King Abdul Aziz University

English Language Institute

Jeddah, Kingdom of Saudi Arabia

The Practicum in
TESOL

The Role of the Mentor

Compiled by Ozma Siddiqui

(Co-operating Teacher)
 Table of Contents
Page
1. Introduction………………………………………………..3

2. The Co-operating Teacher or Mentor……………………...4

3. Activities for Professional Development…………………..6

4. Implementation of Practicum ……………………………..7

5. Focused Observation Questions …………………………..8

6. Conclusion ……………………………………………….10

7. Appendices ………………………………………………11

8. References ……………………………………………….12
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Introduction
“In most teachers training programs the practice teaching course or
practicum is the major opportunity for the student teacher to acquire the
practical skills and knowledge needed to function as an effective language
teacher”. (Jack C. Richards & Graham Crook, 1988: The Practicum in
TESOL)

The Practicum requires student teachers to complete a log or journal of the

teaching experience. It is meant to train students with fewer than two years
of full time teaching experience. The Practicum involves field experience
providing for teacher induction or “the process by which an individual
becomes a participating member of the society of teachers”. (Bliss & Reck,
1991:6)

Field based experiences offer teacher candidates a place to “observe and

work with real students, teachers and curriculum in natural settings”.
(Huling, 1997:1)

Ideally, the Practicum provides pre-service students with an integrated

developmental experience that takes them from novice to professional in
abilities. “It incorporates teaching and non-teaching activities and develops
the self-knowledge and skills with effective classroom practice”. (S.
Stephen, S. Melinda, (1995), The Practicum in TESOL: An Integrated
Model)

In effect, there are three stake holders committed to the professional

development of the novice teacher: the trainee, the co-operating teacher also
known as the mentor and the supervisor (the teacher –training institution).
The collaboration between this triad is of essence in that it provides a
support structure for trainee teachers and access to communication.
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The Co-operating Teacher/Mentor

Definition

The co-operating teacher is an experienced teacher in whose classroom a

student teacher practices teaching. The co-operating teacher is responsible
for helping to provide professional education and to mentor novice teachers.

“An effective mentor listens, communicates, understands students, knows

the content area and is willing to aid the growth of a beginning teacher”.
(Brock and Grady, 1997)

Requirements of a Co-operating Teacher

An ideal mentor is one who:

- has a minimum of 3-5 years of teaching experience

- be teaching in the same content area or at the same grade level as the
beginning teacher
- have a classroom close to the beginning teacher
- be significantly older than the beginning teacher
- be aware of gender differences (not applicable to our situation)

(B. Jean, N. Donna, P. Joe, J. Mary, (2009), 2nd ed., Guiding, Reflecting,
Coaching)

Function of a Co-operating Teacher

Traditionally, the co-operating teacher was a model for the trainee to

simulate in classroom situations, but today the focus is on helping new
teachers to become reflective thinkers who explore their own individual
styles. By observing an experienced teacher, they are able to think about
what they would do in a similar situation and whether the strategies they
employed would be helpful for them or not.

Pg 5/

The role of the CT can sometimes be vague and therefore, difficult because
she needs to bridge the gap between the practical teaching in the real
classroom and the theoretical knowledge that the student teacher brings with
her. Generally speaking, the CT functions as both a guide as well as a model.

The co-operating teacher is required to:

- model for trainee teachers different aspects of classroom dynamics:

classroom management, interactive activities, instruction and
planning, etc.
- supervise the trainee as she teaches her class
- act as mentor to support, assist and provide counsel
- provide any teaching materials available (lesson plans, transparencies,
visual or audio aids, class handouts, etc.)
- give control of her classroom in varying degrees to student teacher
- provide feedback to student teachers
- appreciate the student teacher for her efforts and give constructive
criticism if needed
- be objective at all times
- be sensitive to the perceived challenges of the classroom
- assist student teachers to create a climate of learning
- encourage new teachers to become reflective thinkers and explore
their teaching styles
- encourage them to become an active participant, inquirer and critical
thinker
- be prepared to give the trainee emotional support which reduces their
sense of isolation

It is important to realize that trainee teachers generally have a tendency to

focus on themselves and their own teaching behaviours rather than on the
students’ learning. According to Kagan, (1992), this is a natural progression
of development for trainee teachers and any attempt to hasten this stage
could impair the process altogether. Ideally, a mentor should be trained in
teacher training and assign her the responsibility of mentoring. Her teaching
hours could be reduced so that she can pay more attention to the task of
observing a new teacher, make qualitative and quantitative assessments and
assist in the professional development in the wider perspective.
Pg 6/

The mentor may begin the Practicum period with two in-depth interviews,
one before, and one directly following the practicum. These will help in
determining participants’ attitudes and points of view. The pre-observational
meeting helps students to establish the context of the observation, for
example, lesson objectives, background of the students to be taught and
specific challenges faced by the teacher already teaching the group. A post-
observation meeting allows the student teacher to discuss his or her reaction
to the data and reflect on the lesson. A reflective journal to record informal
encounters with the teacher can also form a base for personal reflection.

Activities For Professional Development

The Practicum will include a range of activities to sustain gradual
development from student teacher to professional instructor. These are:

- observing experienced teachers

- observing peers live or on video tape
- being observed by supervising or mentor teachers
- attending practicum seminars
- conferencing with supervising or mentor teachers
- participating in peer teaching sessions
- delivering classroom instruction

(The Directory of Professional Preparatory Progress in TESOL in the

United States, Richards & Crookes, (1988).

Consequently, the end product would be to learn to teach through “learning

the texture of the classroom and the sets of behaviour congruent with the
environmental demands of that setting”. (Doyle, 1977:31)

This may be envisaged through coping with rules inside and outside the
classroom for lesson planning, following or developing curricula; learning
routines of the classroom and how to interact with authorities and
colleagues.

Pg 7/

Implementation of Practicum
In the United States, the usual duration of the Practicum is about 10 weeks.
It occurs at the end of the teaching program, oftentimes known as the PGDE
or Post Graduate Diploma in Education. It is an intense period of self
reflection and applying theory to practice. It has also been known to
determine a candidate’s future career path. The Practicum can be critical in
either making a professional of the novice teacher or then have her leave the
profession forever.

The need for emotional support is greatest at this point and the student needs
to be encouraged to overcome the shortcomings in any areas of weakness.

The student teacher will be expected to focus on:

- class room management skills
- lesson planning
- awareness of teaching style and
- ability to interact with students.

There is also a strong need to develop teachers’ perceptions and values with
regard to viewing teaching as a science of disseminating information
through various teaching techniques.

There are several areas that are focused on during the mentoring period.
Appendix A below demonstrates the areas of classroom teaching which may
be observed. Although the list is for student teachers in the main, it may
work for mentors just as well.
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Focused Observation Questions

1. How does the teacher focus the students’ attention on the lesson at the beginning
of class?
2. How many activities take place during one class period? What type of activities
are they? In what order are they introduced? How much time is spent on each?
Why?
3. How does the teacher move the class from one activity to another?
4. How does the teacher provide closure to an activity?
5. What learning objectives has the teacher set? How does the teacher let students
know the objectives or learning outcomes of the lesson, activity, or unit?
6. Does the teacher stay focused on the lesson?
7. How does the teacher introduce new material?
8. How does the teacher check whether students understand what they are supposed
to do during an activity?
9. What kind of guided practice does the teacher provide for the students?
10. What kind of independent practice does the teacher provide for the students?
11. When and how does the teacher review material?
12. Does the teacher use realia in the classroom? If so, in what ways?
13. How does the teacher end class?
14. When and how does the teacher take care of administrative duties such as taking
attendance or handing back homework?
15. Are students actively participating in the lesson? Do they seem interested? Bored?
Happy? Afraid? What makes you think so?
16. How does the teacher get students to participate?
17. How does the teacher get students to speak loudly enough?
18. How does the teacher deal with students who are not paying attention?
19. Does the teacher deal with students who are not paying attention?
20. Does the teacher attempt to limit the first languages spoken in the classroom?
How?
21. How does the teacher make the material meaningful and relevant to these
particular students?
22. How does the teacher give directions for an activity? Verbally? Visually?
Through examples?
23. How does the teacher emphasize main points? Is there a change in the volume of
the teacher’s voice or in the rate of speech or in body language?
24. When and how does the teacher correct students’ errors?
25. When and how does the teacher give encouragement or praise?
 26. At what points during the lesson does the teacher write on the board or overhead?
Why?

Pg9/

27. How many times does the teacher repeat a question or phrase? Does the teacher
repeat the question or phrase verbatim or does the teacher paraphrase?
28. Are there certain times when the teacher seems to use repetition and others when
the teacher paraphrases?
29. Where is the teacher standing while giving instructions to the whole class? While
eliciting answers from individuals in the class? While students are engaged in
small-group or paired activities?
30. How does the teacher assign homework?
31. Do you notice any differences in how teachers deal with these issues with
different levels?

(Taken from Sayavedra, M. (1993), Focused observations using guide

questions, in D. Freeman with S. Cornwell (Eds) New Ways in Teacher
Education, Alexandria, VA: TESOL)
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Conclusion

Owing to the logistics of time and scheduling, it is often not possible for
student teachers to carry out a full observation of the syllabus. So it is a good
idea to give a handout containing one or two questions to focus on during
each observation and encourage the trainees to collect at least some data on
each of the questions by the end of the focused observation period.

This sort of observation procedure will help students to identify some of the
factors that contribute to effective language lessons and increase their
awareness of methods for solving classroom management problems.

The recommended method for mentor teachers to assist the trainee is to use
discussions as a way to get students to explore the effectiveness of a
particular lesson and to provoke the students to reflect on what she would do
in a similar situation.

The golden rule is to remain objective at all times and be careful to offer
constructive criticism without getting personal.
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Appendices
Appendix A
Observation template

Name of Trainee ___________________________ Date -----------------   Time--------

  Location --------------------- Name of Co-operating Teacher ------------------------------

Name of Supervisor -------------------------------     

Holistic reporting document

Classroom Experience. Details/Notes/Commentary 

Summary of Strengths and  

Weaknesses

Areas for Further development  

 
 

Appendix B

Journal Entry
Course Name and Number: ----------------- Semester Taught: --------
Name of Trainee ------------------------------
Instructor's Name: ----------------------------

Date: -------------------------

1. Overall, what improvement would you suggest to make this a

better class?
- __________________________________________________________
- __________________________________________________________
- __________________________________________________________
- __________________________________________________________
- __________________________________________________________
- __________________________________________________________

2. Were the students motivated to learn? How can you tell?

- __________________________________________________________
- __________________________________________________________
- __________________________________________________________
- __________________________________________________________

3. Which type of assignment motivated students to learn in this class?

Why?
- __________________________________________________________
- __________________________________________________________
- __________________________________________________________
- __________________________________________________________
4. How effective were the teaching methods used? What are they?
- ___________________________________________________________
- ___________________________________________________________
- ___________________________________________________________
 - ___________________________________________________________
5. How could you have made the lesson more effective?
-___________________________________________________________
- ___________________________________________________________
- __________________________________________________________

Appendix C: Sample Lesson Plan format

Lesson Plan 1
No. of students expected:
Name of Teacher:
Date:
Time:
Level:
________________________________________________________________________
Lesson Objectives
At the end of the lesson students will have:

Stage App. Student Teacher Interactive Reason of Aids/Attributes

Time Activity Activity Pattern link to
(mins) objective

1
2

5
6

T-Class; S-S; Pair-work; Group work

Notes/Comments:
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References
Bliss, L B and U M Reck (1991). PROFILE: an instrument for gathering
data in teacher socialization studies. ERIC Document Reproduction Service
No. 330 662

Boreen, J, Niday, D, Johnson, M (2009) 2nd Ed. Guiding, Reflecting,

Coaching, Stenhouse Publishers

Crooke, G and Richards, J (1988): The Practicum in TESOL

Crooke, G and Richards, J (1988): The Directory of Professional

Preparatory Progress in TESOL in the United States

Farrell, T (2001) Vol 16 No.1 PROSPECT: English Language Teacher

Socialization during the Practicum

Guillaume, A and Rudney, G (2003): Maximum Mentoring: An Action

Guide for Teacher Trainers and Co-operating Teachers, Corwin Press

Sayavedra, M and Staynoff, S (1995): The Practicum in TESOL: An

Integrated Model ERIC # 389172
Compiled by Ozma Siddiqui