The subsequent week, the second observation took place in the Biology where Florence had to organise her practical session. I could see noticeable changes in her class organization as we suggested for the lesson plan, and in accordance with the main targets set in the previous feedback meeting. I was surprised to see such transformation in so little time. I assumed that Florence wanted to achieve higher aims in her profession. In this context, Larrivee (2000: p295) state that teacher must be able to create authentic learning communities and required to change and adapt their teaching styles that better align with emerging metaphors of the teacher as the social mediator, learning facilitator, and reflective practitioner. With reference to Appendix II, my mentee also grouped her students to work in pairs. My objective was to make Florence engaged her students in self-assessment and peering since this would bring enlightenment among the student’s aptitude in learning. As it is mentioned in the Assessment for Learning as suggested by English government policy (DfES, 2004, p.x), that students must be involved in peer and self-assessment which would eventually make the students themselves responsible for their own learning. Under such circumstance, the teacher’s role would be very crucial as she must be able to give the students appropriate feedback on their performance and also review their work and advise them for further constructive work. Such interaction between the student and the teacher is an essential element of developing understanding and promoting learning. Subsequently, this interaction was not limited to only the teacher-student but we also focused on our relation as mentor and mentee. Initially reflecting on my approach seemed difficult because I thought that whatever criticism and feedback that I expressed was for the betterment of Florence. But how far I was right? However, when I discussed this matter with another mentor colleague at the school, he said that generally, every person reflects on what they do, but this reflection differs from person to person. According to Korthagen and Vasalos (2006, p.48) said that when teachers generally reflect, it is often influenced by the specific school culture, and the pressure of work often encouraged a focus on obtaining a ‘quick fix’ rather than shedding light on the underlying issues. This reflection was unusual because it made me ponder if Florence was just trying to get an easy way out for short term. Larose et al, (2010, p.x) argued that the role played by the types of experiences may vary significantly based on mentee tendencies, needs and motivations, and program objectives (academic, social, or professional) and also how mentors manage to engage mentees during these experiences.
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