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4.5. Submission and Review of Self-Evaluation & Development Plan

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4.5. Submission and Review of Self-Evaluation & Development Plan

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Valentina Confido_Mentoring in Schools Full Self-Evaluation & Development Plan_Final

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4.3. Tools to support online mentoring and the use of video - Valentina Confido

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4.3. Tools to support online mentoring and the use of video - Valentina Confido

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Here's my post on Tricider:

I never used any online tool or platform for my mentoring, but I will definitely start next year! Skype will be my first pick, because it is a tool I have already used and I am already familiar with. Teachem seems a great option as well, because it allows both video sharing and information/question exchange. Using videos can be integrated in online mentoring conversations to discuss and compare practices, give feedback, highlight points of strength and weakness

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4.2 - Mentoring online - Valentina Confido

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4.2 - Mentoring online - Valentina Confido

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I have never tried online mentoring, but it may definitely be a great way to improve meentoring practice, since it allows deeper follow-up discussions and feedback. The problem of time could be avoided. The disadvantage could be the lack of human contact, but in any case time constraints too often limit us in this sense (short, 1-hour meetings aflter peer observation)

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4.1 Using video for mentoring - Valentina Confido

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4.1 Using video for mentoring - Valentina Confido

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I have never used videos for my observation, and if I consider this idea (with all its limits - it cannot catch the actual atmosphere of the class, students' reactions, etc) I find it really good, especially for the mentees. They can in fact reflect and observe their own work, and this is particularly effective if done with the mentor, who can support his/her impressions with actual frames from the lesson.

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3.3 - Providing effective feedback after a lesson observation - Valentina Confido (Italy)

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3.3 - Providing effective feedback after a lesson observation - Valentina Confido (Italy)

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In my opinion, saying what we hold as "right" or "wrong" in our mentee's teaching practice should not be a problem. As long as we are adults and with possible previous experience, we should be also capable of observing and assessing ourselves in the most objective way possible. Of course this should not be a judgement, but an exchange of views. The mentee must feel free to accept suggestion/proposals, as well as to ignore them. Let's not forget it is a peer relation. Communication is essential.

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3.2. Involving students in the observation

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3.2. Involving students in the observation

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Here's my idea as posted on the Tricider:
Students are naturally asked to witness the observation, though they do not actively take part in it (they actually follow the lesson). I am not quite sure it may be useful to involve them in THIS process, since observing your mentee should be done in an environment that is as much natural as possible. But maybe using a simple form to quickly fill in may be useful to compare different points of view about the very same action. And the students' point of view is of a major importance in assessing the effectiveness of strategies and approach.

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3.1-Preparing a lesson observation - Valentina Confido, Italy

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3.1-Preparing a lesson observation - Valentina Confido, Italy

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The pro-forma has some indicators I have used (and I still use) when observing my mentees during their lessons. My form is a chart with indicators and a scale (1-5) on which I put ticks to assess what I see. I also happen to just note down some aspects without necessarily using a formal document (my school does not provide any), so as to feel free to also write my imopressions immediately

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2.3 Stimulating and scaffolding thoughtful reflection and discussion

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2.3 Stimulating and scaffolding thoughtful reflection and discussion

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>This is my reply to the post in the forum.
The situation as described is truly delicate to cope with, since several factors are involved, some of which cannot be changed (e.g. the mentee's character and disposition, which seems a bit "weak"). After giving him/her a careful listen, I would try to set up a strategy to help, starting from a few questions:

- Which do you think is the reason for them to disrespect you? (lack of interest in the subject?)

- Is this happening with you only, or do they have this general attitude?

- If being stricter did not work, do you think going the opposite way and being "a friend" can be a solution?

- Don't you think you should give up some of the extra activities to focus more on the strategy to adopt to reinforce your teaching activities?

- Do you think it would be a good idea if I came to your class and support the teaching?

After this moment of questioning, I would definitely try walking in his/her shoes, making examples on what my behaviour would be (and has been in the past). We have all been beginners in our life, and I have experienced such difficult situations, so giving personal examples of surviving in a terrible class can be of moral and psychological support.

Finally, we come to the moment of the action, so I would suggest my mentee that he/she has to necessarily change attitude and types of activity (make them more involving) and possibly ask support from the rest of the class, to sort of "isolate" the problem and make them understand that working together in a class can be easier and funnier. When nothing goes right, go left. Be the change and find your way out of the mess.

http://www.europeanschoolnetacademy.eu/web/mentoring-in-schools/forum/-/message_boards/message/3006424?p_p_auth=9FqUkxJB#_19_message_3006424

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2.2. Developing a Climate of trust with your mentee

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2.2. Developing a Climate of trust with your mentee

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Here's my idea as posted in the Tricider:
I think that choosing only one of the strategies mentioned in the Glideshow is quite limiting, but today I am focusing on the word "Inclusion", and the relevant section "Building Inclusion", because I think it comes as starting point ffor ANY kind of relationship, and the starting point often determines the good/bad results of the action. Last year I had three mentees, all of them were new in my school, and it seemed that the starting moment was harder than any other moment in their lives. So we toured the school together, I introduced them to the other colleagues, I explained them the situation of students and families, and I tried to know more about them, also as far as personal/private life was concerned. In this way we got to know each other better, and also started talking about our fears, expectations, strategies and ideas, without judging or limiting each other. That was the start of a beautiful friendship.

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2.1 - Collaborating with your mentee - Valentina Confido, Italy

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2.1 - Collaborating with your mentee - Valentina Confido, Italy

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In most cases, I found myself being the mentor of much older and more experienced colleagues. To date, the most discussed issues have been related to using technology to enhance the linguistic skills of students who barely speak Italian and have huge difficulties in learning L2. These are the main issues we discuss, as well as the ways we can implement projects to reach our goals while stimulating students.

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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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Here's my post on the forum

On one hand, being a teacher means giving evaluations for everything (tests, activities, behaviour), but what if we are supposeed to BE GIVEN evaluation? This is a delicate point of discussion, yet it is essential in a mentor-mentee relation. Everyone should be honest and accept critics without necessarily destroying any good relationship or trust. Evaluating one's work is not always easy, but it is very important (especially for teachers with NO experience at all) to improve skills, communication and connection between the tutor and the mentee. It's not a matter of giving a mark, it's just a matter of pointing out points of strenghth and weakness. And to start againg together and better.

http://www.europeanschoolnetacademy.eu/web/mentoring-in-schools/forum/-/message_boards/message/2967911?p_p_auth=zJfbm19X

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1.4. - Mentoring "beyond" the classroom - Valentina Confido, Italy

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1.4. - Mentoring "beyond" the classroom - Valentina Confido, Italy

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Maybe the role of "local agent" mentioned at the beginning of the module can be a good starting point to consider the role of mentor "beyond the classroom". Newly enrolled teachers always (or quite often) arrive into a new environment, which is not only made up of students in classroom, but includes families, other school agents and people ouside of the school (church, businesses, etc). So maybe it is a good idea to introduce these aspects to newly arrived teachers, so as to give them the possibility to understand the social/cultural background in which they will be working and which as influenced their students' life so much. Getting in touch with families is the first and most important step to work effectively.

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1.3. Mentoring beginning teachers - my idea

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1.3. Mentoring beginning teachers - my idea

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When considering the role of a mentor, I cannot help thinking of my situation: in my experience, I have always found myself in the condition of having to mentor colleagues who were "older" and more experienced than me: so my role has essentially been that of coordinating activities and it has always been a 100% peer to peer relation. This is the point in a mentor-mentee relation: do we have to teach teachers? or do we simply have to give reciprocal support, considering the fact that sometimes being a "mentor" does not necessarily mean being more experienced?

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1.2.- getting started with a mentoring relationship: My idea (concern)

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1.2.- getting started with a mentoring relationship: My idea (concern)

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My main concern is to cope with the emotions of newly arrived mentees. Being emotionally connected is essential to create a safe and effective working /cooperative environment

by Valentina Confido

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1.1. Mentoring, an introduction - Valentina  Confido

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1.1. Mentoring, an introduction - Valentina  Confido

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When I started teaching I had a tutor who was much older than me (both in age and experience) and she sided with me for all the year. Her support was not as much in teaching contents and/or strategies, but it was more of an "emotional support" to get involved into the new school environment. It was a delicate situation, and I was not used to dealing with it. She was a "local guide" and since I had already had a few year's experience in teaching, she did not pay much attention to more specific educational aspects. By the way, it was ok. I found my way through teaching, and now I am a mentor, and a much different one!

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Hello everyone! My name is Valentina Confido and I am a lower secondary teacher from Reggio Calabria, Italy.
I currently work in a small town, Laureana di Borrello, near my home town. I teach English, which is my passion, and I love listening to music, reading, and travelling! And this is me!

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Being a teacher is not a bed of roses, especially when you find yorself managing situations which are out of your personal control. Teaching a foreign Language in a small village where kids hardly speak their native Italian language (they always speak dialect) is really hard. I use technology (IWB, audio and video equipment) to improve my teaching, and to also stimulate my students.
As far as my mentoring experience is concerned, I have been a mentor since last year and I am this year too.
Mentoring in schools can be a stimulating experience, and it gives me the opportunity to exchange opinions and ideas with newly arrived teachers (who in most cases are by the way older than me). I am really excited to do this again and I am looking forward to get into this European community of teachers!

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This is my pin on ZeeMaps!

https://www.zeemaps.com/edit/cv0zId_xkFFMhWiquag6yStAd3mvDiPU