Running the room has long been the perfect starting point for the novice teacher. Those four walls contain some of the most important domains of teaching, behaviour, and assessment.
As a year of training progresses, as does the expansion of these domains, through work with training providers, expert colleagues, and aided by a great deal of reflection.
Supporting this expanded understanding is what Pam Grossman describes as “the grammar of practice”. The articulation of expert practice is often the skill of the mentor. Their modelling provides frameworks for trainees to take-up the language, thinking, and decision-making required to create a successful climate for learning, to influence student progress – and to run the room.
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