How to be a brilliant mentor : developing outstanding by Trevor Wright
By Trevor Wright
How to be a super Mentor deals transparent instructions to augment your mentoring, aiding you to examine your personal perform and comprehend the advanced and sometimes ambiguous function of the mentor in class.
Considering why it's possible you'll turn into a mentor and what you could achieve from the adventure, it presents functional concepts and direct problem-solving that can assist you flow promising trainees speedy past mere competence. It explores:
- collaborative operating
- giving powerful suggestions
- emotional intelligence and constructing and holding relationships
- dealing with severe incidents
- developing reflective perform
- what to do if relationships beak down
- the courting among training and mentoring
- mentoring newly certified lecturers in addition to trainees.
Illustrated with the reports of genuine trainees, How to be an excellent Mentor may be dipped into for leading edge mentoring rules or learn from cover-to-cover as a quick stress-free path with a view to provide you with additional self belief on your mentoring function.
The e-book is a spouse to How to be a super Trainee Teacher, additionally through Trevor Wright.
Read Online 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
This can be a focused observation to analyse a particular approach, or may be for the observer to raise questions as feedback. In this mode one partner leads and the other acts as LSA. In this model, the LSA can work with an individual, a group with learning difficulties, or the high achievers. Here the partners compartmentalise the lesson into prearranged sections and take separate responsibility for them. g. settling the class; conducting a demonstration; summarising, etc. One partner plans and the other teaches.
When they returned for a training period at the university, their tutor found them to be well ahead of their peers in their levels of understanding. At the end of the year, both trainees said they had benefited from those early experiences and had been able to use collaborative approaches in their final school placement to help their learning, both with mentors and other trainees – even from other subjects. The weaker of the two trainees is clear that, without that successful first experience, she may well not have gone on to qualify.
In this sense, trainees need multiple inputs. To take another example, you might decide that a trainee’s lesson beginnings are failing. The lessons start raggedly, and, as we all know, good beginnings are crucial. This judgement would be made, perhaps, during your observation of your trainee’s teaching and would begin a process of dynamic reflection. Among other reflective activities, you might decide that your trainee needs to watch some effective lesson openings. If she only observes one effective teacher managing one effective lesson beginning, she has little ground for reflection and synthesis, however impressive the exemplar may be.