Download The Good Teacher Mentor: Setting the Standard for Support by Sidney Trubowitz PDF

By Sidney Trubowitz

As districts around the U.S. fight to discover and keep certified lecturers, increasingly more colleges are turning to mentoring as an answer. info means that mentors not just consultant and orient new academics, but in addition aid to maintain them within the career. yet what makes mentoring profitable? This booklet is an extraordinary, behind-the-scenes view of mentoring that lays naked the activities of either companions and indicates how mentoring truly labored in an city public center institution. persist with the adventure of Trubowitz (an schooling professor-emeritus) and Robins (a first-year instructor) as they take on every little thing from school room administration to the politics of bureaucracy. Their tale, instructed in voices, describes the day by day circulation of occasions in this kind of means that readers consider the satisfactions, the frustrations, and the feel of success which are all a part of turning into a instructor. The authors percentage their preliminary reluctance approximately coming into a mentoring courting, debate the advantages of commentary within the school room, describe a lesson that failed, discover the college neighborhood, arrange for parent-teacher meetings, take care of standardized exams, and evaluate what they realized because of operating jointly for a 12 months. past helping new academics, mentor courses additionally supply veteran academics an opportunity to go on their beneficial event and to mirror on their lonesome perform. This quantity additionally contains checklists for strong mentoring and recommendations for development and destiny studying.

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Additional resources for The Good Teacher Mentor: Setting the Standard for Support and Success

Sample text

Knowing that Sid is behind me, listening to my endless descriptions of classroom situations and lesson planning, enables me to coexist with this 33 34 The Good Teacher Mentor feeling of drowning and being pulled in a variety of directions by an imaginary undertow. I feel overwhelmed by all there is to do—the lesson planning, the meetings, student work that needs to be read and assessed, and extracurricular tutoring and activities. Most days I am proud to feel as though I’m treading water, keeping my head above the waterline.

How do I show the boy or girl across the room that I like him or her and want to be liked in return? I think to myself that this is a group that needs so much, demands so much. The teacher’s job is large. CHAPTER 2 First Sessions, First Reactions Maureen: Exploring the School Environment Sid’s white hair telegraphs his presence as I rush down the hall to greet him at the school’s security desk. Immediately, Sid asks me to introduce him to our principal so he’s not a “stranger walking in” and to show him around so that he can get a feel for the school.

I’m looked to as Solomon— all-knowing, omniscient, the repository of all the right answers. Part of me wishes it were so, but it is not. I know the words I offer cannot be formulaic or automatic. In every case in which a teacher looks to me for the right answer, I’m tempted to give direct advice, but mostly I don’t. It’s only when I see someone in total despair pleading for a concrete suggestion that I offer an idea knowing full well that what I say is not a final answer. What the teacher says or does depends on the situation.

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