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Hal - Hello and welcome. This will be an informal session, so ignore the chat rules printed on the welcome screen . . . there is no need to to post question marks, etc.
Hal - We have Hal Portner here to discuss the process of mentoring new teachers.
Kathleen - Hal, is the process of mentoring changing in any way?
Kathleen - Has it evolved and become more effective?
Hal - It has - and continues to be - effective when it is supported by commited people. Otherwise, I'm afraid, it is considered one of those passing "fgads" that education is "famous " foer.
Kathleen - Is CT making use of people who are NOT currently in the classroom, such as retired teachers, to mentor?
Kathleen - Hi 5th! Thank you for logging on! Are you mentoring? Or perhaps being mentored?
Hal - In CT, retired administrators are used in the Alternate Route to Certification (ARC) program. I don't think they are ysed in very many places, possibly in places like Bristol or New Haven, but I'm not sure.
Hal - Hello, 5th.
Kathleen - 5th, Hal hasn't written several books and consults on mentoring, so join the conversation.
5th - Greetings all! I am mentoring now. It's my first time as well.
Hal - So, the question is, "How is it going so far?"
5th - I don't feel I am helping or making "progress" with my mentee and I was hoping to learn new strategies or concepts to help her.
Kathleen - Hal HAS written several books, sorry Hal.
Hal - Can you be specific, 5th? In what area do you feel she needs help and why do you feel you're not helping?
Kathleen - Hal, any advice for 5th?
5th - I find that the suggestions (heavy or light) are not used or even considered....
5th - She is fourth grade and has the children coping notes that she writes on the overhead. That's not bad, but it's usually 7 or 8 pages of single spaced notes.
Hal - If you have not done so, you might ask her if the suggestions have been helpful . . .go beyoun a yes/no answer.
5th - The students she has are not used to this type of lecture style that she is trying to teach them, plus she has behavior problems that are agitated by this expectation.
5th - I have tried that. I have asked her how my suggestions are helping her or if they are helping at all. I have asked if there are specific questions that she might have about my suggestions that she might adapt to her situation.
Hal - Ask her how she sees students responding to her method, and whether some other way would elicit another reaction.
5th - She says that no matter what way she teaches the students will act this way, SO she will teach this way until the students get "it".
Kathleen - 5th is there other support for new teachers in your district, or are you the only person monitoring?
5th - Most of the support new teachers in our area get is in curriculum area, such as math workshops, computer workshops, etc.
5th - The principal has asked her to quit this method of teaching but she feels that this is the only way.
Kathleen - Does she have strengths in any area?
5th - She is well prepared and knows her curriculum.
5th - The kids seem to like her outside the classroom.
Kathleen - Does she have a philosophy of teaching that might help you bring her around to consider what you want her to implement?
Hal - Perhaps you need to take the bull by the horns and point out that "it's about the students, not the teacher" in other words, teachers must really make the effort to adjust and modify if what they are doing isn't working, and that you are there to help and suggest.
5th - No I do not think her philosophy of education could be adjusted to anyone, child or adult.
5th - I think that's the problem, Hal. She doesn't see it as a problem or the cause of the problem.
Kathleen - 5th, maybe you should pick up a couple of books about the process of mentoring, one for you and one for her. Hal's books might help. (Mentoring New Teachers and Being Mentored). Then you could form a mini-study group to work through this step by step with her. Also, a book on classroom management
5th - That is a good idea!
Hal - Are her students learning at all, 5th?
Kathleen - I agree with Hal, she has to be enlightened, there is a problem, she has to acknowledge that.
5th - The ones I have spoken with comment that their hands hurt alot when I ask about class.
Kathleen - Hal's book for Mentors: Mentoring New Teachers
5th - I feel like a failure even though I know it's not something I have control over, does that make sense?
Hal - Thanks for the plugs, Kathleen, but let's stick to 5th's problem.
5th - I have written down the information and will be calling the bookstore shortly.
Kathleen - Hal Portner's book for mentees: Being Mentored-Guide for Proteges http://www.amazon.com/exec/obidos/tg/detail/-/0761945539/teachersnet
Kathleen - I think 5th needs something in her hands to draw this mentees attention to good practice...
Kathleen - I think your books would help in this situation, Hal.
Kathleen - I think your principal needs to be involved, too.
5th - He is and so is the assistant principal, but of course they don't see everything I do.
Hal - 5th, just like you see a need for your protege to grow as a teacher, so do new mentors need to grow into that role. (Okay, Kathleen. After all, that's why I wrote the books in the first place.)
Kathleen - hal, shouldn't this group, mentor, admins and mentee be meeting?
5th - We are.
Kathleen - 5th, this sounds like a real challenge for you.
5th - It has been a learning experience.
5th - I hope that I wasn't this hard to mentor.
Kathleen - LOL, I'll bet you weren't, 5th!
Hal - That's touchy. I strongly believe in the confidentially of the mentor/protege relationship. Of course, if there is something going on that can be harmful to students (this includs turning them off to learning) then is is legiment - but let the new teacher know your intention first.
5th - Could our age difference be a problem?
Kathleen - 5th, does she observe you modeling in your classroom what you wish she would attempt in hers?
Hal - 5th. my previous post refers to letting adm. know the situation.
5th - We have a meeting amongst the four of us, but she and I also have our own meetings.
5th - I have tried to get her in my room on several occasions as has the principal, but there always seems to be a crisis or problem that she needs to solve.
Kathleen - This sounds like a new teacher who needs to understand her responsibility to be supported.
Hal - Good idea, Kathleen. Having her observe a teacher working successfully with the same students, and then reflecting with you as to why it is successful, can only help.
Kathleen - It is her responsibility to cooperate, to observe other teachers at her grade level...
5th - That's an idea! I have listed it! I will ask her if I can do lesson with both our students and she can just sit back and watch! Thanks!
Kathleen - That sounds good, 5th, go with it.
5th - That way she has to be present and has to observe.
Kathleen - I'm with Hal, I'd be concerned about her turning off kids to learning with that note-copying activity. So this requires action.
Kathleen - 5th, yes, and no excuses. She has to be there.
Hal - 5th. be sure to discuss it soon after with her and try to help her come up with some reasons why your mentods work. Aghain, let her come up with the reasons ... don't tell her.
5th - I try very hard not to tell her anything because she becomes very defensive at that point.
Kathleen - 5th, what subject is she teaching in which she relies on the copying of her notes?
5th - All.
Kathleen - yikes
5th - exactly.
Hal - The reason not to tell, 5th, is so that she can own the reason as her own. Your role is to incourage her to reflect, analyze.
5th - That's why I ran here from the chatboards when I saw the advertisement!
Kathleen - You might have to concentrate on one subject area at first. Locate some good resource books to give her ideas for more approp lessons and activities.
Kathleen - Hal, how much time does 5th have to give her though if she's not coming around through reflection?
5th - I think that we will start on Social Studies. It's my favorite and it's great hands on.
Kathleen - Sounds like a plan, 5th.
5th - Thank you so much for your insight and help tonight.
Kathleen - 5th, is she a member of a grade level team? One which could have some influence on her practices?
5th - It has made my worrying a little less this evening.
Kathleen - We're very glad you logged on, 5th.
Hal - Good luck, 5th. Let us know how it works out>
5th - yes and no. The group she is with is part new and part old. That's another conflict within itself, but I don't think she is paying them much attention in this matter.
Kathleen - Best of luck, and do keep us informed. Watch for future chats for more support, and you can share what finally works so other mentors can learn from your experience.
5th - in the academic matter, more behavioral with them
5th - I will! Thank you again!
5th - Good night!
Mentors' Chat NOW - Good night, 5th. Good luck!
Hal - Good night, 5th.
Kathleen - Hal, is 5th's problem the exception, or is this a common difficulty?
Hal - Good night, Kathleen. I hope we were to help 5th a little.
Kathleen - Thanks, Hal. I think 5th left feeling she has a plan now. Good advice. See you on Thursday when we invite mentees to chat.
Hal - K, 5th's problem is not uncommon for a new/novice mentor who, like a new teacher, needs to learn the skills.
Kathleen - I guess it's a complicated dance. Well, goodnight, Hal!
