Mentoring Discussions

Mentoring Discussions Identify Principles

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1. Abigail Ball Staff Teacher Education

   #1 15:15, Mon 29 Jul 2019 (edited 15:16, Mon 29 Jul 2019)

   Instructions for using this discussion forum

   Having read the CUREE framework, plan and discuss three strategies or actions with your mentoring colleagues, that you might want to put in place to meet the framework.  Some questions you could consider to help you with this process are:

   • What are your boundaries for the learning agreement?
   • How will you engage with theory, considering your own workload model? 

   To post a message simply click on the blue Reply button; add your text to the Message section and then click on the Post reply button.

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2. A guest user

   #2 09:58, Thu 5 Sept 2019

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   It might be a little controversial but getting my mentee to formally observe me and therefore building up trust that we can be open about the processes of observing might help? Was also thinking that our conversations should begin with her views rather than mine. That way I can judge her perceptions and whether she can see what I do and therefore more effectively plan ways forward. Lastly I think with the experimenting and observing aspect could be explored using the live feedback in different guises. By trying different methods we can hopefully come to an agreement as to what works best for her.

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3. A guest user

   #3 16:29, Fri 6 Sept 2019

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   Ensuring that professional conversations are two way and respectful, and by encouraging the trainee to solve her own problems creatively through careful use of questioning. I have suggested that as part of her self directed learning that she observe colleagues using the Warwick framework, so that she knows what I will be looking for when conducting her observations.

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4. A guest user

   #4 17:54, Fri 6 Sept 2019

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   Mentoring is questioning carefully to enable the trainee to reflect and begin to develop their ability to identify actions and next steps however to start with there will need to be some more directed actions and next steps to support the trainee to see and put into practice strategies to help. I  like to plan specific observations to start with that showcase certain aspects of teaching that can be more difficult such as BfL, AfL, post 16 . It is useful to see pedagogy in action as well as subject specific observations. Having been at my school for several years, I like to ask colleagues from other departments to support and be observed showing these identified areas of good practice. It also help the trainee to feel more comfortable and confident around a large school if they know more colleagues than just the department they are working in!

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5. A guest user

   #5 23:09, Sun 8 Sept 2019

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   As part of a large department with a wide variety of teaching styles I try to combine support from professional learners and specialists by utilising this opportunity in the trainee's timetable so that they get to observe a range of teachers and pick up different techniques whilst getting to grips with their own teaching style and what works for them. I am also trying to encourage a growth in self direction and reflection by starting mentor meetings with the trainees' own thoughts and reflections from the week, using questioning to uncover where they feel their focus should lie in the week ahead.   

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6. A guest user

   #6 13:16, Mon 9 Sept 2019

   Instructions for using this discussion forum

   1. Establish an agreement that it is a learning conversation, confidential and respectful, where we can discuss and disagree well. 

   2. I would like each conversation to start with their own views and then, through questions and discussion, looking at the goals that they would like to work towards for the following period. 

   3. As we are a school which has children with many different needs, ensuring everyone has opportunities to visit and work alongside colleagues in different parts of the school, learning from them and sharing good practice.

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7. A guest user

   #7 14:06, Mon 9 Sept 2019

   Instructions for using this discussion forum

   Confidentiality in any discussion regarding students is very important, but I think it can be beneficial to be able to explore the students background a bit more, particularly if they are having issues with a given student in the classroom. As long as there is still the understanding of confidentiality and our role to safeguard then it may help development of both trainee and pupil.

   Whenever my student is observing staff over the next few weeks I want her to have the Warwick assessors there and to be considering where we would be placed. Hopefully she will be able to see our individuality of teaching come through, see consistency of wider-school policy, see our differences in expectations/behaviour (pros and cons to this) and work out who they want to be most like in the class room. I'm not here to make a clone, I'm here to support a fellow member of staff.

   I've always been encouraged to push outside my comfort zone; drama in a geography lesson? Yep lets do it...doesn't matter if it goes wrong we can teach it another way next lesson and the kids will definitely remember something.

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8. A guest user

   #8 21:02, Mon 9 Sept 2019

   Instructions for using this discussion forum

   1. During mentor meetings, I want to ensure that the trainee feels comfortable and confident to discuss the strengths that they demonstrated in the lessons that they have taught and of course, discuss the areas that they feel require development / ideas they wants to improve upon. I think it is important that the trainee feels confident to ask questions (i.e. “what could I have done at this moment in the lesson when I thought this particular student wasn’t understanding / focusing /etc…?”) Similarly, it is essential that it is two-way conversation and therefore the mentor should ask questions to allow the trainee to reflect, and in turn be directed to solve problems with the mentor’s guidance and support.
   2. Trainees should have the opportunity to learn from as many professionals in the department and around the school as possible in order for them to observe as many different teaching styles as possible. Observing a variety of teachers will benefit trainees as they will be able to see good practice and therefore use and adapt these ideas in their own lessons. Adapting ideas from other teachers won’t necessarily always work in their particular lesson, however this will generate honest and useful conversations about how sometimes things may not work in a certain context and that it is okay for this to happen and learn from.
   3. Through the trainees observing a wide variety of staff, it is important that the trainee is aware that they can also share good practise based on what they have seen. Therefore, the mentor meetings and any informal meetings that take place should also comprise of the trainee discussing what they have seen and what worked effectively. Being open to new teaching styles is important for both the trainee and mentor, so if, for example, the trainee and mentor team teach, the mentor may allow the trainee to take the lead on how the whole lesson is planned and developed.
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9. A guest user

   #9 11:44, Tue 10 Sept 2019

   Instructions for using this discussion forum

   1. Allowing the trainee to observe as many members of the department teaching as possible to develop an awareness of different styles of teaching and allow them to develop their own style. This will benefit them as they will be able to see a wide range of good practice and take on board the skills they wish to develop themselves.  

   2. Mentor meetings being mostly led by the trainee, allowing them space to discuss what they have seen and how they might use this in their own teaching practice. By having honest and open conversations about what has happened in their lessons will give opportunities for learning. This should encourage a trainee to be comfortable and confident sharing not only successes, but also activities and lessons that may not have gone to plan. 

   3. Ensure that when the trainee is observing other members of staff that they are using the same guidelines that I will use when observing the trainee. This will mean that the trainee will know what I am looking for in their lessons. 

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10. A guest user

    #10 16:05, Tue 10 Sept 2019

    Instructions for using this discussion forum

    Mentoring at it's heart is a relationship and therefore should be respectful, open and with mutually agreed expectations .  In the professional setting that we are in it must follow and model our professional guidelines

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11. A guest user

    #11 18:18, Wed 11 Sept 2019

    Instructions for using this discussion forum

    Mentor meetings are an essential element of effective mentoring and coaching. The nature of learning conversations should enable the trainee to reflect. Therefore one aim will be to get the trainee to talk so that although there is a clear focus and structure to the meeting, the trainee is able to process and reflect upon their planning or teaching and this will hopefully help them actively engage in the meetings. One of the best elements of teacher training is to observe as many different teaching methods and approaches as possible. The observation timetable I have put together has ensured that the trainee can see all the teachers in the department. From here we will also have some focused observations on seeing particular strategies in action. For this I will also work with colleagues in other departments. Finally, creating an environment that allows for experimenting and supports risk-taking is important as this is the time for trainees to trial things and be creative. The focus here is also on allowing the trainee to develop themselves as teachers and not feel confined by the styles and techniques of the teachers they are watching.    

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12. A guest user

    #12 22:21, Wed 11 Sept 2019

    Instructions for using this discussion forum

    1. Trainees should have the opportunity to observe a range of different teaching styles across the age and ability range. This would include seeking out specialist expertise to model good practise and particularly for trainees to recognise the 'ingredients' of effective teaching. Additionally, for trainees to conduct a pupil pursuit to consider lessons from a pupil's viewpoint.

    2. During mentor meetings, I would encourage reflection and thoughtful consideration through the use of reflective questioning and for trainees to problem solve.

    3. As a mentor, developing a relationship of trust and mutual respect is paramount to the trainee feeling safe to ask question, try new strategies, etc. particularly among less confident trainees. 

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13. A guest user

    #13 09:50, Thu 12 Sept 2019

    Instructions for using this discussion forum

    1. I believe that as a mentor and trainee we need to build up our relationship of trust and respect and that our meetings are a safe space where we are both honest in our reflections and learning conversations.

    2. I think trainees should be able to observe as many different teachers as far as possible to be able to learn from different teaching styles. In additon to this I would encourage the trainee to have and be using the Warwick descriptors whilst observing in order for them to be able to recognise the tools and skills used within lessons.

    3. I would like to further develop the live feedback strategies and try various strategies out to develop the best system between myself and the trainee.

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14. A guest user

    #14 11:50, Thu 12 Sept 2019

    Instructions for using this discussion forum

    • A trainee will already be aware of the importance of reflection, any conversation needs to make this process as accessible as possible.
    • Mentees must be encouraged to use classroom time to experiment and trial different styles of pedagogy and resources.
    • I'll make sure to capitalise on my own opportunities for growth alongside those of trainees.
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15. A guest user

    #15 11:52, Thu 12 Sept 2019

    Instructions for using this discussion forum

    1.  Observing a range of teachers and groups within the department

    2. Meetings should be started with the thoughts of the trainee, what have they observed that they liked ad want to use, have they got any concerns etc..

    3.  Building a good relationship with the trainee, being approachable

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16. A guest user

    #16 14:42, Fri 13 Sept 2019

    Instructions for using this discussion forum

    1. Relationship based on trust is key.  I want my trainee to feel valued and so I will encourage them to try things out, offer ideas, through conversations which allow their viewpoint and ideas to be explained.

    2. Make time for observations of others, including myself.  Team teach where appropriate and ensure they feel part of the team. Protect them in to being courageous in lessons, trying out different pedagogical approaches.

    3. Think really carefully about how I question things, ensuring that questioning isn't leading.

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17. A guest user

    #17 10:28, Sat 14 Sept 2019

    Instructions for using this discussion forum

    1.  Trainees should be given the opportunity to observe a wide range of classes and lessons, this will help prepare them for the wide range of skills needed everyday in teaching. 

    2. Meetings are best led with the trainee taking control and steering the discussion with their thoughts, feelings and questions. 

    3.  Trust and relationships are just as important here. I plan to let the trainees know that I have been where they are and can relate to the stresses and challenges of a PGCE

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18. A guest user

    #18 14:37, Sun 15 Sept 2019

    Instructions for using this discussion forum

    • Mentor meetings should promote a confident and respectful learning environment, which encourages a safe place for open and honest conversations. Ideally, the Trainee's thoughts should lead the meetings about all aspects of learning, positive and negative, with the Mentor posing questions to encourage deeper reflections. It should be a structured conversation, referring to evidence from the Trainee's work, with clear and agreed goals set to enable the Trainee to develop their future actions. I would encourage the culture of having a final thought to take away an reflect upon for the next meeting  - linked to a next step or an area they expressed interest in from our initial conversations. 
    • It is essential that Trainees are exposed to a varied opportunities to observe other professionals. A clear observation timetable from the beginning will enable them to build relationships with colleges throughout the school, and well as feel part of the "school family" so they know who to seek help from if required. This timetable will enable me to arrange specific observation opportunities to address areas of interest, weakness and development for the trainees. Exposure to individual teachers techniques and approaches will help identify how each teacher within a school, addresses wider school policies and school improvement plan targets. Trainees should refer to the Warwick University Assessment Framework throughout any observations, to highlight where targets have been achieved and what needs to be done next. They should not be afraid to find fault or weakness in an observation, but be able to discuss what strategies they would have adopted in the situation. I would encourage trainees to adopt strategies seen by others, but be willing to accept they may not work in some lessons or with groups of children. Ultimately, observing others should encourage trainees to discover, who they are as a teacher and identify the "ingredients" needed to be an effective teacher. 
    • I plan to share my experiences of mentors and schools from my own training, and what aspects of teaching has evolved or maintained the same for me. I encourage them to provide feedback on my support and requests of them, as well as areas they feel more of my attention would enable them to develop. 
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19. A guest user

    #19 13:08, Wed 18 Sept 2019

    Instructions for using this discussion forum

    The Trainee should be given the opportunity to observe a wide range of classes and lessons. This will support them create a toolkit of the wide range of skills needed everyday in teaching. I feel passionately that meetings should be led by the mentee steered by the mentor through discussion and questions. It is vitally important there is trust in the relationship, open discussions on how they are copying and discussion on strategies to cope with the pressure of teaching.

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20. A guest user

    #20 12:40, Thu 19 Sept 2019

    Instructions for using this discussion forum

    Enabling the trainee to observe as many staff as possible in order to view the different teaching styles & techniques.  In some cases seeing the same class with 2 different teachers to identify which BfL techniques are more effective and how they might apply this in their own teaching.

     Encourage the mentor meetings to be trainee led.  This will give them the chance to discuss what they’ve seen and raise questions if necessary.  Ensure that I am one of the main people the trainee observes so that she has the opportunity to directly ask me about my own decisions.

     Develop a relationship where there is mutual trust & respect to encourage confidence building.

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