Teaching practice handbook

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Minusinsk Teacher Training College

TEACHING PRACTICE HANDBOOK

6 semester

Minusinsk 2005

ATTENDANCE LIST

Form	Date	I do	PLD (mark)	Mentor’s signature

































Form	Date	I do	PLD (mark)	Mentor’s signature

Form	Date	I do	PLD (mark)	Mentor’s signature


































Form	Date	I do	PLD (mark)	Mentor’s signature

Introduction

During 5 weeks you will spend 6 days a week in school. It is here that you will start conducting and analyzing school lessons from a teacher’s point of view moreover from a researcher’s point of view also. This requires you to behave in a professional way at all times.
In school you will be expected:

to be punctual at all times.
participate in the life of the school.
to be appropriately dressed.
hard working.

Aims and objectives of TP:

To do long term-planning.
To use time effectively.
To use various techniques to correct pupils mistakes in oral and written speech.
To understand the state of the pupil, inquire into the inner world of the pupil.
To monitor pupil’s assessment.
To observe the colleagues’ lessons with different foci and instruments and analyse it.
To observe the pupils’ reaction to activities within the lesson.
To reflect.
To carry out an action research.
To do a qualificatory paper.
To conduct 12 lessons a week and 1 extra-curriculum work.

OUTCOMES

By the end of TP you will have:

observed 3 lessons of your mentor and reflected upon them.
made a unit plan (you’ve got the format in your TPH, 5^th semester).
planned and conducted 60 lessons and 1 extra-curriculum work (in English).
reflected upon teaching process during PLD and in your diary.
collected data about the class you’ve analyzed.
done practical part of your qualificatory paper.

The outcomes should be presented in TP File. Which includes:

Teaching Practice Handbook (60 lessons + reflections in English).
Scenario of an extra-curriculum event (in English).
Data analysis (in Russian).
Reflective report (in Russian).

EVALUATION

You get one mark in your credit card which reflects:

Quality of your TPH.
Your lessons’ marks.
Mentor report on your performance.

WORKING TOGETHER.

The chart below shows ways in which mentors, college tutors and trainees can work together to make school experience as successful as possible.

Trainee	Mentor	College tutor
Plan and prepare efficiently and effectively, preparing and checking out resources in ample time.	Advise the trainee on the aims of the lesson and materials and resources available.	Make sure that the trainee is properly prepared and resourced for any work planned.
Observe teachers teaching in order to see how they manage different lessons.	Liaise with other staff to provide a variety of teaching experience. Model teaching strategies for the trainee, in particular those identified as aspects requiring development.	Discuss with trainee and mentor any additional help that might be required by the college. Help the trainee to adapt their approach to the need of the placement.
Have plans for each day readily available for discussion and comment.	Discuss and comment upon trainee's plans.	Check that the trainee is sustaining an appropriate level of planning.
Working from their plans: explain what it is they are trying to achieve; b) ask for advice about their plans and the level of outcomes to be expected and achieved.	Listen to the trainee, explain what it is they are trying to achieve. Make suggestions about how planning and preparation can match with intentions for learning (class specific knowledge).	Assist trainees in relating choice of teaching strategy to achievement of selected learning intentions. Respond with appropriate advice to trainees written reflections.
Use their assessments and records, where appropriate, to recognize how individual pupils are progressing and consult with the class teacher about acceptable levels of achievement.	Discuss pupils' work, levels of achievement and ways of managing activities to achieve differentiated work for individual children.	Help the trainee to use the records they keep, to inform their teaching and to differentiate the tasks set to match pupil/group needs.
Identify aspects of their teaching to discuss with their teacher and gain feedback	Watch the trainee teach and discuss the lesson afterwards. Give feedback to the trainee in written or oral form.	Watch the trainee teach and give written and oral feedback as soon as possible following the observation. Wherever possible to include the mentor in the discussion.
Work to fit in with the life of the school by helping in as many ways as possible.	Help the trainee and the tutor to understand the requirements of the school.	Liaise with the teacher and trainee to identify the norms and values for the school.
Work to develop good relations with colleagues, including non-teaching staff of the school.	Work to support good relations between the trainee and other teaching colleagues.	Work to develop good relations with trainee and teachers.
Involve themselves in extracurricular activities and aim to take over an aspect of that work.	Facilitate trainee work in the extra-curricular areas. Provide relevant information and advice as needed.	Oversee the breadth of the trainee experience. Encourage trainees to take every opportunity offered whilst ensuring they do not take too much.
Be aware and alert to Health and Safety procedures and practices	Ensure that the trainee is provided with the relevant information.	Monitor progress and development in Health and Safety issues.

From 'Edge Hill School of Education¹. "School Based Training" 2001-2002.

This LESSON QBSERVATION CHART may be used for lessons

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