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Introductions for the first meeting, possibly combined with Reflecting Post-Lesson and Lesson Preparation,
Reflecting with human mentors
The logistics
Human mentors accompany student teachers on their 7 weeks worth of school-based teaching by taking it in turns with Noa (in Noticing) to support the development of student teachers’ reflective practice.
The students are due to start their school-based teaching from the week of 20th October, during which they will get in touch with their assigned human mentor to pencil in their 3-4 bi-weekly chats during the first semester (October to December) - see the full list of . The chats are best done soon after the school-based observing/teaching, while memories are still fresh in students’ minds. The chats can be done face-to-face or online, depending on people’s availability and preference.
The approach
The human mentors take the same nurturing, non-judgemental approach to supporting the development of reflective practice as school-based mentors:
Please read on through the mentor’s roles and see them in action as captured in an by a former student teacher - it’s music to any educator’s ears!
The conversations
Human mentors use suitable conversations from to support reflective practice, i.e:
depending on what the student teacher needs most at the time.
The reports
Student teachers are tasked with reporting on their meetings with the human mentors. They use the following template to report, in note form, on their meetings, and then enclose in their digital logbooks:
Meeting Number:
Human mentor Name:
About this meeting:
Date: ___________ Place:______ Time:________ Duration:_____
Topics discussed:
-
-
Mentee’s conclusions/decisions:
-
-
Agreements made:
- By mentee: e.g. The mentee will try to do X to support own/learners' learning
- By mentor: e.g. The mentor will try to do Y to support mentee's learning
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