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The business of teaching and learning is so complex that there is no way it can be done alone. It
cant be done online, either. Itswellyouve heard this beforehigh-tech, high-touch, highteach.
Lets talk about the high-touch and high-teach part by focusing on mentors. So lets define and
redefine who and mentor is, what s/he does, and why, because only a mentor can help you soar
as a teacher. Ill approach this as FAQs:
Question: When do I have to get a mentor? Whats the process of finding a mentor. How do I
do this?
Answer: Sometime within the next 6 weeks, or by the end of Module 8. You can choose your
own mentor and that may change over time. If you have a problem, your professors and IOL
can help, but you will not have a mentor forced upon you. Its too important and delicate an
issue.
---Question: What role does a mentor play in my professional life as a teacher?
Answer: Students need teachers. So do teachers. Your mentor is someone who tells you the
truth and is able to keep a secret. If you are a new teacher, you should be looking for someone
you can trust and admit mistakes to, but who can also be very candid with you and tell you the
hard truths (or guide you to seeing the truth) when you make mistakes.
In his book, Mentoring New Teachers (Links to an external site.), Hal Portner argues that trust is
crucial to the mentor-mentee relationship. New teachers must feel confident in expressing doubt
or admitting mistakes to experienced teachers, without fearing embarrassment or repercussions.
In this respect, mentors serve as confidants, not evaluators, concerned only with helping
mentees -- and, in turn, students -- succeed in the classroom.
Its delicate. Good mentors have to know the right time and place for making a comment.
Mentors are not just cheerleaders. They know how to make you better at what you do. Thats a
place where peers cant reach. Portner writes: "Having a peer evaluate you does have a lot of
positives, and does work, but I really don't want to call it mentoring."
Take a look at the page: Roles & Responsibilities: Teachers and Mentors
---Question: What will they be looking for?
Answer: Fair question. I am working with IOL to find out what inspectors and evaluators do,
how school directors are trained, and am writing a job description.
But lets also talk about the end product (your qualification to be a great teacher) and work
backwards from there. In that way, we can find the best role for the mentor in other words, the
right tool for the job.
Lets take a look at THREE important components of what newly qualified teachers should be
able to demonstrate:
Subject Knowledge and Pedagogy
o
o
The ability to produce coherent lesson plans which take into consideration the
goals and that meet the age-level and stage of development of ones students
The knowledge of when to use and leave behind the textbook in order to
ensure that learning fits with the skills and next years expectations (scaffolding)
Always a major concern of new teachers, along with the question: Will I have a
o
life?
The use of classroom climate, rules, whole-class instruction, groups, pairs that
meet learning needs
The appropriate and judicious (wise) use of rewards and sanctions in order to
ensure safety, good will, and democracy in the classroom
Assessment
Identify where students are. and where they need to go, in the learning process
Judge how students can demonstrate that they understand the material
Review your e-Portfolio and ask you questions about what you have put there
Allow you to observe him/her (if possible) to understand why s/he made teaching
choices
Help you define your career focus (primary, secondarywhich subject, grade-level)