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I understand you may feel unprepared/lack experience to be a mentor, but let's look at your strengths. You've accomplished a lot in your time as a teacher, which I feel would be great tools to mentor someone else in.

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(Offer some tissues, a bottle of water, a snack (chocolate)...then listen, listen, listen. After a breath or two...supportive role: You are doing a great job. Students look forward to seeing you every day. And then lead to Catalytic...How did (student) who had the accident get cleaned up? Did they stay or go home? I be s/he was happy that you could help. Another question to redirect what the mentee is doing to be a success in her classroom.

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Supportive: I'm hearing that even though your parents love you, you are not sure about the qualities of a mentor. It sounds like your qualities are important and I feel that you have a lot to offer.

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Supportive: I'm hearing that even though your parents love you, you are not sure about the qualities of a mentor. It sounds like your qualities are important and I feel that you have a lot to offer.

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I'm hearing many things that you don't do well, what are the things that you do do well? What are you most proud of? What are things you could contribute if you were a mentor?

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I hear you are focused on the qualities a mentor should have. What qualities do you have that will help you be a successful mentor?

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Sometimes the most beneficial mentor is someone who can easily relate to the person they are mentoring! I think your age and level of experience is powerful as a mentor because you are very relatable position. I think you would bring many strengths to our mentorship team!

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Tell me about some of your strengths and what goes well in your class.
I noticed that the students and parents really respect you. I am sure that other teachers could benefit from your practices. Let's meet to discuss how we can build your current skills and set some goals.

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I'm confident you would be successful as a mentor. Mentors do not need to be perfect, they just need to care. Give yourself some credit, listening is a good skills to have and perhaps you can develop a nice give and take with your mentees and grow together. 

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I'm confident you would be successful as a mentor. Mentors do not need to be perfect, they just need to care. Give yourself some credit, listening is a good skills to have and perhaps you can develop a nice give and take with your mentees and grow together. 

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I hear your really struggling with how the curriculum is structured, how do you intend to start off tomorrow?

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Lets take a moment to just breathe. Focus on one thing that happened today that was positive. Lets talk about this. After a few moments, I would ask if he or she would like to talk about what WE can do to change this.

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Catalytic: It sounds like you're unsatisfied with this strategy. How could you adapt it so that it feels more natural to you while still being aligned with the *spirit* and underlying goals of the strategy?

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Catalytic: It sounds like you're unsatisfied with this strategy. How could you adapt it so that it feels more natural to you while still being aligned with the *spirit* and underlying goals of the strategy?

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I noticed you feel a certain way about being a mentor. Do you want to explore those feelings more. What would be the highs and lows of you being a mentor?

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I'm interested in hearing about some of the ideas you have when being a mentor teacher and supporting new teachers.

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Catalytic: Who do you want to be in this situation?  If your strength is building relationships, that's a strength worth sharing with others.

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Catalytic: Who do you want to be in this situation?  If your strength is building relationships, that's a strength worth sharing with others.

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I feel you are more respected than you give yourself credit for. The students and parents adore you and I feel a new teacher would benefit from your expertise as well as your struggles :-)

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It sounds like you're really doubting yourself right now. Did something happen today that you want to talk about?

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Wow, I imagine I'd have some strong emotions if that happened to me. I know that you are experiencing strong feelings, let's talk more about it, I'm sorry that you've had such a hard day.

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Cathartic: Let's take a moment to decompress and talk about the biggest feeling you are having, this was a tough day for you. 

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Cathartic: Let's take a moment to decompress and talk about the biggest feeling you are having, this was a tough day for you. 

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I'm noticing that you're experiencing some feelings of inadequacy. Being a great listener is already something you do well. A mentor needs to listen and validate the feelings and experiences of their mentees. You would be great at that!

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What I'm hearing you say is that you would like to be a mentor, but you don't feel as though you have enough to offer a new teacher. Since this is your third year, you can remember what exactly it felt like to be a new teacher. I think that is very valuable information for a new teacher. You can reassure them that you know what it felt like and can give very valuable advice on what you have learned.

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What type of impact do you think you would make as a mentor? All of the other things will come with time.

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Supportive:  I'd love to hear more about your desire to mentor and how your feel you can aid in the success of another teacher. What do you feel your strongest qualities are?

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Cathartic: Who do you want to be in this situation...a team player or a lone wolf?!

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Cathartic: Who do you want to be in this situation...a team player or a lone wolf?!

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Cathartic: I wonder if we can sit down together and lesson plan. We could work together to add a new strategy to the lesson. If you had to pick one strategy, what would it be? What are you comfortable with?

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Your commitment is really inspiring to me you stuck to what you thought was best and to getting the lesson done.

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You've been coaching a teacher who is in the middle of his third year in the classroom.  Students and parents love him, and he's respected by his colleagues.  He tells you that he's interested in being a mentor next year but that he's not sure if he'd be any good at it.  "Maybe I'm still to young to be a mentor," he says. "Or maybe I'm not mentor material, I am not the most organized person, and I don't think I have great stories of wisdom or advice to give.  My kids don't get the highest   scores on tests and stuff.  People say I'm a good listener but maybe a mentor has to be someone who's super successful in everything."

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It's early November, and the new teacher you coach walks into your office with tears in her eyes. "I just can't do this," she says.  "I never feel like I've done enough, I work all weekend, I have no social life, and I can't sleep because I'm worried about everything I have to do.  I lost my room keys today, and when I had to ask the custodian to let me in, he gave me a lecture about security and keeping track of my stuff.  And then the office assistant called me and berated me for turning in my attendance late.  And then just when I thought I could get through the day, Christy peed in her pants-again- and the worst part was how all the other kids reacted. I have worked so hard to create a safe and kind classroom and they were so mean to her.  I really don't think I will make it through this year."​

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You've been coaching a teacher to implement the new instructional methods that your district has adopted.  You've​

Just observed him trying to use these new strategies.  He delivered only half of the lesson plan, and that half didn't go very well.  When you sit down to talk with him, he says, "I was opposed to adopting these methods.  I don't think they're what our kids need. You saw what happened—I couldn't get through the lesson!  We need to stick with the basics.  Or just stick with something.  Every year our district​ adopts the latest fad and we never make any growth.