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Mentoring in Schools Self-Evaluation Template - M3 (1).docx

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This video is a Teachmeet that took place as part of the course Mentoring in Schools on Tuesday 6 June and is a part of the EUN Academy Platform. Teachmeet is an informal way of sharing ideas, good practices, lesson plans.

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Use K-W-L charts to help students assess what they already know about a topic and what they want to learn.

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TRICIDER: Have you tried involving students in your observations? Do you think this could work well? What do you see as the challenges of such an approach? Share your views on this in the Tricider below

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TRICIDER: Have you tried involving students in your observations? Do you think this could work well? What do you see as the challenges of such an approach? Share your views on this in the Tricider below

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I think that involving students in observation may be a good but not necessary practice. Anyway I find that the KWL chart is a good way to do it.

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Question of the week: How can mentors foster the relational trust that is so important for successful mentoring relationships?

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Question of the week: How can mentors foster the relational trust that is so important for successful mentoring relationships?

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I like the metaphor of the journey:the relationship mentor/mentee is like the one two friends engage when they start a journey together. The journey is made up of several stops and each stop/step may be something they do together, like a project. Learning-by-doing is always a top practice, therefore they should then agree upon some main points as follows: 1) They should have at least one common goal agreed upon 2) They should plan how to reach the 'place' taking inconvenients and stops into account 3) they need to devote time to meet and manage everything, respectful of the different points of view 4) They should give each other a feedback since the mentor is always learning him/herself

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3.2 Involving students in lesson observations

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3.2 Involving students in lesson observations

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One of the most important and probably most difficult parts during a lesson observation is to collect data and information that will help the reflection and feedback process after the observation. While you will be making notes during the observation, it will be impossible to pick up and note down everything that might be relevant to the focus of the observation.
Besides the students' prospective will be very different, that's why it would be very useful to involve students in the observation  process.

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It's important for the mentor to have had recent experiences of being observed him/herself

While the mentor observes the mentee it's important to understand what kind of purpose of observation serves.

There are a couple of important things
1) what tools do you take with you?
Even if the mentor is obliged to use a certain proforma it s important to take notes of other important things.
So don't limit yourself only to a checklist or a proforma.Pick up the nuances of the lesson.

Thinking about your own observations of a mentee or colleague, how do you prepare for a lesson observation? Or what type of preparation have you experienced when being observed? Share your reflections about your experiences in the Padlet below.

I have never had such an experience but I think that I would agree with the mentee on one key aspect to be observed in each lesson.
Besides I believe that class engagement should be constantly monitored in every observed lesson.
I would use a pro forma to take notes, whose descriptive items should be agreed upon in advance with the mentee. It's important for the mentee to feel involved in the process and not under judgment; in this way he can focus and concentrate on that aspect and hardly work on it before the observation moment.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Lesson observations should be carefully prepared and thought through if they are to provide added value to you and your mentee. It is therefore important to plan together with your mentee what the focus of the observation will be and how you will go about generating data and information about that focus through the observation.

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A key part of any mentoring relationship will be lesson observations. While in this module we will primarily focus on lesson observations that entail
1) the mentor observing the mentee, this is by no means the only form of lesson observation that can be useful for mentoring. For example,
2) a mentee can come observe a mentor’s lesson or
3) both mentee and mentor can observe a third teacher’s lesson. Both provide excellent frameworks to discuss practice or to engage in a collaborative project as outlined in the previous module.

A mentor should

1. Understand how to prepare a lesson observation

2. Reflect on the use of a good pro-forma for recording data and information for an observation

3. Understand the potential of involving students in lesson observations

4. Understand general strategies to use after a lesson observation

5. Develop ideas on how to phrase feedback effectively

6. Reflect on bad feedback practices

7. Identify development goals and actionable steps to achieve those goals