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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.

     
  2. A guest user
    #2 09:58, Thu 5 Sept 2019
    Instructions for using this discussion forum

    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.

     
  3. A guest user
    #3 16:29, Fri 6 Sept 2019
    Instructions for using this discussion forum

    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.

     
  4. A guest user
    #4 17:54, Fri 6 Sept 2019
    Instructions for using this discussion forum

    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!

     
  5. A guest user
    #5 23:09, Sun 8 Sept 2019
    Instructions for using this discussion forum

    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.   

     
  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.

     
  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.

     
  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.
     
  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. 

     
  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

     
  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.    

     
  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. 

     
  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.

     
  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.
     
  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

     
  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.

     
  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

     
  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. 
     
  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.

     
  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.

     
  21. A guest user
    #21 14:13, Thu 19 Sept 2019
    Instructions for using this discussion forum

    1. Trainee to visit different areas of the school to observe the many different staff  working with  the children in a variety of ways to support children's learning and development.

    2. Confidential and supportive discussions.

    3. Encourage trainee to lead mentor meetings

     
  22. A guest user
    #22 11:55, Fri 20 Sept 2019
    Instructions for using this discussion forum

    I always ensure that I make time for my mentee and to ensure that they don't feel like a burden on our extra workloads. Asking a mentee to meet with me first and lay down guidelines for us both over a time together. Try and get the mentee to evaluate own work and become reflective rather than looking towards me for an answer. Work towards goals together, out of discussions in meetings.

     
  23. A guest user
    #23 20:31, Sun 22 Sept 2019
    Instructions for using this discussion forum

    1) The first thing I would like my mentees to do is to observe good practice, both in the department and across the whole school. They need to familiarise themselves with behaviour management strategies, how lessons are structured and how to forge positive relationships with students.

    2) Ensuring that mentor meetings are reflective and purposeful and that a thoughtful relationship of trust is established

    3) To enable mentees to set challenging and personal goals in order to build on their knowledge and skills

     
  24. A guest user
    #24 14:47, Tue 24 Sept 2019
    Instructions for using this discussion forum

    Develop a relationship which is mutually respectful. Ensuring being an empathetic listener, not an emotional one. Encouraging the student to be reflective of their own practice and of the practice they are observing. My role is to ensure they see some of the best practice possible to extend their skills and delivering of engaging lessons which promotes a love of learning. 

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  25. A guest user
    #25 16:09, Tue 24 Sept 2019
    Instructions for using this discussion forum

    1. Establish an agreement that it is a learning conversation.

    2. Each conversation to start with the trainee's own views and then, through questions and discussion, look at the goals that they would like to work towards.

    3. Ensure trainees learn from different staff within school so that they are sharing good practice.

     
  26. A guest user
    #26 16:09, Tue 24 Sept 2019
    Instructions for using this discussion forum

    1. Establish an agreement that it is a learning conversation.

    2. Each conversation to start with the trainee's own views and then, through questions and discussion, looking at the goals that they would like to work towards.

    3. Ensure trainee learns from staff within the school so that they are sharing good practice.

     
  27. A guest user
    #27 10:20, Wed 25 Sept 2019
    Instructions for using this discussion forum

    Asking my mentee to observe my practice and critique [not linked to standards] our discussion will lead to a developmental conversation. From that I will endeavour to put into practice what we have highlighted as areas for improvement.

    Taking ownership of the learning space by having open conversations about changing any aspect they want from what has been set up at the start of term, such as seating plans. Allows the mentee to take real ownership of a space when they take on a group.

    Planning lesson sections together to allow that supportive and collaborative approach that will model the relationship for the rest of the placement. 

     
  28. A guest user
    #28 16:03, Wed 25 Sept 2019
    Instructions for using this discussion forum

    1. Effective mentoring will allow both myself and the student to gain an insight in how to improve our practice and ensure the resources are appropriate for the children. 

    2. Professional dialogue between the student and mentor should challenge the student to appraise themselves and also be respectful. 

    3. Understanding why different approaches work - the student should have opportunities to observe approaches that different teachers in the school use and be able to choose an approach which best suits them and the class that they are working with. 

     
  29. A guest user
    #29 16:04, Wed 25 Sept 2019
    Instructions for using this discussion forum

    1. Effective mentoring of a student will enable a professional dialogue that is both respectful and that will challenge the student to appraise themselves.

    2. The process will allow resources to be used effectively to help improve the practice of both myself and the student ensuring a challenging curriculum is planned.

    3.Mentoring in our school will allow the student to gain an understanding of different approaches and strategies that could be used to enable a successful learning environment.  Through mentoring meeting and discussions this will help guide my own practice.

     
  30. A guest user
    #30 15:02, Sat 28 Sept 2019
    Instructions for using this discussion forum

    It is important to build up a mutual respect between the trainee and the mentor several ways, 1. During a weekly mentor meeting  - let the trainee speak and share their ideas and views and you just listen.  2. Always be respectful to each other and be sensitive to emotions that will occur in the fast paced teaching day. 3. Allow the trainee to observe different members of staff and do several pupil trails - different approaches work in different environments and different teaching styles can be observed.  This will allow the trainee to see many models of good practise across different subjects.  Also they can observe student behaviour and strategies for managing it.

     
  31. A guest user
    #31 14:17, Wed 2 Oct 2019
    Instructions for using this discussion forum

    To meet the framework, the strategies I would put in place are as follows: 

    1. I would foster productive learning conversations by asking my trainee to justify why he has made certain decisions regarding lessons. My trainee is very intuitive which is a real strength, however ultimately he needs a clear rationale for the activities he plans for students. 

    2. I would being feedback sessions with the trainee commenting on how he thought the lesson went, and why. I would always prompt the trainee to name at least two strengths before identifying a development point. This helps the trainee develop as a self-reflective practitioner.

    3. To acknowledge the mutually beneficial nature of the mentor-trainee relationship, I would work with the trainee to figure out how to support the various needs of the classes we share.

     
  32. A guest user
    #32 09:32, Thu 3 Oct 2019
    Instructions for using this discussion forum

    Having read the Curee Mentoring and Coaching framework, it is clear that mentoring is a two-way growing process that involves both listening to the mentee and offering constructive feedback through target setting.

     
  33. A guest user
    #33 11:07, Thu 3 Oct 2019
    Instructions for using this discussion forum

    Firstly, I will ensure that my mentee has ample opportunity to reflect on their own lesson before I give my musings, and I will ensure that my comments are always fair and well-reasoned. Secondly, I will ensure that they have access to any resources/materials/further support if they need it. Finally, I will ensure that the mentee is always an active participant in their target setting and that they are fully aware of their next steps in their progress file. 

     
  34. A guest user
    #34 16:28, Thu 3 Oct 2019
    Instructions for using this discussion forum

    Having looked at the mentoring and coaching information and attended a Warwick led CPD on developing mentoring as well, I feel that trust has to be built with your trainee, this should be done through discussion, learning walks of the areas in school together to see your professional feedback to other staff and letting them also see your own practice in the classroom.

    Building a network of support with other colleagues within departments and across the school. Acknowledging the benefits form learning from all staff at various stages of their career and experience.

    Listening to the mentees evaluation and thought processes to enable them to reach challenging goals to ensure continued development.

     
  35. A guest user
    #35 21:34, Thu 3 Oct 2019
    Instructions for using this discussion forum
    1. To appraise the skills and knowledge the trainee has developed over time related to specialist subject area. Importantly this should be supported by a curiosity to ask questions and gain insights into the trainees wider general working experience and skills sets. To set time aside and to give the opportunity to share interests in pursuits individuals have specific to experience that can be utilised in the wider school community. The mentors knowledge of other colleagues specialist skills and experience can be utilised when sharing skills and planning for training opportunities.
    2. To plan the time to learn new skills and working models by taking opportunities to demonstrate practical skills and knowledge related to disciplines within subject area and curriculum contexts. Sequencing of these sessions can be staggered and prioritised related to mapping of curriculum areas to be covered. This will allow for informed planning and time to model objectives and learning outcomes. 
    3. This process will give time for dialogue, discussion and reflection that is mutual and beneficial to both mentor and trainee. Creative approaches and strategies can be discussed on an active practical level as well as on a theoretical level when creating resources or planning for teaching sequences. This will encourage more proactive working relationships with colleagues.           
     
  36. A guest user
    #36 17:52, Sun 6 Oct 2019
    Instructions for using this discussion forum

    First ensuring that the trainee observes as many different members of staff as possible both within and externally to the faculty in this way they way be exposed to many different teaching styles as well as seeing how the learners respond to them.  The observations would also include Direct Instruction and EAL classes too, as knowing what these involve will help the trainee when the pupils return to timetabled lessons.

    Ensuring the relationship is honest and open and that all conversations are a two way dialogue between professionals and are non-judgemental. In this way the trainee will feel ‘safe’ and confident to express their feelings and any concerns they may have. Allowing for and encouraging self reflection, but also encouraging them to see the positives rather then dwelling on perceived negatives within a lesson.

    Ensuring that when teaching the trainee feels ‘safe’ to take risks and try new teaching strategies. Prior to first teaching, making sure that enough team teaching has occurred and that the trainee is fully conversant with the learning and medical needs of the pupils in their class.

     
  37. A guest user
    #37 20:32, Sun 6 Oct 2019
    Instructions for using this discussion forum

    I think it's important to give your mentee the opportunity to experiment with their ideas, which will then give them a stronger awareness of the effectiveness of specific strategies. As well as reflecting on areas of improvement, it is important to achieve a balance and acknowledge their particular strengths in a lesson for them to feel confident and aware of their current assets. Thirdly when introducing a new strategy I would review this with increasing expectations over a number of sessions. For example, when using a whiteboard activity as an assessment strategy, the first task would be to administer the whiteboard activity in a ordered manner. Then upon reflection, you would question the mentee the effectiveness of the activity and how much they were able to gauge the class' understanding, what could have been better etc. Next, you would then advise them to address a couple of misconceptions in the next lesson during a whiteboard activity and continue assisting them in building that strategy. 

     
  38. A guest user
    #38 21:51, Tue 8 Oct 2019
    Instructions for using this discussion forum

    1.  Trust is key.  Building up an honest relationship where mentor and mentee are able to speak openly yet respectfully is important.

    2.  Observing others help mentee to visualise what might work/what might not work in action away from the research/theory/discussion.  This can then be discussed as to why it might work/might not work in the context that we are planning for and how we could work together to adapt practice.

    3.  Ensuring that the mentee has the confidence and value to take risks and experiment with ideas/research to see for themselves what will work with reflection.

     
  39. A guest user
    #39 10:13, Wed 9 Oct 2019
    Instructions for using this discussion forum

    Allow a more reflective journey. Keep notes on positives and negatives of each session.

    Able to discuss strategies for behaviour management openly, encouraging the trainee to adapt the classroom to her chosen layout

    simplify the overly complicated information given to ensure retainment, often during my training I felt lost with the random (at the time) abbreviations and code terms.  

     
  40. A guest user
    #40 17:52, Wed 16 Oct 2019
    Instructions for using this discussion forum

    Firstly, I would encourage the trainee to observe as many different teaching styles/age phases around school as they can. Everyone has a different style of teaching and interacting with the children and it can be difficult if you are placed in a class where the class teacher's style is very different from your own. During observation feedback, I would try to get the trainee to be as reflective as possible so that they can lead the discussion, prompting where necessary.  In my experience, trainees can sometimes focus on the negatives too much so making sure they leave the discussion knowing what they did well is important. 

     
  41. A guest user
    #41 20:55, Thu 17 Oct 2019
    Instructions for using this discussion forum

    Establish a mutual trust and respect.

    Encourage mentee to lead the reflection to aid discussion for development.

    Encourage continuing observations of a wide range of subjects and staff with a focus on areas being discussed in targets. 

     
  42. A guest user
    #42 11:56, Sun 20 Oct 2019
    Instructions for using this discussion forum

    1. To ensure my trainees feel their own views are equal in value, start all mentor meetings and observation feedback sessions with their views and comments. It is vital that they are allowed to reflect and share their views, alongside considering the focus of meetings, this informing their own perception of needs and areas of strength. I feel that it is important for the trainee to lead feedback in order to evaluate where there may be problems and how we can problem solve in order to progress. 

    2. In order to support new teachers in taking risks and trying something new, it is imperative that they observe other teachers across the curriculum to view other teaching styles and consider how their ideas can be adjusted to other subject areas. 

    3. Use mentor target setting to allocate time to wider reading of new initiative/ideas in teaching. Use this reading in later mentoring sessions to consider how this can be implemented in own planning. 

     
  43. A guest user
    #43 18:21, Tue 5 Nov 2019
    Instructions for using this discussion forum

    I plan to have question led mentor meetings, allowing my mentee to reflect and identify their own targets where appropriate. I also plan to do some joint observations with my mentee to see in practice what good/outstanding looks like in different strands. To provide a range of strategies to try to enable my mentee to get a feel for a variety of teaching styles in order to see which strategies work best for them.

     
  44. A guest user
    #44 13:20, Wed 6 Nov 2019
    Instructions for using this discussion forum

    1) In meetings to develop a culture of openness which allows student's to discuss and ask questions about their teaching practices and the progress of the students in their lessons.

    2) To have an 'open door' policy which allows students to go and observed as many teachers as possible, to enable them to witness good practice and adapt it to their own teaching.

    3) To allow trainees to reflect on their own practices and use lesson observations and even student voice to improve their teachings practices.

     
  45. A guest user
    #45 10:07, Thu 14 Nov 2019
    Mentoring Discussions

    Adopting a coaching approach to mentoring and letting the trainee develop as an individual is proving successful.  Ensuring that as a department we are collaborating to ensure a consistent approach to lesson feedback.

     
  46. A guest user
    #46 19:39, Thu 21 Nov 2019
    Mentoring Discussions

    After reading the CUREE framework I would plan to put the following in place: 

    1. For growing self reflection I would discuss with the trainee what area they would most like me to observe in their lesson and focus in on one thing. For example, he/she may feel they are struggling with behaviour management, I would suggest to strip a lesson back to basics and focus on effective behaviour management strategies. 

    2. For a learning conversation, I would ensure that in mentor meetings it is a two way dialogue and the trainee feels that they can ask questions and speak openly about their lesson. 

    3. For experimenting and observing, I would encourage the trainee to take risks in lessons, such as a no pen lesson or no projectors for a week. 

     
  47. A guest user
    #47 08:26, Tue 26 Nov 2019
    Mentoring Discussions

    1. Ensuring that there is an open and honest dialogue between mentor and trainee by ensuring that any feedback given is constructive and supportive and by allowing the trainee to feel that they can approach their mentor for advice, ask any questions and seek support in all areas. 

    2. In our school, we have started to use Pineapple Charts, which allow teachers to open up their classrooms for lessons that they choose, so that other teachers can pop in for an informal learning walk. By embracing this strategy, it will enable the trainee to observe good practice among a range of different teachers, learn new strategies for behaviour as well as teaching and learning.

    3. Regular mentor meetings where the trainee feels responsible for their learning and the next steps for what they need and want to achieve. The mentor can help the trainee to reflect on what they have seen and learnt and help them with how they can use this to move forward with their training. 

     

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