Week 23: Deliberate Practice – Valuing Mistakes, Deepening Thinking

"The way we respond to mistakes teaches more than the mistake itself."

 The Mentor Bites Podcast: Week 23

This week’s podcast focuses on a powerful Deliberate Practice Opportunity (ITTECF 1c):

Theme: How we respond when pupils get it wrong.

Discuss with your trainee the language used when a pupil makes a mistake.

As mentors, model how to:

• Normalise error as part of learning

• Value the contribution

• Probe the thinking behind the mistake

• Maintain high expectations while preserving dignity

Mentor Discussion Prompt:

• What phrases elevate mistakes as learning opportunities?

• How do you avoid shutting down participation?

• How do you question more deeply to expose the reasoning behind the error?

Deliberate Practice Task:

Have your trainee script and rehearse a short response to a pupil mistake. For example:

1. Acknowledge the contribution.

2. Identify what is partially correct (if relevant).

3. Ask a follow-up question to surface thinking.

4. Redirect or refine with clarity.

Practise it aloud. Refine tone. Repeat.

 Listen here:

https://open.spotify.com/episode/2K57A00aYwiI8qIjlntgMa?si=UdUJCdaLSoCWp5qZt3yIiw

Or search Mentor Bites Podcast on Spotify.

 Week 23: Your Checklist

Trainees are now teaching at 40% of their timetable.

This week is about strengthening classroom interactions and deepening understanding.

Please ensure the following are secure:

 Responsive Teaching:

Trainees are planning opportunities for questioning and checking for understanding.

 Language of Feedback:

They are intentionally scripting and practising how to respond to mistakes.

 Assessment for Learning:

They are identifying misconceptions and adapting in the moment.

 Online Training Attendance:

Wednesday’s session is delivered online — please ensure trainees have a quiet space and reliable access.

 Mentor Action Items

[ ] Model Live: During co-teaching or observation, narrate your thinking when responding to pupil error.

[ ] Script & Rehearse: Spend 10 minutes rehearsing responses to:

• A factual error

• A misconception

• An incomplete answer

[ ] Observe for Thinking: During an observation, focus only on how the trainee handles pupil mistakes.

[ ] Wellbeing Check: Revisit workload and emotional energy. Teaching at 40% while adapting to a new school is significant.

 Training & Development

 Central Training This Week  

 2 March 2026

How Pupils Learn 7: Revisited

Delivered by Nathan Richardson

This session builds on prior cognitive science learning, reinforcing how memory, attention, and prior knowledge shape progress.

Mentor Link:

Discuss how responding to mistakes supports schema development.

How does probing thinking strengthen retention?

 2 March 2026

Prevent, LAC, PLAC and Attachment Disorder

Delivered by Ashley Sparks & Sally Perkins

Key Focus Areas:

• Understanding the Prevent Strategy and the teacher’s statutory role

• What attachment is and how trauma can present in school

• Recognising and supporting pupils with attachment needs

• Challenges relating to Looked After Children (LAC) and Previously Looked After Children (PLAC)

• Strategies to support progress and belonging

ITTECF Links:

Adaptive Teaching

• 5.1 Pupils learn at different rates and require different types of support

• 5.7 Pupils with SEND may require adapted approaches

• 5.8 High quality teaching benefits all pupils

Technology & Inclusion

• 5.9 Assistive and educational technology can support SEND learners

Professional Behaviours

• 8.8 Teacher attitudes towards inclusion shape pupil experience

• 8.6 Collaboration with SENCOs and specialist colleagues is essential

Mentor Reflection Prompt:

How does your trainee’s response to mistakes impact vulnerable pupils?

Does it build safety—or threat?

 4 March 2026 - Online session

Welcoming Refugees

Delivered by the National Education Union (NEU) – Elodie Fleet

This session explores:

• The implications of welcoming refugees into school communities

• Creating climates where refugee pupils feel valued

• Making curriculum content accessible

Mentor Link:

Discuss how classroom language communicates belonging.

How do we ensure mistakes never feel like exposure?

 Teaching Load & Timetable

Trainees remain on a 40% timetable (SE2) this week.

Please ensure:

• Planning support is proportionate

• Observations are developmental

• Feedback is precise and manageable

 About The Grand Union Teacher Training Partnership (GUTP)

The Grand Union Teacher Training Partnership (GUTP) is proud to work alongside expert mentors across Northamptonshire, Milton Keynes, and South Leicestershire.

Through School Centred Initial Teacher Training (SCITT) and Teacher Apprenticeships, we support both primary and secondary trainees on their journey to Qualified Teacher Status (QTS).

Your mentorship shapes not only trainee confidence—but pupil experience.

Stay connected with weekly updates and resources at www.gutp.co.uk