Much time in any day of teaching is spent on solving unforeseen situations. Experienced teachers are masters at making instant decisions on how to avert a possible disaster, resolve a crisis, or simply how to explain something differently to promote learning.

The student teacher does not have this necessary skill, which is often developed with experience. It is essential, as a mentor, to provide your mentee with a basic framework for problem solving.

Make time to highlight possible problems and discuss probable solutions to unforeseen situations with your student teacher. Talk about situations they have witnessed in other classrooms, during previous observations or after they have taught a lesson. Remember, student teachers may regard the fact that they have observed classroom teaching for twelve years – as learners – as sufficient preparation to understand what it means to teach.

Module 3 covered the various eco-systems of the teaching profession. Student teachers have very little understanding of what goes on ‘behind the scenes’ of the teaching profession. They are unfamiliar with challenges regarding aspects such as learner behaviour, learning material, deadlines, assessment requirements and relationships with colleagues. Make a point of sharing your problem-solving techniques when you are confronted with teaching challenges and barriers.

If Mrs Venter, in the previous case study, had taken the time to unpack potential problems before Beverley taught the lesson, the outcome could have been different. Together, they could have discussed flexible approaches and alternative strategies on how to best present the lesson.