Educative Mismatching Case Studies

"Mismatching" 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 it sounds like you felt very frustrated by the students lack of discipline and/or motivation. Are there changes that could be made in the learning outcomes to better match the skills and interests of the students? This seems like a crucial need in your lesson planning.
Let's sit down and discuss some strategies for connecting the lesson with the interests of the students. Interested? Let's plan on a conference. Call me once you have identified a good time. 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.
Finally, I would be interested in hearing more about one student that stands out in your mind. Thanks again for taking some time with your reflections. Remember that you are in the process of becoming a teacher.

Several mismatches are identified. Let's examine each one. The first statement, "Nonetheless, it sounds like you felt very frustrated," is a mismatch because the supervisor has explicitly labeled a feeling that Gary probably experienced but left unstated. The question, "Are there changes that could be made in the learning outcomes to better match the skills and interests of the students?" challenges Gary to take students into account as he plans his lessons. Similarly, the statement, "Finally, I would be interested in hearing more about one student that stands out in your mind," encourages Gary to begin taking the perspectives of students into account as he learns about the teaching/learning process. Lastly, the statement, "Call me once you have identified a good time," mismatches Gary because it requires him to assume responsibility for setting up a conference with the mentor. The mentor's response to Gary is less structured and has shifted to a 50% direct - 50% indirect ratio.