Codes and intersection with mentoring
| Code | n | Sample quote | n intersection with mentoring |
|---|---|---|---|
| Best practices with candidates | 27 | ... as I modeled a few lessons, and they watched with them, we flipped roles. And I got to observe and that was the first time I felt like I was able to sit back and watch what my students were doing while they facilitated the lessons | 21 |
| Best practices with children | 64 | I believe, though, that... children learn hands on... I provided the best I could with notebooks and packages of materials, we sent home copious amounts of manipulatives and things like that for them to play with. So there would be things like, you know, build something with your.. 0.20 blocks and show me... | 12 |
| Challenges | 95 | But... in the middle of a lesson where the kid who is flipping upside down and... coming up to the screen and being goofy, which five-year-olds do, right? ... Or licking the screen with their tongue, or you had all of that... it was challenging, but ... it's not that much different than what I would do in person with a kid who was being out of control | 24 |
| Classroom environment | 40 | [The] dry erase board was my friend; it was the best tool. We used it for assessment, we used it for fun, we used it for drawing, we used it for a lot of things. Also, we developed... a quarterly notebook. So each quarter, they got a notebook and... the parents would come into school and do a big pickup... | 6 |
| Disabilities | 9 | Some of my students who had suspected or already existing IEPs, they met separately with intervention, teachers, speech, teachers, things like that. And there wasn't a lot I could do. Because I wasn't in-person with them, it was very challenging to meet needs that way. And I had to sort of let go and trust that my team members were picking up those pieces | 1 |
| Mentoring | 57 | I [had] never [before] had an intern fall semester. So I was really looking forward to having an intern fall semester in the classroom, and starting the year off... she was really, really good with the kids; great at having things planned ahead | 57 |
| Parents/caregivers | 31 | I just met with the parents and then we did a face-to-face... I sent them all an email saying that things that they would definitely need in that space... and the requirements of that it needed to be in a quiet space | 0 |
| Relationship building | 65 | ...creating and maintaining community and this is the reason why we want our children to take all types of smart risks. They cannot take risks unless they feel safe. And I also feel like I was a very structured teacher with a lot of movement within that structure and I feel like I was that way online also | 16 |
| Technology | 55 | And then they'd all be like, mine's not working. It's not working. I think those were the most frustrating pieces. Like you just forget to assign something on Canvas | 11 |
| Code | n | Sample quote | |
|---|---|---|---|
| Best practices with candidates | 27 | ... as I modeled a few lessons, and they watched with them, we flipped roles. And I got to observe and that was the first time I felt like I was able to sit back and watch what my students were doing while they facilitated the lessons | 21 |
| Best practices with children | 64 | I believe, though, that... children learn hands on... I provided the best I could with notebooks and packages of materials, we sent home copious amounts of manipulatives and things like that for them to play with. So there would be things like, you know, build something with your.. 0.20 blocks and show me... | 12 |
| Challenges | 95 | But... in the middle of a lesson where the kid who is flipping upside down and... coming up to the screen and being goofy, which five-year-olds do, right? ... Or licking the screen with their tongue, or you had all of that... it was challenging, but ... it's not that much different than what I would do in person with a kid who was being out of control | 24 |
| Classroom environment | 40 | [ | 6 |
| Disabilities | 9 | Some of my students who had suspected or already existing IEPs, they met separately with intervention, teachers, speech, teachers, things like that. And there wasn't a lot I could do. Because I wasn't in-person with them, it was very challenging to meet needs that way. And I had to sort of let go and trust that my team members were picking up those pieces | 1 |
| Mentoring | 57 | I [ | 57 |
| Parents/caregivers | 31 | I just met with the parents and then we did a face-to-face... I sent them all an email saying that things that they would definitely need in that space... and the requirements of that it needed to be in a quiet space | 0 |
| Relationship building | 65 | ...creating and maintaining community and this is the reason why we want our children to take all types of smart risks. They cannot take risks unless they feel safe. And I also feel like I was a very structured teacher with a lot of movement within that structure and I feel like I was that way online also | 16 |
| Technology | 55 | And then they'd all be like, mine's not working. It's not working. I think those were the most frustrating pieces. Like you just forget to assign something on Canvas | 11 |
Note(s): This table presents the 9 themes identified in the data, their frequency, sample quotes, and the number of times each was coded with the theme mentoring
Source(s): Authors own