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Mentoring é um termo inglês, normalmente traduzido como "tutoria", "mentoria", "mentorado" ou "apadrinhamento". O mentoring é uma ferramenta de desenvolvimento profissional e consiste em uma pessoa experiente ajudar outra menos experiente.
No âmbito da educação, o mentoring  é frequentemente usado: alunos que apresentam dificuldades de aprendizagem são muitas vezes ajudados por um mentor ou tutor, que poderá ser um professor ou mesmo um aluno mais velho que possa orientá-lo e ajudá-lo no seu desenvolvimento.

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Inteligências...

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Intrigante...

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So you have this student who disrupts your class every day.

They're a constant annoyance.

You spend more time dealing with them than any ten students put together.

You think about them in your off hours. You talk about them with your spouse.

They get under your skin like nothing else.

You hold them accountable and cycle them through your consequences day after day, but to little avail.

They improve for a couple of hours, maybe a day, and then it's right back where they started.

It's wearing on you, stressing you out, and affecting your enjoyment of the job.

You've tried everything, so it seems, and now you're at your wit's end.

Today, I'm going to offer you a radical solution.

It's a solution that at first glance seems almost too simple, but it sets in motion a series of changes within the student that can have a profound effect on their behavior.

It takes a bit of willpower, along with a mental hurdle you'll have to cross. But the results can be startling.

The way it works is that you're going to change how you think about the student.

You see, as the year goes on and you get more and more frustrated, negative thoughts about them are bound to seep in. Perhaps they've been there from the get-go.

It's normal, and understandable, to feel this way. Resentment can even grow outside of your conscious awareness.

Before you know it, this one student, and how much they get on your nerves, is consuming your thoughts.

Well, the big secret is that they know how you feel about them, even if you've done your Meryl-Streep best pretending otherwise.

Because it's something you can't hide.

Although you may have never raised your voice, scolded, or lectured this student, the subtle ways in which you talk to them and behave around them let's them know your true feelings.

They can see it in your eyes, your tight smile, and your closed body language. This isn't something they're necessarily consciously aware of.

But they know.

Children are astute, even psychic, judges of how adults perceive them. Far more than we give them credit for. Think of a time when you've met a baby or toddler for the first time, but weren't in the mood to coo and ah.

Despite your best acting efforts, and biggest, goofiest smile, they could feel your disingenuousness. You can see it in their eyes.

This is true no matter the grade level you teach.

When there is an absence of mutual likability between you and your most challenging students, you lose nearly all of your leverage to influence their behavior.

Because you don't matter to them. What you say, want, request, and advise doesn't matter to them. It's just an annoyance.

So what's the solution? How do you get them to listen to you and start behaving like just any other student in your class?
You choose to like them.
You make a conscious decision that, no matter what they do or how they behave or how many times they disrupt your class, you're going to see only the best in them.

You're going to change your thinking-which really is a choice, nothing more.

In fact, once you set aside your negative feelings about them, once you shrug off your resentment and decide to like them, you'll find that it isn't so difficult after all.

And here's the good news: Improvement will happen fast.

Students are quick to forgive and eager for someone to look up to. They're eager for a leader they can trust and follow and believe in.

So when you choose to see the best in them, when your smile is genuine and your interest in them is real, it changes everything. And they'll like you right back.

It triggers the Law of Reciprocity and causes in them a desire to please you and behave for you. Your words of praise, encouragement, and honest disappointment will mean something to them, deep down, where change happens.

This is leadership.

Few teachers have a genuinely good relationship with their most difficult students. But those who do are able to inspire lasting improvement. They're able to make an impact on those who've been written off, labeled, and merely tolerated.

They're able to do something no other teacher has been able to do.

And so are you.

By making one radical, beautiful choice.

PS - The Total Classroom Management Makeover online course will be open for enrollment on June 1st. More information to follow.

Also, if you haven't done so already, please join us. It's free! Click here and begin receiving new-article updates in your email box every week.

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A Radical Way To Transform Difficult Students - Smart Classroom Management

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So you have this student who disrupts your class every day. They're a constant annoyance. You spend more time dealing with them than any ten students put together. You think about them in your off hours. You talk about them with your spouse. They get under your skin like nothing else.

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Pensando: tutor, figura de referência?

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Formalização do apoio tutorial: grelhas-modelo. Na minha escola, ainda não temos.

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1, 2, 3, experiência...

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Education for Today and Tomorrow | L'Education Aujourd'hui et Demain

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I have lost count of the number of times I have been told that rules without relationships lead to rebellion. Yet today, relationships with students seem to be feared instead of embraced. Over the years, quite by accident, I have discovered that this precept from days gone by is critical to classroom rules and to learning itself. Relationships are an essential part of learning, especially relationships between teachers and students.

Educators interact with their students in two important ways: personal or impersonal. It is not difficult to understand that a personal interaction is better than an impersonal one. As a father, every instruction I give my children is impacted by many factors, but one of the more important ones is my personal relationship with them. I am their father; therefore, I have a growing relationship with them that motivates them to listen to me (well, at least most of the time).

As teachers, we often complain that our students do not listen, daydream too much, and talk while we are speaking. Whether we realize it or not, these are examples of students interacting with their learning environment, but often, to our frustration, their interaction is with the wrong part-each other. What I came to realize is, the interaction I demanded from my students was already taking place. The problem was not their lack of interaction; it was was how to become a meaningful part of their ongoing interaction.

Initially, I tried to control my class with only my voice. I would raise it when I wanted students to settle, and lower it when I was content with their behaviour. Unbeknownst to me, people absorb information through their senses, equally, with one exception: the auditory sense. According to Patricia Wolfe who wrote the book Brain Matters: Translating Research into Classroom Practice, auditory signals are slightly different. They are recorded as an echoic memory and that requires more time to process than the other senses. I did not realize that by only using my voice, I was using the slowest sense to control my class.

So what is the answer to positively interact with students so that they learn? For me it became one word-relationships! I know what you are thinking, I have relationships with my students, and I believe that you do, but I am advocating something I call relational intentionality. Relational intentionality involves maintaining our authority while building relationships with students. It involves intentional actions with your students. You could think of it as if it were part of the instructional plan. It is a relationship that models respect and cordiality in ways that teach both.

Relational intentionality is making sure you know your students names. It is using please and thank you with them at all times regardless of their response. It is calling them Miss and Sir. It is wanting to know details of their lives. It is saying thank you to them for a kind act. It is finding their successes in order to balance out their failures. It is understanding that they are children and allowing them to be children. As their teacher, you are modelling, through relational intentionality, the relationship you want to have with them, and how they should relate to their world-you are their mentor.

Again, relational intentionality is not becoming friends with your students; it is building relationships that go beyond friendship. I once had a colleague announce at an awards banquet that he was going to miss two seniors who were graduating that year. In his very fine speech, he called them his "best friends" several times. After the night was over, I pulled him aside and gently reminded him that, as a 34-year-old married father of two, it did not seem wise to announce to the world that your two best friends were 17-year-old high school students. This is not building relationships with your students. This is becoming friends with your students and it is very dangerous, especially in today's culture. Friendship is built on equality and commonality; teaching and mentoring is not.

Often students become disengaged when learning difficult concepts. They may talk to their classmates or drift off into daydreams. Many complex topics in education or life often do not have concrete examples-they're abstract after all. In these cases, learning is heavily dependent on the relationship between the mentor and the student. It is the relationship that supplies the necessary tangible experiences to illustrate abstract concepts. As students advance deeper into learning that is more difficult and abstract, relationships with others may be one of the only concrete elements of their learning. We know that rules delivered without relationships often lead to rebellion; the same could be applied to learning and life. That old precept may need some adjustment, but the message does not, relationships are crucial to learning and to life.
Craig L. Bouvier is the Head of School at Shannon Forest Christian School in Greenville, SC.

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I have lost count of the number of times I have been told that rules without relationships lead to rebellion. Yet today, relationships with students seem to be feared instead of embraced. Over the years, quite by accident, I have discovered that this precept from days gone by is critical to classroom rules and to learning itself.

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Pós-doutoramento em Psicologia da Educação.

Doutoramento em Educação – especialização em Psicologia da Educação.

Investigador no GUIA (Grupo Universitário de Investigação em Autorregulação) – Escola de Psicologia da Universidade do Minho, Braga.

http://www.guia-psi.com/

https://www.facebook.com/psiguia/?fref=ts

https://www.researchgate.net/profile/Abilio_Lourenco

Registo de Formador Acreditado: CCPFC/RFO – 16314/03