It's great to hear about a veteran teacher excited about learning new things. I have always felt that learning is a never ending process. It is a great challenge to see what is new and changing. You may not use everything in your classroom but it shows you other options and ideas to try. Thank you for your dedication.
On 6/20/11, teachmo wrote: > We often think of mentoring brand new teachers, but sometimes > forget that even experienced teachers new to a school need a "go > to" person as well. > > I have been that new but experienced teacher in the past and > wished I had someone to mentor me my first year so I could better > navigate the school culture and reporting requirements. > > Does anyone have anything in place for this type of situation?
meepIn one district, we received extensive training. In my current district, we received training, but it was not as involved as my previous training. I don't work as an "official" mentor right now, but people still come to me for suggestions and I also go to others! We all share! :-)
Not all mentors want to be in the position of mentoring. Unfortuantely, they are afraid to say no and then agree. They have great intentions, but are not always able to fulfull what is needed. If you want help you just have to ask, most people are wiling to help if you find the right person to ask the right questions to.
On 6/19/11, AJ wrote: > Not all mentors want to be in ...See MoreAnother good point. We're all better at some things than others. I get observed a lot--especially by experienced teachers--during reading, writing, and math. No one in their right mind would ask me to demo singing because my colleagues all know I can't carry a tune in a bucket. Judy
On 6/19/11, AJ wrote: > Not all mentors want to be in the position of mentoring. > Unfortuantely, they are afraid to say no and then agree. > They have great intentions, but are not always able to > fulfull what is needed. If you want help you just have to > ask, most people are wiling to help if you find the right > person to ask the right questions to.
Being a great classroom teacher does not necessarily mean that I will be a good mentor. It's a very different skill set. What do you find to be the hardest part of being a mentor? What mentoring skills have been the hardest for you to develop?
Declan FlynnOn 6/19/11, judy5ca wrote: > The hardest part for me is not telling. There's a lot of > discovery that goes along with being a reflective teacher. > It's much easier to say, "I think you might find..." than "What > do you think you could do about that?" I remind myself that > the person I'm mentoring needs to be guided just like we g...See MoreOn 6/19/11, judy5ca wrote: > The hardest part for me is not telling. There's a lot of > discovery that goes along with being a reflective teacher. > It's much easier to say, "I think you might find..." than "What > do you think you could do about that?" I remind myself that > the person I'm mentoring needs to be guided just like we guide > our students. > Judy > > > On 6/19/11, HootOwl wrote: >> Being a great classroom teacher does not necessarily mean >> that I will be a good mentor. It's a very different skill >> set. What do you find to be the hardest part of being a >> mentor? What mentoring skills have been the hardest for you >> to develop? I can so empathise with this statement Being a great classroom teacher does not necessarily mean >> that I will be a good mentor. It's a very different skill >> set. I am finding it hard to let the student teachers find their own way and make their own mistakes. It is very hard not to point the obvious out-taking your teachers hat off and putting your mentors hat on. Managing on a full timetable can be difficult and also reflecting on your own mentoring sessions as you go along is a steep learning curve. I am however enjoying the collaborative and reflective dialogue as ig has been progressing. This is a whole new ball game for me and I like the trainee teachers am learning as I go along. looking forward to hearing your response.
> I am finding the opposite-both my trainee student teachers come and ask for advice all the time, but I have been in the position in the past where the student wouldn't come near me because he/she thought that they knew better than me > Remember, too, that "not asking for help" is not necessarily a > problem. It could mean that she doesn't need as much help as you > think she needs, or that she doesn't want YOUR help, or that she's > getting help elsewhere, or that she'll ask when she truly has a problem. sometimes knowing when to help is difficult as a mentor. With 1 student this practice i have had to sit in and insist on helping as it was necessary in terms of discipline issues > > Beware of wanting her to ask for help simply because you want to be > recognized for your many years of whatever. That would be your > problem, not hers. i am finding that this is a fine line to tread as a mentor > > > On 9/05/11, novel648 wrote: >> Another hard part - the newbie is 24, thinks she knows everything >> and doesn't need to ask a 63-year-old for help! I check on her >> every day or so, ask if she needs anything, and everything is >> always "fine", but from student gossip, I know that some students >> are making mincemeat of her. How do you help when she refuses? >> On 7/22/11, AnneCT wrote: >>> My biggest problem is when the newbie does not come to me or >>> ask questions. As I am a support person, I cannot just barge >>> in. Opening dialogue with that teacher can be difficult if >>> they are shy, want to be perfect, etc. They may also feel I >>> might be evaluative even if I start off by telling them I am >>> NOT! I am a resource, a sounding board, a friend to help you >>> and nothing more. I make time to listen. >>> >>> With those really closed people. I do set up a regular meeting >>> time so they have to touch base at some point. I also use >>> criteria the state will check on as talking points. That helps >>> to focus them on their professional obligation at least until >>> they are comfortable enough to just let it all hang out. >>> >>> Good Luck!
This year I enjoyed my first experience of being a mentor teacher. I participated with my dear partner through the California BTSA Program for young teachers. They are required to participate in this training for two years during the first five years of their teaching career. Talia had already had 3 years of service before being hired by my school as a partnering Kindergarten teacher. She was an absolute joy to work with. I learned so much through the great teachings during required meetings. It was refreshing to look again at best teaching practices and align my own teaching to the Ca. Teaching Standards. I also tried some new things that my partner was comfortable with. Both of us had a superior partnering experience this year. Unfortunately, due to the current economy, Talia was given a pink slip. She does have rehire rights for the next 24 months but has applied for other jobs. I am rooting for a Kindergarten job at a local school so that we can participate in the second phase of BTSA. It was a shame for our school to have to lose such a competent young teacher.
They used to say we can't make a silk purse out of a sow's ear... but I admire your interest in helping this young teacher to find their farther horizon. Are there personal issues by any chance - we live in interesting times and more than a few of us have the feeling we'd like to be hiding under the bed...
Leadership is not something that can be built in a day and some people are not born to be able to be made into leaders though I'd agree that teaching is a form of leadership to be sure. If this were my student, I'd ask - "why did you choose teaching? And - how good of a teacher do you want to be? Will the quality of your teaching be of importance to you or do you think you'll be pretty content to draw your paycheck and get through each day?
Because from what I'm seeing now, you don't seem all that .... present. ( I love the word 'present') I want to help you as best I can and help you to learn all you can while here but I'm not sure you're happy to be here. Is student teaching not turning out to be what you want? I do know education students who once they stepped to the front of the classroom walked out of the classroom and never looked back. Is that kinda' what you wish you could do?"
Articles that you may want to discuss with her are: Successful Teachers, Ten Keys to Educator's Survival, Words Can Inspire, What Will Your Students Remember? and many others at the following site
I think one can learn to be a good mentor. I think some people are more naturally inclined to be good mentors by virtue of their personalities and some people are really natural mentors but yes, I think being a good mentor is something that can be learned.
I don't think that simply because someone is older that they then make a good mentor just because they're older.
I am new to the siteI am a UK teacher and am actually mentoring for the first time as opposed to being in charge of a trainee student teacher. Any advice and tips from experienced teachers would be appreciated.
Declan On 11/23/11, Sara wrote: > I am finding the opposite of upsetting the teachers in training. They are telling me that they are finding the feedback as quite a useful exercise and that it has helped them with observed lessons when their tutors have come out from college. i have taken your point of refelection on board and getting them to think abo...See MoreOn 11/23/11, Sara wrote: > I am finding the opposite of upsetting the teachers in training. They are telling me that they are finding the feedback as quite a useful exercise and that it has helped them with observed lessons when their tutors have come out from college. i have taken your point of refelection on board and getting them to think about why they are asking the pupils to do what they are doing and why. Good classroom environment is what comes with experience- trying to get the students to reflect on what went well and what didn't without me jumping in is proving difficult to resist but we are getting to the stage of a more collaborative dialogue. >>> >>> Thanks for your advice. I am sitting down with the students as >> often as a full timetable permits. The discusiions are revolving >> around support needed, pacing and planning of lessons, >> expectations, discipine and any other issues that arise. It is >> quite a responsibility and time consuming.I have asked 2 >> colleagues to sit down separately with the students to discuss my >> mentoring and at the end of the placement I will reflect on their >> feed back to see where my mentoring could be improved for future >> reference. I like the idea of letting them set the agenda. I >> don't know about you but during lesson observations especially >> with my examination/certificate classes, i find it very hard not >> to intervene when I think that things are not going well, > > Yes but I never do because it would upset the teaching in training so > much they would have a "chip on their shoulder" towards me and my > mentoring from then on. I wait until the two of us can talk and then > ask why they chose to do it the way they did? I share my concerns but > often this leads - and has to - to philosophical discussions. I find > most young teachers have not given active thought to what they > believe about school and its place in society. They haven't thought > about what's realistic. > > What any teacher does should reflect the outcome of what they're > trying to achieve. That simple truth is lost on many people, teachers > or not. "Begin with the end in mind." > > So I can ask - what outcome are you trying to achieve when you had > them copying notes from the board? Was that just a moment to fill or > did you have a greater purpose in mind? > > I advise young teachers to do the things that build a strong > relationship with the class. But at the same time, I know different > things are possible for different teachers and I'll let them go on a > bit to see what happens. For one example, sitting down. I almost > never sit down when a class is my room - that doesn't work for me. > But it can work for some other teachers. > > Each teacher has to find what works for them with their students - > what fosters a good classroom environment. And many of us have to > learn by trial and error - I may say "I think that's an error to have > them copying notes from the board but let's see." > > >> finding a conflicting mindset with what a teacher would/should do >> and what a mentor should/would do. This is a difficult process of >> trying to steer/facilitate the mentee without actually telling >> them what to do. What about you?? >> Stay in touch >> Declan
Declan FlynnOn 11/10/11, Sara wrote: > On 11/09/11, Declan Flynn wrote: >> I am new to the siteI am a UK teacher and am actually >> mentoring for the first time as opposed to being in charge >> of a trainee student teacher. Any advice and tips from >> experienced teachers would be appreciated. > > An "open door" policy in so fa...See MoreOn 11/10/11, Sara wrote: > On 11/09/11, Declan Flynn wrote: >> I am new to the siteI am a UK teacher and am actually >> mentoring for the first time as opposed to being in charge >> of a trainee student teacher. Any advice and tips from >> experienced teachers would be appreciated. > > An "open door" policy in so far as you're able to can be > helpful - I certainly appreciated that when I was a brand new > teacher. I also appreciated that my mentor said positive things > to me and knew I couldn't learn everything in a day. > > Having mentored myself what I find most difficult is when I > think I need to say something... my mentee used 'contracts' - > something I firmly believe doesn't work in our school and > doesn't fit in with the philosophy of the school. It's easier > to mentor when the mentee comes in with questions and needs > encouragement and suggestions but much harder when you see the > mentee going down the wrong path - with determination - and you > feel you need to redirect them. > > I ask my mentees to think of the best teachers they had and > then - what did those teachers do? "Model the behavior you > expect from your students" is another favorite line of mine to > use with new teachers. > > I am finding the opposite of upsetting the teachers in training. They are telling me that they are finding the feedback as quite a useful exercise and that it has helped them with observed lessons when their tutors have come out from college. i have taken your point of refelection on board and getting them to think about why they are asking the pupils to do what they are doing and why. Good classroom environment is what comes with experience- trying to get the students to reflect on what went well and what didn't without me jumping in is proving difficult to resist but we are getting to the stage of a more collaborative dialogue.