with a second-year preservice teacher in a Year 2 class

Target Learners¶

• preservice teachers on practicum

Target Learning Goals¶

• anticipating and managing student behaviour problems
• planning classroom management strategies before teaching

Affordances¶

• Five Factor Mentoring Model Hudson

Related Strategies¶

Examples¶

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Key Sources¶

• 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