By Trevor Wright
How to be a super Mentor deals transparent guidance to reinforce your mentoring, aiding you to examine your personal perform and comprehend the advanced and infrequently ambiguous function of the mentor in class.
Considering why it's possible you'll develop into a mentor and what you could achieve from the event, it presents functional concepts and direct problem-solving that can assist you circulate promising trainees quick past mere competence. It explores:
- collaborative operating
- giving potent suggestions
- emotional intelligence and constructing and retaining relationships
- dealing with serious incidents
- developing reflective perform
- what to do if relationships beak down
- the dating among training and mentoring
- mentoring newly certified academics in addition to trainees.
Illustrated with the reviews of genuine trainees, How to be an excellent Mentor should be dipped into for cutting edge mentoring rules or learn from cover-to-cover as a brief relaxing direction in an effort to offer you further self belief on your mentoring position.
The e-book is a spouse to How to be a super Trainee Teacher, additionally through Trevor Wright.
Read or Download How to be a brilliant mentor : developing outstanding teachers PDF
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Extra resources for How to be a brilliant mentor : developing outstanding teachers
At school and at university, she was the central priority – the raison d’être of the institution. Now she finds herself in an environment where she occupies a position well down the list of essential priorities. The children in your school, for example, are properly much more important than she is. This is a culture shift for many trainees. Of course, when a student leaves university and gets her first job, she makes a similar change, but it isn’t identical. If you work for a bank, the bank is more important than you; it doesn’t exist to serve your needs as an employee.
For example, a very organised female trainee who is rather pedestrian in her 32 John Sears approach is paired with a very creative male trainee who is chaotically organised. Each learns from the other, and both go on to be very successful teachers. A creative and effective synthesis is achieved. An active mentor will be able to use this paired interaction and she will be able to derive accelerated benefits for both trainees. So, we have a well-established basis for supposing that learning at all levels has crucial collaborative aspects.
Furlong and Maynard call this ‘hitting the plateau’. An astute mentor might well ask the trainee at this point to plan a very demanding lesson for her (the mentor) to teach. She will then teach the lesson, while the trainee observes. Joint discussion can then lead to the trainee attempting something of this sort with another group. For example, many science trainees become comfortable with contextualising a topic, setting up an experiment and concluding from it whatever it is they want pupils to learn.