Mentor Junction/ Case Studies

Portfolio and Journal Case Studies

Now that the categories have been described it is time to look more closely at two case studies that portray the different portfolio and journal patterns as well as the mentor's "matched" responses to the journal entries.

Journal Entries: Two Case Studies
The following two case studies include both a journal entry by a beginning teacher as well as the mentor's response. The case studies are distinguished by the various ways that the young adults are constructing meaning from their experiences. In the first case study, Gary writes about his experiences as an beginning teacher. He has chosen to use a structured journal format (in italic script) that was offered as a choice by the mentor. See if you can identify his current reflective judgment level and his current concerns.

Journal Entry - Gary

1. The main learnings I made from teaching this week were:

Teaching is work. I thought the students would be better prepared for my course.
I was mistaken. They are not disciplined or motivated enough to take on the subject
matter. I plan to take points off their pop quiz next week if they misbehave again.

2. When I think about teaching I'm concerned about...

what the students think of me. I wonder if I'm being too hardnosed about discipline.
I also wonder if they respect me. One of my teammates suggested moving the desks
to better manage the troublemakers. Sounds like a good idea to me. I have shifted
rows and seating assignments. Maybe this will help.

I feel...

fine I guess.

3. I agree/disagree with:

you! Thanks for the suggestion on the bulletin board. I really didn't know where to
start. Now if I can just find my own pair of scissors.

4. Questions I have after teaching this week are:

How many more weeks till Christmas vacation?

5. I rate my experiences this week as:
Inadequate Marginal Excellent
X

6. Other reactions?

I think my background in the subject matter will suffice for the group of kids I was
given. I don't have much hope for them. I thought my lecture went well. I kept all
the facts straight, but I am certain that some of it was over the kids' heads.

Having reviewed the journal entry by Gary what conclusions did you draw about his current preferred ways of understanding the teaching/learning process? Is his thinking more concrete or is it more abstract and relativistic? Are feelings shared or avoided? Does he exhibit confidence or self-doubt? Is he assuming responsibility for his actions as a teacher or does he prefer to blame the students? You will probably agree that Gary seems to be at the concrete level of reflective judgment (pre-reflective level) as well as interpersonal maturity. He is uncertain, has high regard for persons in authority positions, blames students, is eager to follow suggestions as if they are "carved in stone," and employs a "tried and true" approach to teaching - lecturing. Let's now look at a mentor's "matching" guided reflection response to Gary's journal entry. Assume that Gary and the mentor have only recently begun to work together in their partnership. As you read the response, think about the categories identified in figure 1 for guiding written reflection: accepting feelings, praising or encouraging, clarifying ideas, prompting inquiry, providing information, giving directions, and addressing problems.

"Matching" Response to Gary

Thank you for taking some time out of your hectic schedule to reflect on some of the major events that are unfolding as you learn about teaching and learning. Your journal helps me to better understand how you are making meaning from your experience.
I am pleased that the bulletin board idea was helpful. And I am glad you are talking with other faculty about teaching. There are a lot of talented teachers in the school. You mentioned that you felt fine. Nonetheless you are frustrated by the students lack of discipline and/or motivation. A challenge! At what point during the lecture did you sense that they were not with you? What learning outcomes did you have for the lesson?
I would like to sit down with you and discuss some strategies for connecting the lesson with the interests of the students. Interested? Let's plan on a conference Wednesday afternoon at 3:15 or Thursday afternoon at 4:00. Let me know which day is more convenient. Bring your internship guidebook as well as the lesson plan or plans that went astray. We can use them as a starting point for our conference. Also be prepared to respond to the questions I have raised here.
Thanks again for taking some time with your reflections. Remember that you are in the process of becoming a teacher. My own start as a teacher seemed filled with highs and lows (ecstasy and agony).

The response by the mentor takes into account Gary's current reflective judgment level. Encouragement is frequent (e.g., "thank you for taking some time"); ideas are acknowledged (e.g., "the bulletin board idea was helpful"); and concrete questions are raised. These responses are indirect matches to Gary's journal entry. Direct matches include detailed directions about a planning conference, and shared information that is connected to Gary's personal experiences as an intern. If each sentence was coded using the category system, the outcome would be more direct (55%) than indirect (45%). This outcome is in keeping with David Hunt's theory of conceptual level. Persons at concrete conceptual levels need greater structure.

Let's turn to the second case study. Angela also is an beginning teacher. She has chosen to use an unstructured approach to journal writing (free write method). Once again, as you read the journal entry think about how Angela is constructing meaning from her initial experiences as an beginning teacher. What might you conclude about her reflective judgment level and interpersonal self-understanding?

Journal Entry - Angela

It is both exciting and frightening to be starting my work as an intern. My eagerness to learn about teaching and learning with the cooperating teacher and the students is counterbalanced by a realization of the challenges and complexities that are inherent to effective instruction. Scary! Nonetheless, I am eager to get started, and I want to contribute to what is occurring in the classroom. I think I am optimistic but also realistic.
I expressed an interest in doing some small group teaching as part of my internship. My supervising teacher liked the idea. Together we planned several units of study that could be introduced in small groups. I tried out an inquiry lesson in one of the small groups yesterday. The students were excited by the format and they made some significant discoveries about the Krebs cycle. Thank you for informing me on this approach to lesson planning. By the way, the readings you shared that describe this approach were helpful. I found the research enlightening.
There are a number of questions I have about the structure of the school day. It is so full and intense. I can see why teachers think that TIME is their most precious commodity. Can we talk about this when we get together? Thanks for listening.

What conclusions can you draw about Angela's current preferred system of making meaning about the teaching/learning process? Does she share feelings? Is she confident or does she express self-doubt? Would you describe Angela as more concrete in her thinking or more abstract? And does she appear to need detailed instructions or is she high on self-direction?

You have probably concluded that Angela is a person who is a reflective, conceptually complex person with a "good share" of interpersonal maturity. She openly acknowledges contrasting feelings (e.g., "exciting and frustrating"), risks trying new teaching strategies (e.g., "inquiry approach"), enjoys relating research findings to teaching practice (e.g., "I found the research enlightening"), recognizes the important role you play in her learning, and accepts responsiblity for her work as an intern (e.g., "I expressed an interest in doing some small group work"). Now read the "matching" reflection response by her mentor.
need detailed instructions or is she high on self-direction?

"Matching" Response to Angela

Your excitement and fear come through loud and clear. I gather from your comments that you perceive both feelings as healthy responses to your new role as an intern. I encourage you to continue to monitor and record your feelings during the internship. They are important windows into how you are accommodating to the "rush" of new learnings. My first days as an intern also were filled with excitement, dismay, and anticipation. It was one of the most challenging experiences of my young adult life.
Kudos! You took the initiative with your cooperating teacher, and developed some plans for small group instruction. I can tell that you were energized by the process as well as the student outcomes. I would love to hear more as the planned units evolve. Do you see yourself employing inquiry instruction once you have responsibility for the whole class? Include a written response in your next set of reflections.
Finally, you mentioned the intensity of the school day. Many educators believe that the intensity and pace of the school day leaves too little time for teachers to plan, reflect, and collaborate. Why do these conditions exist? Let's chat about your observations on this topic.

As you can see, the mentor has fashioned a response that accounts for Angela's reflectivity and interpersonal self-understanding. Feelings and thoughts are acknowledged (e.g., "your excitement and fear come through loud and clear"), support and encouragement are occasional, deeper introspection is prompted through analysis questions (e.g., "why do these conditions exist?"), and less structure vis-a-vis directions is offered (e.g., "let's chat about your observations on this topic"). As a general guideline, the mentor should respond in a more indirect fashion. If we analyzed each sentence in the mentor's response we would find that it is (62%) indirect and (38%) direct. This ratio of indirect-to-direct is in keeping with Angela's reflective judgment level, self-confidence, and self-directedness.