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Mentoring with the EPOSTL

Mentoring with the EPOSTL. mentor´s perspective. Teaching practice. University didactic courses PS 1 PS 5. School / mentor Practice 1 8 lesson observations , 2 teaching units Practice 2 16 lesson observations 8 teaching units. Final reports. BEFORE the EPOSTL was used.

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Mentoring with the EPOSTL

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  1. Mentoring with the EPOSTL mentor´s perspective

  2. EPOSTL Conference 18 – 19 February, 2014; S. Grangl

  3. Teaching practice Universitydidacticcourses • PS 1 • PS 5 School / mentor • Practice 18 lessonobservations, 2 teaching units • Practice 216 lesson observations8 teaching units EPOSTL Conference 18 – 19 February, 2014; S. Grangl

  4. Final reports BEFORE the EPOSTL was used EPOSTL Conference 18 – 19 February, 2014; S. Grangl

  5. Reflection on my first practicum • A new impression was the teachers´room. I have never been behind that door before • Finally the big day had arrived. I entered the classroom and … • Although the pupils seemed a bit childish … • Of course written work does take up a lot of time … I thought it would be easier to work with the pupils • There might have been differences in preparing for the lessons • I thought they might have an idea … • At the start they seemed a bit shy … • As I was not prepared for so much participation … EPOSTL Conference 18 – 19 February, 2014; S. Grangl

  6. Final report Based on EPOSTL descriptors EPOSTL Conference 18 – 19 February, 2014; S. Grangl

  7. Lesson observations http://static.uni-graz.at/fileadmin/gewi-institute/Anglistik/Fachdidaktik/Downloads/observation-tasks.pdf EPOSTL Conference 18 – 19 February, 2014; S. Grangl

  8. Lesson Observation tasksClassroom management and interaction with learners Teacher Learners What are the learners doing when the teacher arrives? How do the learners (re)act? • How does the teacher get the students’ attention at the beginning of the lesson? (EPOSTL; p41,1) • What does she/he say? • What mimes or gestures does he/she use? EPOSTL Conference 18 – 19 February, 2014; S. Grangl

  9. Lesson observation tasks Classroom atmoshere and discipline Learners´Behaviour Do the learners seem to be interested? Do they seem at ease and taken seriously? Are the learners using the target language? Are all the learners actively involved? Are there any noticeable cliques? • How does the teacher create a positive learning atmosphere? • How does the teacher encourage learners to use the target language? • How does the teacher manage to get everybody involved? • How does the teacher respond to misbehavior or inattention? EPOSTL Conference 18 – 19 February, 2014; S. Grangl

  10. School Practice Reports Based on • lesson observations • student teacher´s lessons • Teacher-student discussions • Positive / negative feedback (mentor, peeers, pupils) and • EPOSTL descriptors EPOSTL Conference 18 – 19 February, 2014; S. Grangl

  11. I can identify time needed for specific topics and activities and plan accordingly Report Mentor´s questions - What else could you do with students who finish (a lot) earlier? What further information could be helpfulto plan accordingly? - Do you think you might focus on the descriptor in SP II again? • When I was planning the lessons I had problems to identify how much time … especially because I had observed that the students work at entirely different speed. • Therefore I decided to prepare addidional activities … • However, it showed me that I have to make more experiences and get more feedback to identify accurately how much time is needed for specific tasks EPOSTL Conference 18 – 19 February, 2014; S. Grangl

  12. I can use various strategies when learners do not understand the target language report Mentor How could you avoid German? What other strategies can you think of? When thinking of more difficult classes – do you think the full number of points is justified? • When explaining activities I tried to speak slowly and clearly • When I had the feeling something was unclear I used different words but did not switch to German • If they still had problems I switched to German EPOSTL Conference 18 – 19 February, 2014; S. Grangl

  13. I can design learning materials and activities appropriate for my learners report Mentor How can you adapt material to the needs of the learners? Trial and error is ok at that stage but how could you improve? What and who might help? • As I had a little sneak into planning lessons and then had to design lessons myself I realized how difficult … • How different the demands were • In the 6th form I could use real articles from the internet … • In the 3rd form I had to think of a different approach • I am left with the feeling that most was left to luck rather than expertise EPOSTL Conference 18 – 19 February, 2014; S. Grangl

  14. Advantages of mentoring with the EPOSTL • less chatty (→ video) • more focused on specific and relevant teaching areas • good tool for self-evalation and improvement • reveals strenghts and weaknesses EPOSTL Conference 18 – 19 February, 2014; S. Grangl

  15. Some problem areas • Students´ initial reluctance to use EPOSTL • Beginners choose irrelevant / inappropriate (very complex) descriptors • Descriptors used to elaborate theoretically • Descriptors not used to reflect on own teaching experience • Descriptors used to evaluate mentors EPOSTL Conference 18 – 19 February, 2014; S. Grangl

  16. Questions? Thank you for your attention! EPOSTL Conference 18 – 19 February, 2014; S. Grangl

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