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If you click on each you will be provided with a definition and examples of how students interpret these characteristics.The aims of this research were to determine teachers’ roles and attributes that had positive influences on their relationship with students during school experience, and to reveal their experiences of playing host to students. What attributes contributed to a positive experience?Data generated from the questionnaires were enhanced through the form of semi-structured interviews with a sample of host teachers.The findings are discussed in relation to relevant literature on the roles of teachers accommodating students during school experience.These accommodations need to be updated to include technology that the student can use to help them read the materials both in instruction time and on test.

Each of these characteristics are provided in the table below.The responses included the following: Hurst and Wilkin (1992) devised a list of guidelines for teachers who have students in the classroom during school experience, ranging from developing a relationship with the Univesity and student to assessing the student on his/her performance.One section of the guidelines included how teachers should conduct a debriefing discussion with the student, which was divided into three parts: general procedures; the general-skills agenda; and the subject-specific agenda.They can also be idealistic in their relationships with pupils, in that they aspire to be warm, friendly, caring, popular and respected.They can also have idealistic views on the physical appearance of the classroom, in that it is large, airy, spaceous, bright, full of colourful displays, with a happy, lively and buzzing atmosphere.If you click on each you will be provided with a definition and examples of how students interpret these roles.