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I had no mentor when I started working as a teacher. However my closest colleague took it upon herself to guide me some because there are so many new things to keep in mind. Today we do have a mentoring system for when a teacher is new to a school.

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One thing that it is important for a mentor to do is find out what the strenghts of the mentee are and biuld on them.

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Communication as the key to understanding is very important I think. Also to get the mentee to reflect over what he or she has been doing and highlight everything that has worked out well.

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For me "beyond" the classroom is the way we communicate with parents, other students in and outside of our own school but also with other stakeholders who are interested in our material. It could be through blogs, websites, Instagram youtube channels or other ways of communicating.

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Challenges that we often need to adress are;
1) using technology in the classroom, my mentees are usually very insecure when it comes to technology.
2) Working with an activity that will include all the pupils.

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It might be that you need both, but the formative assessment is the most importan I think since that is the one encouraging the mentee to actually develop his or her skills and be able to grow in their role as a teacher. THe mentee must be given opprtunities to try and to try and fail, they are not supposed to do exactly as we do but they need to find their own teaching strategies.

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It is very important to build trust with your mentee and the easiest and quickest way (since you seldom have a long time to spend with them, they usually only stay for some weeks) is to listen to what they say. By listening they build their confidence and get to form their own thoughts and draw conclusions.

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Talking to my mentee is an important task and it is imoprtant to do it often. THe mentee should not be able to feel abandoned or unsecure, but guided and suppported (scaffolded) without being steered in any direction. Questions I usually ask them are:

What are your goals?

How do you plan to adress the pupils?

How are you going to create challenging tasks for them?

In what way are you using the whiteboard?

How do you implement technological devices and tools?

How do you plan to asses the pupils?

In what way would you like to organise the classroom?

How are the pupils going to collaborate?

How are you using your body in the way you adress the pupils?

By these questions we move on together and let the conversation evolve from the mentees thoughts and points of view.

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We do not have a pro-forma to follow in Sweden but what we do is that we have a close dialogue woth the teacher academy and also the mentee and myself share ideas based on the goals from the academy but also on the goals that the mentee has written down. That is what I observe during a lesson performed by the mentee. We then discuss the lesson and I give formative assessment.

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It is essential to involve the students in the observation bcause it is about them and their learning. THey have to take an active part and responsibility of their own learning - this is wherer the scaffolfing comes in - they are not alone in the process but they do ned to rely on themselves in order to evolve.

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After the observation:
- mirror the mentees experiences along with the notes from the observations
- compare the mentees experiences with mine
- discuss differneces and similarities
- find ways to move on and learn from the observations.

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I am embarrassed to say that have never even thought about using movies to my mentees. It could have something to do with me have difficulties learning from  movies. I myself need someone who in person explains to me and discusses with me. On the other hand I know we are going towards a new era and this is an important step to take I think.