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Preparing to Mentor

Preparing to Mentor

 

[The mentor] does not give in order to receive; giving is in itself exquisite joy. But in giving he cannot help bringing something to life in the other person, and this which is brought to life reflects back to him; in truly giving, he cannot help receiving that which is given back to him. . .In the act of giving something is born, and both persons involved are grateful for the life that is born for both of them. (Fromm, 1970, 24-25).

Attributes of a Successful Mentor

Supporter

  • Provides knowledge and expertise about variety of teaching methods  

 

  • Gives time, energy, encouragement, and support

 

  • Offers motivation and encouragement

   
Colleague

  • Listener  

 

  • Confidante  

 

  • Sharing friend  

 

  • Celebrant  

   
Model  

  • Reflective thinker  

 

  • On-going learner  

 

  • Facilitator  

 

  • Situational leader 

 

  • Adaptable to change  

 

  • Sense of humor

   
   

 

The Four Mentoring Functions


  • Relating:     "build and maintain relationships with their mentees based on mutual trust, respect, and professionalism." 

  • Assessing: "gather and diagnose data about their mentees’ ways of teaching and learning; they determine their mentees’ competency and confidence to handle a given situation." 

  • Coaching:    help the new teacher "fine-tune their professional skills, enhance their grasp of subject matter, locate and acquire resources and expand their repertoire of teaching modalities." 

  • Guiding: " wean their mentees away from dependence by guiding them through the process of reflecting on decisions and actions for themselves and encouraging them to construct their own informed teaching and learning approaches. 

Think about what you bring to this Mentoring Team relationship. Number these four functions, putting a "1" by the function that you see as your strongest contribution to the teacher you are mentoring and a "4" beside the one that you see as least relevant or the one that you feel you would need most help with.

Portner, H. (1998). Mentoring new teachers. Thousand oaks, CA: Corwin Press. p. 7-8.


Setting Priorities

Mentors should begin by asking themselves:

  • What do I bring to the mentoring relationship?

  • Am I prepared and able to be more than an instructor and a coach?

  • Am I willing to open my own practice to the scrutiny of a trainee?

  • Am I willing to support, challenge and educate beginning teachers?

  • Do I understand that the dynamics and focus of my role must change?

  • Am I prepared for the sacrifices, changes and challenges this will entail?

Furlong, J. and Maynard, T. (1995).Mentoring student teachers: the growth of professional knowledge. Routledge: London.

Tips for Mentors

 

  • Set ground rules early.

  • Help changes happen.

  • Avoid information overload.

  • Share decision-making.

  • Know when to intervene.

  • Maintain the relationship.

  • Don’t forget content.

  • Know when to wean.

  • Find time to mentor.

  • Reflect on your mentoring.

  • Remember, student learning is the goal.

Hal Portner. (1998). Mentoring new teachers. Thousand Oaks, CA: Corwin Press.