Classroom stratigies:

My mentor used the permission card to go to

the toilet. She adopted it to teach the students

discipline and follow the teacher rules.

According to Brandt (2011), to manage any

classroom successfully teachers have to set

rules for taking permissions to raise hand,

borrow pencil, or go to the toilet because it

helps teachers to offer the smooth operation

of classroom environment.

I followed the rewarding strategy that called

'Star of the Thursday." Each week I gave

coupons for the students who behave well and

participate in the classroom. According to the

behaviorism theory, the learners imitate and

repeat correct behaviors when they receive

positive reinforcement (Lightbown & Spada,

2003).

I adopted the K-W-L chart before reading

the story aloud. I use it to motivate students

and prepare them for the story. According to

Crawford and his group (2011), the K-W-L

process helps teachers to build a better

starting for learning, and students become

more engaged in reading when they share the

results of their learning.

My mentor followed the guided reading

approach to promoting students' reading

skills. She spent 25 minutes each day for

teaching a small group. However, in the

guided reading the students are grouped

according to their levels and the teacher focus

on specific reading structures that the group

need to improve such as word knowledge or

fluency (Calkins, 2001).

My mentor followed the differentiation

approach because she has special needs

students and different levels at the classroom.

According to Bursuck & Friend (2009), this

approach requires teachers to give different

tasks for students depending on their abilities

and level.

My mentor and I followed group work

method at the classroom to increase students'

communication skills. According to

communicative teaching method, group work

not only makes language learning more

interesting, but it encourages students to

develop their communicative competence as

well as linguistic competence (Qing-xue &

Jin-fang, 2007).

My mentor used the punishment strategy to

stop misbehaving students to cheat in the

exam. She did not allow them to go out for a

break and made them copy the words from

10-50 times. According to Kyriacou (2007),

students will stop misbehaving when they

find unpleasant punishments. As a result,

students apologized and promised to not cheat

again, so the strategy worked well.

My mentor used technology tools to teach

students the lesson instead of talk orally all

the time. In fact, the technology has a vital

role in teaching students, and it motivates

them by presenting a vast variety of new

knowledge in an interesting way that today's

learners like it (Cole, 2006).

References list:

Brandt, S. (2011). 101 "Answers" for New Teachers and Their Mentors: Effective Teaching Tips for Daily Classroom Use. United States of America: Eye On Education.

Bursuck, D & Friend, M. (2009). Including Students with Special Needs. United

States of America: Pearson Education.

Calkins, L. (2001). The Art of Teaching Reading. United States Of America: Longman.

Cole, G.(2006). 101 Essential lists For Using ICT In The Classroom. London: Continuum International Publishing Group.

Crawford, A. Freppon, P. Olge, D. & Temple, C. (2011). All Children Read: Teaching

for Literacy in Today's Diverse Classrooms. United States Of America: Pearson

Education.

Jin-fang, S. & Qing-xue, L.(2007). Journal of US-China Education Review. USA:

David Publishing Company.

Kyriacou, C. (2007). Essential Teaching Skills. UK: Nelson Thornes.

Ligthbown, P & Spada, N. (2003). How Language are Learned. UK: Oxford University Press.