A few years ago, I had the chance to be a mentor to a new teacher at the University of Reading. It was exciting to help someone who would soon be teaching the next generation. Our mentorship journey began at a meeting on the Reading Campus, where I met other mentors, mentees, and their university tutors.
As the weeks went by, I learned that being a mentor is more than just giving advice or showing how to teach. It’s about thinking about my own lessons, being critical, and showing that thinking about what you do is a big part of teaching. You can’t really be a good teacher without thinking about what you’re doing.
Another important part of being a mentor was giving feedback, especially about the everyday things in a primary classroom, like routines, small tasks, or even tips about marking. I wanted to share these ideas with the new teacher but without telling them exactly what to do.
I found that the best way was to be like a coach and be open to new ideas or routines because everyone has their own way of doing things. Being a mentor was harder than I thought. We had some tough times, but luckily, there were also many happy times, especially at the end of the year when I had to write a report.
Writing the report added more work, but I did it together with the new teacher to be fair. Two years later, I became a mentor again, feeling more ready. Sadly, this time, the new teacher wasn’t as interested in teaching, and I didn’t enjoy it as much as the first time. But as an experienced teacher, I dealt with it professionally.
I’m dedicating this post to my first mentee, hoping they enjoy teaching as much as I do.
Helping new teachers is a big responsibility that goes beyond just teaching in the classroom. As a teacher with experience, guiding the next set of teachers is both a great thing and sometimes a bit hard. Let’s look at the good parts of being a mentor, what it brings to both the new teacher and me, and the tricky parts too.
PROS vs CONS
Good Things About Being A Mentor:
1) Professional Growth: Mentorship is a reciprocal journey, a two-way street where guiding trainees refines the mentor’s own teaching practices, fostering continuous professional development.
2) New Perspectives: The mentorship landscape offers the chance to view teaching through fresh eyes. Trainees inject innovative ideas and recent pedagogical approaches, providing mentors with alternative perspectives.
3) Building a Supportive Community: Mentorship creates a supportive community within the school. It fosters collaboration as mentors and mentees work together, contributing to an enriched teaching and learning environment.
4) Legacy of Impact: Witnessing a mentee transform into a confident teacher is immensely rewarding. The impact extends through generations, as effective mentorship contributes to a positive educational ecosystem.
Challenges Faced by Trainee Teacher Mentors:
1) Time Constraints: The perpetual challenge of balancing mentoring responsibilities with regular teaching duties demands careful time management and commitment, especially in an already busy academic schedule.
2) Adapting to Diverse Needs: Each trainee teacher comes with unique backgrounds and learning styles. Tailoring support to meet individual needs requires flexibility and adaptability on the part of the mentor.
3) Navigating Evaluation: Striking the right balance between constructive feedback and encouragement without demoralising the trainee is a delicate task in the mentoring process.
4) Feedback Resistance: Some trainees may resist feedback or be hesitant to embrace new teaching methods. Overcoming this resistance while maintaining a positive mentoring relationship necessitates patience and effective communication.
Bibliography:
Darling-Hammond, L., & Richardson, N. (2009). Teacher learning: What matters? Educational researcher, 38(6), 448-455.
Ingersoll, R. M., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 81(2), 201-233.
Mr Sanchez Tutoring 