The mentor teacher significantly impacts the student teacher’s learning experience because she serves as a role model and mentors for the student teacher. Because they believe they have no other option, student instructors frequently follow the behaviours of their mentor teachers without asking why. However, we advise you to have regular discussions about your practice with your student teachers. You should also encourage them to voice their opinions, think critically, share their observations of your classroom and your teaching methods, and be open to suggestions for new approaches that you might not have considered. We know that the attendance management system can be helpful to the students as well. In addition to working one-on-one with your student teacher in your classroom, we ask that you introduce your student teacher to your coworkers, set up visits to other classes at the same level and different levels, and meet and get to know the staff at the school and make sure they are familiar with the policies and procedures of the institution. You are the main source of the majority, if not all, of the knowledge about schools and school communities that student teachers will learn throughout their semester with you. Accepting this professional obligation and giving your student teacher’s integration into the school’s daily operations top priority as well. The use of School ERP as well can be good for the students. Encourage the student teacher as she gradually takes up teaching duties. For instance, student instructors should gradually increase the number of lessons they teach or co-teach each day. They might start by working with one student or a small group before instructing the entire class. The mentor teacher and student teacher should be capable of partnering to teach effectively by the conclusion of the semester. In general, the mentor teacher ought to be present in the classroom at all times when the student teacher is instructing. You and the student teacher should decide on each day’s teaching obligations. They must give their student teacher a copy of their lesson plans. For the majority of their teaching duties, student teachers must provide mentor instructors with lesson plans in advance. Lesson plans should be reviewed by mentor teachers, who should also offer comments. Encourage your student teacher to have inquiries and to consider both his or her practice and yours. Give the student teacher regular chances to get feedback and talk about their practices in a relaxed setting. We encourage mentor teachers to collaborate with their colleagues and the school administration to set up meetings for the cohort to gather and discuss their progress in schools where there are multiple Temple University student teachers. Research and personal experience indicate that mentor teacher can have a significant impact on a student teacher’s life. Every day, student teachers observe their mentor instructors, and they frequently believe that your example sets the bar they should strive to meet. They don’t know how to react when you run your class or teach in ways that they could find challenging to imitate. If you don’t make it obvious to them, they won’t understand that there are other routes to becoming a great teacher. These factors make open communication between the student teacher and mentor teacher crucial. The student teaching environment functions best when there is open communication between all parties. Request the coach of your student teacher’s phone number and/or email address so you may stay in touch. Please speak with the coach right away if you have any worries about your student teacher’s conduct, professionalism, or ability to succeed in the classroom. The easiest method to prevent misunderstandings is to communicate regularly with the student teacher’s coach and with your student teacher daily, however, issues can occasionally develop. Please talk to the student teacher directly before addressing your concerns with the university coach if you have any. There are sporadically, but infrequently, issues with “fit” between mentor teachers and student teachers. Rarely, if ever, do the student teacher’s certification area and the mentor teacher’s topic competence overlap. These difficulties need to be addressed right away so that we can make the necessary adjustments and allow the student teacher to finish the programme without delay.
