Florence already knew that I was going to talk about class management (See Appendix III). She admitted that she had a few difficulties with some problematic behavior in her lower class of Form IV Biology students and they were at time difficult to handle. But instead of raising that issue of class management, I prompted her to see how she could overcome this situation by reflecting on her previous experience as a learner. Many teachers have faced the problem of class management and this much help in order to promote a good learning for students and satisfaction for the teacher. I could feel that Florence felt deterred after that class explanation (Appendix III). As a mentor, I needed to raise her morale by supporting her. We talked lengthily on that issue and she recognized that all problem encountered in class must have a solution. Awaya et al(2003, p.54) concur that providing moral support tops the list of things that are critical to developing a strong mentor-mentee relationship. Florence has been struggling with these students having problematic behavior for very long but she really had difficulty in that class.
There are incidental problems that arise during lessons for which the mentor can assist in explaining how to problem solve. Classroom management strategies, including managing student behavior, must be discussed with the mentee, especially as the mentor has insight into the various student personalities and behavioral traits. Effective teaching requires astute questioning skills for which a mentor can discuss higher and lower-order questions along with distributing the questions in equitable ways. Lessons have a structure and so an effective mentor can discuss the implementation processes (e.g., ensuring key learnings or concepts are apparent in the introduction, body, conclusion of a lesson). Mentors can provide pedagogical knowledge about assessment and also viewpoints about effective teaching practices that link curriculum, pedagogy, and
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