Since joining Toastmasters in , she has become a public speaking coach, a middle-school speech teacher and an accomplished speaker. Cara, what drove you to public speaking? At a time when I was greatly lacking in confidence and needed something more in my life, someone asked me what I had enjoyed in the past.
She suggested Toastmasters, so I joined to become a better public speaker and get past being absolutely terrified of impromptu speaking. What is it like to have Rick as a mentor? It is incredibly rewarding, both professionally and personally. Rick has had great success in life, but even more admirable is the time and effort he takes to help others achieve success.
He is always honest and very clearly aids me in my continuing growth as a speaker, a teacher and a person. He has taught me to be more in the moment, more flexible and to make the best of every situation. And that makes me a happier, more successful teacher.
What have you gained from your experience in Toastmasters? And no wonder. Effective mentors can pave the way for novices to make a successful transition into teaching, weather the emotional turbulence of their first years, and make sense of the culture, context, policies, and instructional priorities of their new workplace.
In addition, when skilled veterans step into the role of mentor, they expand their sphere of influence, strengthening their identity as teacher leaders. So what makes mentoring work? Here are four practical, research-based strategies to ensure that mentoring programs provide the supports, structures, and resources your mentors and mentees need:.
When selecting mentors, keep in mind that good teachers do not necessarily make good mentors Bullough, Yes, mentors must be effective teachers in their own right, but they must also be capable of providing certain kinds of professional support, such as helping novices identify and analyze critical problems of practice. Will mentors or mentees have any say about who they are partnered with?
[BOOKS] Teachers As Mentors CL by Terry Field, Barbara Field. Book file PDF easily for everyone and every device. You can download and read online. [KINDLE] Teachers As Mentors CL by Terry Field, Barbara Field. Book file PDF easily for everyone and every device. You can download and read online.
Where and when will mentors and mentees meet with each other, and what steps will be taken to free up regular, predictable times in their schedules Gardiner, ? In short, school leaders need to communicate early, often, and effectively about the purposes of and expectations for individual mentoring sessions and for the mentoring program as whole.
School leaders need to communicate early, often, and effectively about the purposes of and expectations for individual mentoring sessions and for the mentoring program as a whole. Common mentoring practices can be grouped loosely into two complementary categories: outside and inside practices Schwille, Outside practices occur before or after classroom instruction, when students are not present and teachers have time for collaborative problem solving, guided analysis of classroom data, and reflection on teaching and learning.
They include quick on-the-fly conversations about challenges, successes, or observed practices, as well as longer, regularly scheduled blocks of time for guided, in-depth reflection and analysis of practice and data. Pairs might work together to create lesson plans; analyze student work; view and discuss video of the mentee, the mentor, or another educator in the classroom; or engage in practice teaching, in which the mentor models or a mentee rehearses an instructional practice outside the classroom. That is, while the mentor observes the mentee at work, the active part of the mentoring relationship goes on outside of the classroom.
Protective factors "modify or transform responses to adverse events so that [students] avoid negative outcomes" and encourage the development of resiliency, while risk factors are circumstances that perpetuate these poor outcomes and prevent that student from acquiring resilience as a tool. Diary-writing and oral production in 11th graders. Learning to motivate with others. That is done through discussions, meetings, checking record books lesson plans, scheme and record of work done and register. Valeria Sumonte, Andrea Fuentealba. Available at:.
Nonetheless, these inside practices can be particularly effective forms of mentoring, helping new teachers to improve their practice quickly. For example, consider a few key strategies:.
Collaborative teaching, in which the mentor and mentee plan and teach a lesson together, allows the mentor to model effective teaching while sharing some of the responsibilities. This arrangement, in which the veteran teacher is present and always available to help, often makes it easier for the mentee to take instructional risks.
And should a lesson go badly, mentors can use it as a teachable moment, modeling how they can learn from the experience, regroup, and figure out next steps. To get the most benefit from co-teaching, the mentor and mentee should plan their lesson together and assess its effectiveness afterward by analyzing student work or assessment data. In particular, it can be useful to record such lessons and watch the video together, highlighting effective and ineffective practices and discussing what to try next time.
Demonstration teaching. Mentees see how an instructional practice works with their own students and how an expert teacher responds to the students on the fly. When preparing for a demonstration lesson, the mentor should involve the mentee in the planning. And as with co-teaching, both successful and unsuccessful lessons provide important opportunities for reflection and debriefing. Stepping in. Sometimes a mentor steps in during instruction to provide nonverbal or whispered cues, take over a portion of instruction, or pose clarifying questions or feedback.
These interventions, which may be totally impromptu or somewhat planned, can offer a struggling teacher temporary relief during a stressful lesson and prompt an immediate change in the classroom to improve management or instruction. They also give the new teacher a chance to observe an expert respond in the moment. Discussions before the lesson should focus on cues and methods of stepping in or asking for help.
These might include hand signals, sticky notes, whiteboards, posters in the back of the room, or key words. Because mentors are sometimes reluctant to use these inside strategies, school administrators should be explicit in calling attention to them and defining them as standard practices, which mentors are expected to use.
Further, they should provide mentors with initial and ongoing professional development focusing on the benefits of these practices, how and when to use them, common challenges, and how to respond to them. At the same time, mentees should be made aware that these practices do not entail criticism of their work but, rather, that they offer important tools that can be used to lighten the teaching load, facilitate risk taking, build a stronger working relationship with their mentor, and help them improve their teaching practice.
The most effective mentors are flexible and strategic, using inside and outside practices as needed, depending on the given situation.
Because new teachers grow faster with a mixture of both types of support Bambrick-Santoyo, , mentors should receive explicit training, practice, and ongoing support in how to use both practices. Mentoring is a distinct profession with its own skills, knowledge, and practices, all of which must be developed and practiced. Most mentors are experienced teachers who have a demonstrated track record of classroom success as evidenced by professional evaluations and student achievement data.
Being effective in the classroom, however, does not automatically translate to success as a mentor. Mentors need to be selected intentionally, given initial professional development, and provided ongoing support to learn how to use the tools available to them skillfully, flexibly, and effectively. This development can include:. Those responsible for supporting mentors are encouraged to use the same inside and outside practices they expect mentors to use.
In this way, mentors benefit from the different outcomes supported by each tool and have the opportunity to experience each in action. It goes without saying that mentors and the new teachers they work with need to have strong professional relationships Gardiner, ; Schwille, When they do so, they tend to become more comfortable using inside mentoring practices: stepping in, demonstration teaching, and co-teaching with their mentees. For other reasons, too, administrators should make it a priority to maintain good working relationships with the pairs of mentors and mentees that they supervise Gardiner, A sound investment.
By setting clear expectations, encouraging the use of inside mentoring practices, mentoring the mentors, and tending to relationships, school administrators can increase the likelihood that novice educators will become effective and seasoned professionals. Aguilar, E. The art of coaching: Effective strategies for school transformation. Aspfors, J. Research on mentor education for mentors of newly qualified teachers: A qualitative meta-synthesis.