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Teaching and learning together
While you are teaching someone, maybe your students or even a new teacher, you are always learning something new.

Educative mentoring(John Dewy): new teacher learning as the goal of mentoring
Making teaching more public

Mentor and new teacher(mentee) engaged in a learning relationship

Mentoring is a new practice and being a good teacher is not enough

Mentor as an agent of change: the teachers engaged in transforming the culture of its school and creating an environment of collaboration

Teacher are more satisfied and  prefer to stay in schools with a collaborative atmosphere and culture. Mentoring can be a force  to foster that practice and culture . Learning from collegues is an important criteria for the quality of teaching in the schools.

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1.2 Getting started with a mentoring relationship

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1.2 Getting started with a mentoring relationship

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Littke bit of co-work with the mentee to understand his/her expectations also according to the mentee's  particular setting and professional environment

What advice would you give to someone who is starting work as a mentor in School?

BE AUTHENTIC

DRAW FROM EXPERIENCE

FIND OUT THE EXCPECTATIONS OF YOUR MENTEE

What would you recommend to do in a first mentoring session with your mentee?

Mentor and mentee exchange personal details so that they can have a better understanding of each other . The mentor should give intelligence information about the school they are in. The mentor should ask the mentee what he has been enjoying so far about working or teaching. They should have a common understanding also of what the mentor has to offer.

Developing your own practice through the mentoring relationship.

LEARNING TOGETHER

REMEMBERING PAST STUDIES, IDEAS, CONCEPT.

EXPERIENCE MORE RECENT DIDACTIC APPROACHES SUGGESTED BY THE MENTEE-

THE MENTOR EXPERIENCES THEM IN CLASS IN ORDER THEN TO HAVE A CONVERSTION WITH THE MENTEE

TO CONCLUDE: COLLABORATIVE CO-LEARNING works!

MY COMMENTS
I think that I would like to find out if there is something which particuarly worries or troubles the mentee. We often feel or have the impression  of not being up to the situation.  Then I would ask about his/her expectations and see if we have any stron point in common from which to start planning our work...such as the passion for technology for example.

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Every individual is different.
It's important not to categorize, not to put people into boxes, not to make too many assumptions about their skills, practices and knowledge

It's important to enable them to gain some insight into the setting

It's important to ask them what they can understand of that school situation and setting.

It's essential to make them feel that you know you are not dealing with a black canvas

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How is mentoring a beginning teacher different to mentoring a more experienced colleague?

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One of the aspects emphasised in the previous section was to support beginning teachers in understanding the setting they are now working in. This links to our 4th section of this module where we would like to address how you as a mentor support your mentee “beyond” the classroom. “Beyond” the classroom refers here to any work of the mentee that is crucial to their role as a teacher but does not happen directly in the classroom. For example, working with parents and other school stakeholders, or understanding school hierarchies and how to work best with school leaders, or simply about developing a positive relationship with teacher colleagues.

What role can a mentor play in supporting new teachers find their place in a school?

The mentee should feel he is becoming part of the community

the mentor should open doors for the mentee

should advice who to talk to for some issues or problems

It's important for the mentor to show that he plays many roles in
the school community

Part of the job of the mentor is to model through discussion the type of work that a teacher does through the school community

Reharse likely situation with our mentee

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Self evaluation & Development plan Module 1

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Self evaluation & Development plan Module 1

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Self evaluation template mentoring module 1.docx

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Module 1 Self-Evaluation & Development Plan How to use this document  This document is there to help you consolidate your reflections and sharing of ideas during the module and turn them into concrete, actionable steps to improve your practice as a mentor. The document will also be part of your ...

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1.5 What to avoid in a mentoring relationship?

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1.5 What to avoid in a mentoring relationship?

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Remember that your way might not be the right way for the mentee.

Each relationship beween a teacher and his/her students is unique.
So what works for the mentor may not work for the mentee

The mentor must go beyond simply saying 'do what I do'

Help your mentee to stand on his/her own feet as a professional and not just in the context of that school

Avoid giving the impression you have finished learning your self

It's important for the mentor to show the mentee that they are learning. A mentor is still learning to teach

Avoid bringing judgment into the relationship early on

Avoid summative judgment if possible
The mentor has to make a judgment of the skills and competences met, but that should be a FORMATIVE judgment aiming at helping progress

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A selection of tools to create your Learning Diary by Anna Laghigna

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TOUCH this image to discover its story. Image tagging powered by ThingLink

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It is not so necessary. Actually I believe that SHARING different points of view is as important as converging on essential issues. Confronting with partners is something to aim at and when this happens, if you let it 'ring'(MLK 'I have a dream'😍), more creativity, more growth, more solutions to problematic issues will be found and both the mentor and the mentee will be satisfied by the result.

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Difference between coaching and mentoring

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Difference between coaching and mentoring

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Suggestion from Magda Cojocea

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It's understandable that you might think mentoring and coaching are similar or even the same thing. But they're not. Both warrant consideration in the workplace. Here are five differentiators that we think are important.

But be sure to download our FREE white paper that discusses the complete list of differences (all 25 of them!) between coaching and mentoring.
Differentiator #1:
Coaching is task oriented. The focus is on concrete issues, such as managing more effectively, speaking more articulately, and learning how to think strategically. This requires a content expert (coach) who is capable of teaching the coachee how to develop these skills.

Mentoring is relationship oriented. It seeks to provide a safe environment where the mentoree shares whatever issues affect his or her professional and personal success. Although specific learning goals or competencies may be used as a basis for creating the relationship, its focus goes beyond these areas to include things, such as work/life balance, self-confidence, self-perception, and how the personal influences the professional.
Differentiator #2:
Coaching is short term. A coach can successfully be involved with a coachee for a short period of time, maybe even just a few sessions. The coaching lasts for as long as is needed, depending on the purpose of the coaching relationship.

Mentoring is always long term. Mentoring, to be successful, requires time in which both partners can learn about one another and build a climate of trust that creates an environment in which the mentoree can feel secure in sharing the real issues that impact his or her success. Successful mentoring relationships last nine months to a year.
Differentiator #3:
Coaching is performance driven. The purpose of coaching is to improve the individual's performance on the job. This involves either enhancing current skills or acquiring new skills. Once the coachee successfully acquires the skills, the coach is no longer needed.

Mentoring is development driven. Its purpose is to develop the individual not only for the current job, but also for the future. This distinction differentiates the role of the immediate manager and that of the mentor. It also reduces the possibility of creating conflict between the employee's manager and the mentor.
Differentiator #4:
Coaching does not require design. Coaching can be conducted almost immediately on any given topic. If a company seeks to provide coaching to a large group of individuals, then certainly an amount of design is involved in order to determine the competency area, expertise needed, and assessment tools used, but this does not necessarily require a long lead-time to actually implement the coaching program.

Mentoring requires a design phase in order to determine the strategic purpose for mentoring, the focus areas of the relationship, the specific mentoring models, and the specific components that will guide the relationship, especially the matching process.
Differentiator # 5:
The coachee's immediate manager is a critical partner in coaching. She or he often provides the coach with feedback on areas in which his or her employee is in need of coaching. This coach uses this information to guide the coaching process

In mentoring, the immediate manager is indirectly involved. Although she or he may offer suggestions to the employee on how to best use the mentoring experience or may provide a recommendation to the matching committee on what would constitute a good match, the manager has no link to the mentor and they do not communicate at all during the mentoring relationship. This helps maintain the mentoring relationship's integrity.
When to consider coaching:

When a company is seeking to develop its employees in specific competencies using performance management tools and involving the immediate manager

When a company has a number of talented employees who are not meeting expectations

When a company is introducing a new system or program

When a company has a small group of individuals (5-8) in need of increased competency in specific areas

When a leader or executive needs assistance in acquiring a new skill as an additional responsibility

When to consider mentoring:

When a company is seeking to develop its leaders or talent pool as part of succession planning

When a company seeks to develop its diverse employees to remove barriers that hinder their success

When a company seeks to more completely develop its employees in ways that are additional to the acquisition of specific skills/competencies

When a company seeks to retain its internal expertise and experience residing in its baby boomer employees for future generations

When a company wants to create a workforce that balances the professional and the personal

Remember, download our FREE white paper on coaching vs. mentoring, which has the complete list.

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The Difference Between Coaching & Mentoring

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It's understandable that you might think mentoring and coaching are similar or even the same thing. But they're not. Both warrant consideration in the workplace. Here are five differentiators that we think are important. But be sure to download our FREE white paper that discusses the complete list of differences (all 25 of them!)

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Guest blogger David Cutler shares his warm memories of those who helped him early in his teaching career as an illustration of why mentoring is of critical importance to new teachers.