The usefulness of observed lessons for student teachers on a placement can be maximised with the help of a focused feedback session.
Particular emphasis is placed on both student and mentor being involved in target-setting ensuring previous targets have either been fully met, are developed, or mutually-agreed new targets are set.
At Roseacre Junior School a third year student teacher decides to attempt an outdoors practical science experiment, watched by experienced mentor Barry Ratley. Close analysis of the feedback session afterwards shows how to get the most out of the time spent reviewing the observed lesson together.
Canterbury Christ Church University mentoring expert Helen Taylor offers advice on how to focus the session and maximise the impact of the target-setting.
