Guidance for teacher-mentors

Students should take on more responsibility in the classroom as the semester progresses.

They should begin by observing lessons, then move into a supported role where they help the class teacher. By the end of the module, students may lead part or all of a lesson under the supervision of the class teacher.

Classroom activities

Students may become involved in school activities in different ways.

They may:

• work with small groups of pupils on specific topics or activities
• support the class teacher during lessons
• deliver part of a lesson to a whole class
• deliver a full lesson to a whole class, with the class teacher’s supervision

Special project

Students must plan, prepare and carry out a special project.

The student, class teacher and departmental representative should agree the project together. The project should help the student develop ideas from their placement experience.

Where possible, the project should focus on a specific concept or activity that meets a need in the school. Students should not normally follow an existing school lesson plan without developing their own contribution.

Students must submit a proposal for the special project. Their University departmental representative will review the proposal and provide comments.

Further information about the special project appears in the next section.

Reflective journal

Students must keep a reflective journal about their experiences in the school.

The module gives students the opportunity to develop their understanding of teaching and learning in a school setting.

By the end of the module, students should have the opportunity to:

• experience working in an educational setting
• apply their subject knowledge to support the learning needs of others
• reflect on how pupils progress in their learning
• develop skills in lesson planning and classroom management
• build work-related transferable skills
• collect and analyse relevant information for a substantial written report
• gain educational experience for their CV and future job applications
• identify a possible referee for future job applications

Skills students can develop

The module helps students build practical skills that can support future study, employment or further training.

Students can develop skills in:

• public speaking and communication
• organisation and working with others
• time management
• teamwork
• working in a challenging and unpredictable environment
• professional conduct and responsibility
• responding to individual needs
• taking initiative and solving problems
• improvising when circumstances change
• giving, receiving and acting on feedback
• handling difficult or disruptive situations
• experience teaching methods

The four assessed elements and their contribution to the module grade:

Students are responsible for arranging with their teacher-mentor 20 to 25 hours of time with classes in their school.

Note, failure to attend for a minimum of 20 hours contact time at the school will result in a 0X (grade of 0 with no option for re-assessment) for this module.

If students undertake additional hours they should take into account any effect upon their other studies.

We do not anticipate them having more than 30 hours contact time at the school.

Teacher-mentors support the student throughout the placement and complete the required reports and assessment.

At the start of the placement

Teacher-mentors help the student understand how they will work in the school.

Teacher-mentors should:

• agree a suitable time for the student’s weekly visit as soon as school and University timetables are available
• discuss how the student can support teaching
• plan a series of activities with the student that gives them suitable experience for the module
• make sure the student can work safely and productively
• make sure the student does not work alone with school pupils.

During the placement

Teacher-mentors guide the student as their classroom role develops.

Teacher-mentors should:

• support the student’s project work through discussion and constructive feedback
• give the student opportunities to observe classes at the start of the module
• help the student move into a supported classroom role, similar to a classroom assistant
• give the student an opportunity to lead a supervised teaching session, or equivalent activity, towards the end of the module
• give the student opportunities to lead between one and three hours of lessons where possible
• brief the student before lessons
• give regular feedback on what the student does well and where they can improve
• advise the student on planning and carrying out the special project
• contact the University course team if problems arise or if they need advice about University requirements

Briefings may take place at the end of the previous lesson, by phone or by email.

At key points in the placement

Teacher-mentors complete reports and may liaise with the Liaison Officer during the placement.

Teacher-mentors should:

• complete and return the Mid-placement report form (Word)
• complete and return the Teacher-mentor assessment form (Word) at the end of the placement

The Liaison Officer may ask to attend one of the student’s visits in the later part of the module. This helps the Liaison Officer understand the student’s experience at the school and supports the assessment process.

The Liaison Officer will contact the teacher-mentor in advance to agree a convenient day.

After the placement

Teacher-mentors complete a brief assessment of the student’s performance and progress during the placement.

The assessment uses a short tick-box form with space for comments. The handbook includes an example of the form.

The teacher-mentor assessment contributes 25% of the student’s total mark for the module. The Module Coordinator and subject-area representatives moderate the mark to support consistent standards.

The special project should be seen as a climax to the student’s placement within the school, allowing them to practise some of the skills they have learned.

Some suggestions for special projects include:

• a novel method of presentation appropriate to the topic
• a particular experimental demonstration or a pupil activity
• the preparation of special materials
• an extracurricular activity (for example, helping to run or set up an after-school club or arranging a visit to the student’s University department)

Examples of previous special projects

Some special projects carried out by undergraduates in the Arts and Humanities version of this module in previous years:

• Introducing and discussing the topic of the Christian season of Advent in Germany in a secondary school where the class context was Religious and Moral Education but the student was a joint honours Theological Studies and German undergraduate.
• Working with Primary 5 children to create a class charter, lead a school assembly for pupils and selected parents) and design and produce informative reading material with the intention of promoting the importance of rights and responsibilities, and the school’s intention to become involved in the Rights Respecting School Award.
• Encouraging a class of S3 RME (Religious and Moral Education) secondary school pupils to think about the importance of human rights and the ethical dilemmas faced in life and society, intending to help them understand opposing perspectives of arguments regarding the ethical dilemma of capital punishment.
• Introducing secondary school pupils to Fairtrade and issues of citizenship.
• Food in the French-speaking world – engaging secondary pupils through a recipe and in collaboration with the Home Economics teacher.
• The Spanish contribution to UK popular culture – encouraging S1 pupils who had studied Spanish in primary school to see value of language study to certificated levels.
• Deutschland poster project – raising awareness of Germany, its culture, traditions and language amongst a mixed ability 3rd year set.
• Spanish cooking class – introducing language and culture, in relation to the Healthy Eating Scheme, for Primary School pupils.
• ¡Glenrothes conoce a Valencia! – facilitating email exchange to support Spanish language and culture learning for a secondary school class.
• Discovering Italy – language and cultural learning by way of pizza.