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I've been teaching English as a Second Language in secondary schools in France for nearly 17 years.

I work as a substitute, which means I don't have a permanent position in a school. I tend to change school every year, and sometimes I can change during the year, or I can work in several schools at the same time. The great advantage is that I get to see lots of ways of functioning and I meet lots of different people, some of whom can be inspiring. Moreover, I also get the opportunity to spread these good practices whenever I change school. The drawback being that I really belong nowhere and I cannot really be part of any school project, which can be frustrating.
So far, acting as a mentor for me has always been done remotely. However, being an eTwinning ambassador, I have managed to mentor newbies at a distance, usually after a short training time in their schools. That's why I'm really interested in this MOOC, to improve my practice, learn new mentoring tips and skills, in order to be more efficient for my mentees.

My teaching interest at the moment is mostly experimenting a method, called "Let Learn", developped by one of my fellow English teacher in Brittany, Alan Coughlin, which aims at accompanying pupils in their learning experience while developping their autonomy, sometimes resorting to flipped classes to do so. Teaching pupils to be mentors is also one of the interesting aspects this method relieson, so that makes me even more interested in this course!

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Module 1-May 15th: The role of the mentor

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Module 1-May 15th: The role of the mentor

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So through this module, you will:

1-Understand different approaches to mentoring

2-Understand how working with newly qualified teachers is different (and similar) to working with more experienced colleagues

3-Understand how you as a mentor can facilitate your mentee to find their place in the school

4-Reflect about how you understand the relationship to your mentee

5-Reflect on your own mentoring practices

6-Reflect on the support you received when starting out and any extra support you would have appreciated

7-Discuss the pros and cons of doing summative evaluations of your mentees work

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How to share expertise? Mentors are also learners.

As a beginner, you don’t know what you’re doing: you do the work and learn it at the same time. So beginners shouldn’t be given the toughest classes. They need help, they can’ t be left alone.

The notion of Educative mentoring is important.

Mentors need to develop the skills of observation, analysisand productive talk about teaching.

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Mentoring - a conversation with Professor Sharon Feiman-Nemser

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Deborah Wansbrough of the Education Council talks with Professor Sharon Feiman-Nemser (Brandeis University, Massachusetts). They explore Professor Feiman-Nemser's research and expertise on educative mentoring and the ways in which mentors and teachers can work productively together.

This video was originally produced by the New Zealand Teachers Council.

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*Local guides - show mentee how things work

>Showing the “ropes”
*Educational companions - teachers of teaching, keep their eye on long-term goals of mentee’s learning
*Agents of change - create collaborative school environment where mentee can feel safe and supported across the school.

>Broader vision of responsibilities: create a more collaborative culture in the school.

In schools where teachers work together, where there’s a collaborative culture: people want to stay, feel more efficacious, satisfied. Mentoring can be a force for fostering that culture. Teachers feel jointly responsible for the quality of teaching or mentoring in school.

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

>Know about the framework of study/ programmes: know the range of expectation

>Thinking back to your experience as a mentee: drw from your own experience
>Find out the expectations of your mentee
>Be authentic

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

Warm welcome, why the mentor has something to offer, create a situation where the mentoring relationship doesn’t feel like a test. Explain your insight of the school, your experience there, why you are in the position of the mentor, what you like about it…(common understanding of each other, what do I have to offer?)

Developing your own practice through the mentoring relationship.

Mentors can learn through mentoring. They are not always introduced to brand new ideas (although it’s possible) but they are being reacquainted with ideas from their own past professional training, learning…

Recreate curiosity/ read and learn together...try to show ideas in action in class for the mentors...Let go of routine.

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Video 1 (US)

Jerry about his work as a teacher (first year): “A life coach, unlock their potential”

Problem of new teachers who quit (very difficult job, could feel like drowning alone in the ocean)

>High turnover of teachers> high cost! ($ + students)

Mentors in the US> selection of best teachers > training

OBSERVE / GATHER EVIDENCE/ DISCUSS IMPROVEMENT or WHAT WENT WELL/ PROVIDE THE PASSION / BE THERE, reachable, easy to contact (ex of cellphone number)

As teachers, we need to be lifelong learners (just like we want our pupils to be…)

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From a series of shorts directed by Davis Guggenheim (the director behind TEACH and Waiting for Superman) featuring The New Teacher Center's partnership program with Hillsborough County Public Schools (Tampa, FL), Mentoring New Teachers identifies the extremely high need for mentors for new teachers.

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1.3/Mentoring beginning teachers vs mentoring more experienced teachers

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1.3/Mentoring beginning teachers vs mentoring more experienced teachers

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Don’t categorize people, don't make assumptions about people's skills, abilities, knowledge.

New colleagues, student teachers te: enable them to gain insight into the setting.

Experienced: what do they make of that setting they know, what should the school priorities be according to them. How do they see their role into that setting. Not a blank canvas or clean slate...

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

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Help new teachers be part of the school community.
The mentors provide them with advice about issues they have, who to talk to...
Mentors should show them they show many roles in the school: be a role model in your school community.
Maybe you can rehearse with them some conversations that might be had: meeting parents,....anything that canbe stressful for a beginner.
>>>>THINKING AHEAD

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

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In the video below Rachel outlines some practical considerations to help your mentee deal with working with parents and other school stakeholders, understanding school hierarchies and how to work best with school leaders, and developing a positive relationship with teacher colleagues.

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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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Don't fall into patterns of behaviours that aren't always helpful althought they seem to be!

*"Do it my way, use my ideas" to solve practical problems.
>You only know what works for YOU!
The mentor has to go beyond saying "simply do what I do".

*Some schools might have a set of fairly rigid routines
Mentors of new teachers have to try and help them develop skills taht will enable them to teach in different settings BUT of course this is made in a singular, particular setting. So the mentor has to help them adopt the practices they need in their first position, but also help them adapt those practices.

Help your mentee to stand on their own feet as a professional and not just in the context of their school.

Particularly true here in France as new teachers will probably have to start either in areas where teaching can be very hard (around Paris for instance), or they will start without a permanent position, as substitutes, going around schools in a specific area, usually knowing at the last minute where the school will be, or even what classes they are going to teach (it can go from age 11 to 18, including special need classes or vocational schools). So adaptability is really crucial I think. Because a mentor will never be able to show the "good solutions" for every possible teaching issue or context, so the best way to be a good mentor is probably acknowledging this fact and just try and provide the beginner with some tools to face new situations the best they can. (Again it makes me think of the first video with the new American teachers: important to say everyone can fail, it's not always easy to adapt, to find the right solution, the right approach, but it's important not to take it as a personal failure...it's rather just a challenge we might not be able to take upstraight away, but then something else must be tried out.)

*Avoid giving the impression you have finished learning yourself: Lifelong Learning! It can be reassuring to provide the new teacher with the impression that learning how to teach can be a "finished" work, but it's totally wrong and prejudicial on the long term.

*Avoid  bringing judgements into the relationship early on, especially summative judgement
Only formative judgement: to help progress, help decision making

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OMG! Really difficult to do! I definitely needed this course and mentoring on mentoring :)

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1. Understand the role of collaboration in a mentoring relationship

2. Understand the importance of mutual trust in a mentoring relationship and how to develop such trust

3. Understand the importance to scaffold, stimulate, and question in conversations with your mentee and some strategies to do so

4. Identify collaborative projects you could embark on with your mentee

5. Reflect on how to implement trust-building approaches in your context

6. Discuss an effective discussion and feedback approach for a typical mentoring scenario

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

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Let’s understand better what collaboration and collaborative conversations are about and why they are so important in a mentoring relationship.

Collaborative conversation
Two or morepeopleworking together on a joint project, initiative or activity which they both value, they are prepared to invest time and energy in and which creates enough of a problem that requires some thinking/talking through.
Collaboration=
two people (or more) put the effort in together
+
create something together that they may not
have been able to produce on their own

Ideas start to merge.
Test eacher other's propositions out.
Give each other space to think.
Put stuff into practice, come back, think again...

Why are collaborative conversations important in a mentoring relationship?
> opportunity for learning within that space.
>Drawing upon the intelligence/experience of both parties
>Help imagine new practices= as a new teacher you feel you're being given permission to try something else= no judgement in that safe space (TRUST)
-sense of solidarity= trying to solve a problem together

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what do you understand as being a collaborative conversation?

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Listen to Rachel's perspective on this and think about how collaborative your own mentoring relationship and conversations are.

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Identify 1 or 2 problems/projects/questions, which you think will be of primary interest to your mentee as well as yourself, and which you could address together in a collaborative nature.

Some notes on other people's ideas:
-When first meeting the mentee: present 3 situations that are difficult to manage in classes.
- Differentiation and Behaviour Management.

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2.2.1/ Developing a Climate of Trust with your Mentee

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2.2.1/ Developing a Climate of Trust with your Mentee

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Mentees can feel vulnerable, exposed because they are having to work in a new context, with a set of skills that are new to them, trying to build up their knowledge bank.

In many schools hierarchies are quite inbuilt, all colleagues are trying to prove they are good enough. Within such a system, trust can be quite quickly eroded.

!!!!!Not all mentees are vulnerable (remember: don't categorize!)

Developping a climate of trust by being HONEST and OPEN

As a mentor, you are in a position of power because you have greater experience, you can assert authority...
>>>Important to put away some of the tendencies to assert authority and use that power.
>>>Create a situation where mistakes can be openly discussed, where problems can be addressed.
>>>Mentors should show that they are themselves constantly learning about this complex practice of teaching.

DECISION MAKING regarding collaborative conversations= the mentor's job is to model that!

>What WILL and WON'T be said?
>Sharing experiences

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How can a mentor develop a climate of trust in their conversations with their mentee

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Listen to some first ideas of Rachel Lofthouse on why trust is so important and how to develop a climate of trust with your mentee.

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2.2.2/ Developing a Climate of Trust with your Mentee/ ideas from across Ontario to build relational trust

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2.2.2/ Developing a Climate of Trust with your Mentee/ ideas from across Ontario to build relational trust

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Building Inclusion

Learning about personal interests (e.g., sport, hobby, weekend)

Touring the school together

Creating a safe environment for sharing

Having an open door (literally and metaphorically)

Structuring goal setting conversation(s) to avoid misalignment of expectations

Using mediational questions to surface attributes

Modelling a genuine interest in learning together

Identifying a third point as a focus for collaboration (e.g., a specific student need)

Helping build connections with community and colleagues

Including the person in school (and social) activities

Demonstrating appreciation and belief in your colleague(s)

Providing an "oasis of calm"

Celebrating successes together

Modelling Mutual Respect

Respecting confidential nature of relationship

Remaining non-judgemental

Walking in the person's shoes (=empathy)

Avoiding the "you shoulds" via providing a menu of options for the person to consider

Following through on next steps

Being receptive to feedback yourself

Celebrating diversity of thoughts and perspectives

Focusing on each other's strengths

Sharing "Real World" Challenges

Sharing own challenges – levels the playing field and builds trust

Acknowledging the "messiness" of learning

Being vulnerable – opens the door to deeper sharing

Sharing own challenges but also the "quiet victories" that occur each day

Listening, Listening, Listening

Being available to listen (both mentally and in real time)

Being authentically present

Recognizing the power of silence and the importance of simply listening

Listening to learn as opposed to listening to speak

Listening with uncertainty

Reading all this, it feels like this could be a guide to all good relationships in fact! The basis to respect, trust, true sharing and listening. Really lots of food for thoughts.

Here are some things I am not sure I totally understand though (I understand the words, but fail to see what's really behind the word, concretely):

Structuring goal setting conversation(s) to avoid misalignment of expectations

Using mediational questions to surface attributes (I need examples)

And this is my contribution to Tricider:
"Listening to learn as opposed to listening to speak": as a teacher trainee, I had a mentor who wasn't really truly listening. First she didn't have an open door policy: she was always acting as if she were the busiest person on Earth, both professionaly and personnaly. In that respect I quickly felt I wasn't welcome, and that addressing her with problem was on the verge of harassment...Moreover, when she managed to make herself available (because she had to, maybe 3 times a year), she was always talking about herself, quickly developing on how good she was and how successful she was. I quickly stopped talking to her. I just managed on my own and when she asked I said: "Yeah, everything is great". Though it was not always the case. So, as a mentor, as a teacher, as a mother, as a human being, I try not to do it. If I'm not available, I say it, but then I try to find a better time to talk, really soon, adding that meeting to my agenda. And I also listen for real. I try at least because I remember how it felt to be belittled.

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2.3.1/ Stimulating and scaffolding thoughtful reflection and discussion

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2.3.1/ Stimulating and scaffolding thoughtful reflection and discussion

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Effective questioning:

*open ended questions

EXAMPLES:
-How can I be of help?
-How can I help you best?
-What are your challenges/ strenghts/weaknesses/anxieties..?
-personal questions such as hobbies

*learning questions
*solution focused questions

EXAMPLES:
-After observation:
If you had to teach this lesson again, what would you change?
How well have you accomplished your goals?
What have you learnt from the experience?

-When the mentee asks for advice, the mentor should take a chance to be thought provoking and flipping his answer in another question
-If you were in my boots, what would you do?

It helps mentees become more autonomous, consolidate their learning and enable them to move forward.

COMMUNICATION= listening is an essential need.
Active listening= to be aware of the needs, expectations, difficulties of the mentee.
Otherwise empathy will not be built.

Stephen Covey, an American educator and author of numerous books:

“Most people do no listen with the intent to understand, they listen with the intent to reply.”

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2.3.2/ Stimulating and scaffolding thoughtful reflection and discussion/ A conversation map for mediating thinking (UNFINISHED!!!!)=

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2.3.2/ Stimulating and scaffolding thoughtful reflection and discussion/ A conversation map for mediating thinking (UNFINISHED!!!!)=

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Learning Focused Conversations

Many mentors may find themselves engaged in the three types of conversations described below:

Anticipating a new project, assignment or unit of study (Planning)

Looking back upon a meeting, event or any completed task (Reflecting)

Addressing a specific challenge or concern that is top of mind (Problem Solving)

Illustrative Example of a ConversatiIllustrative Example of a Conversation Map

Learning focused conversations represent authentic opportunities for mentors to continue to listen and by doing so foster the relational trust that is so important for successful mentoring relationships.

The conversation map below is intended to be a starting point for thinking. An attribute of skilled mentors is they demonstrate flexibility of stance and role based on the needs of the person they are working with.

Step by Step

(1) Elegant Paraphrase

(2) Explore Options

(3) Plan Next Steps

(4) Self-Evaluation

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I have submitted it for feedback. Hectic week! Quite proud to have been able to be as hard-working as possible on this Mooc! :)

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MODULE 3-Effective lesson observations for mentoring

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MODULE 3-Effective lesson observations for mentoring

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Oh! I really love the quote!

"Observation without evaluation is the highest form of intelligence."

Jidda Krishnamurti

While in this module we will primarily focus on lesson observations that entail the mentor observing the mentee, this is by no means the only form of lesson observation that can be useful for mentoring. For example, a mentee can come observe a mentor’s lesson or 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.

In this module you should ideally:

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

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Guidance and strategies for lesson observations
Essential part of the mentoring process: you have to see the student teacher in practice.

Issues around observation. Different according to the countries.
Ex in the UK: very common for all teachers to be regularly observed by managers or inspectors, and this is part of the management system.

As a mentor, you've had recent experiences of being observed yourself.
>positive, productive, helpful
or
>neutral, difficult

When you observe the mentee always understand the purpose of those observations.
At some point of the trainee's placement or induction period, there may be moment when judgement are being made about lessons.
However, that will not be routinely the case. What is more important is that the opportunities to observe provide real cases of practice that can then be discussed in detail and put into the context of a wider pedagogical practices

WHAT TOOLS DO YOU TAKE WITH YOU?
Some people are obliged to use certain type of pro-forma (system)
BUT EVEN THEN:

Don't limit yourself only to a check-list or pro-forma. Pick up the nuances of the lesson.

Record other things that are interesting, that are noticed as the lesson goes on.
Don't narrow what you observe to the elements on the check-list, you will miss a great deal of the nuance, of the reality about practice.

BEFORE THE OBSERVATION
-Mentee identifies key focus question for observation
EX: a student who is trying to increase their pupils' engagement with whole class questions and answers might well ask a question related to that to their mentor, and have a short discussion about that before  the observation start.
-Discuss with the mentee what you should look for and record to address the focus question.

What would I like feedback on?

Focus on the few things that are relevant at that time to the mentee, rather than try to note down everything

Lessons are busy and complicated and if you note down everything, you might miss some of the rich detail that is purposeful and useful to the mentee at that time.

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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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Pupils can help you know what it's like to be taught by the student teacher.
-Video can be used.
-Pupils can be co-observers.
-They can write down what sort of questions are asked, to who.
-They can keep a "confidence chart" with smiley to let us know how they were feeling during the different moments of the lesson.
-After observing the lesson, the mentor can conduct a short discussion with a small group of pupils about: "What have you learnt? How did you learn? What did the student teacher help you to do? What was working for you? What was not working for you?

The mentor is not relying on their own observations or judgements but they're hearing from the pupils themselves about how they've experienced the lesson. Then the evidence from those conversations into the mentoring feedback will be quite powerful.

The greater the degree of intelligence you can feed into mentoring sessions, sometimes that intelligence coming from the pupils directly, the better.

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Involving Students in Lesson Observation

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3.3 Providing effective feedback after a lesson observation

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3.3 Providing effective feedback after a lesson observation

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Important to share observations with the student teachers: no secret!

Reframe observations notes with mentee's view.
>How did those details appeared to them at the time?
>What was noticed by the mentor that they were not aware of?
>What did mentee recognise as success?
>What was recorded or highlighted that they want to ask more questions about? What did mentee recognize as challenge, as an issue that still need working on?

A conversation can then follow where the two parties have joint access to the lesson, the practice. They both have their memory of it and the information that's been recorded. That can form a stimulus for the conversation.

It"s problematic if a mentor keeps a set of notes and then refers to that set of notes but the mentee never gets to see them because the mentee is then set up to be trying to second-guess what the mentor has recognized, noticed, made sense of.

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3.3/ REF1/Model	of	differentiated	impact	of	observation	and	feedback	for	student	teachers

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3.3/ REF1/Model	of	differentiated	impact	of	observation	and	feedback	for	student	teachers

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Level 4: Embedding a reflective attitude and gaining a sense of professional agency

The student teacher demonstrates that observation has supported the development of a positive attitude towards reflection and recognition of their personal ability to change the nature of their practice.

“Being observed helped me to gain the point of view of a colleague relating to my own practice. Through discussion and cooperation the observation process led to the development of practice in two ways. The first was in the form of my own reflections regarding suggested areas for improvement. In this instance I reflected and came up with new strategies. Secondly, sometimes the observer would suggest different ways certain activities or episodes could have been delivered and this also led to the development of my practice. The most significant of these was probably the prompting of my own reflections and how this helped me to develop my future practice.”

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In order to frame the feedback conversation in the way suggested by Rachel, it is important to use the right language and phrasing. Take a look at slides 24 & 25 of this presentation which give you some example phrases to work within the feedback conversation.

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, EFL Teacher, International Exams Preparation (IELTS), EFL Teacher trainer, Mentor trainer

Published on

Classroom observation is at the heart of Mentoring. But how to do it so as to encourage intellectual growth and autonomy?

1. 1. Personae Poem Ana Daughter of ...... Inhabitant of .... Who was ...... as a girl And.... as a student Who is ....... as a teacher Who wants to be a mentor because.... Who expects to... Hurtado

2. 2. Classroom ObservaAon The more you know, the more you noAce.

3. 3. NoAcing *  NoAcing is a key element of observaAon. *  Sherlock Holes noAced small details and then put them all together. *  Describe without giving an opinion. *  Previous knowledge about key methodology concepts are crucial for being able to noAce.

4. 4. Key mentoring skills for classroom observaAons (p. 4) 1. EmpatheAc listening 2. Classroom ObservaAon 3. ReﬂecAve ConversaAons 4. Giving and receiving feedback

5. 5. 1. Listening: Seek First to Understand, Then to Be Understood!"* 'listening and responding with both heart and mind to understand the speaker's words, intent and feelings' (Covey1986:128). 'the essence of empathic listening is not that we agree with someone; rather we deeply understand the other person, emoAonally as well as intellectually' (Covey 1986: 148). * Based on the work by Stephen Covey.

6. 6. Emotion Charades: Find a partner. PracAce 'listening with your eyes". Choose an emoAon to try to express just with your face and body. You can not use words. * Angry * Sad * Embarrassed * Tired * Happy * Thinking * Bored * Impatient * Scared * Worried * Relaxed * Frustrated * Surprised * Stressed * Confused * Flattered * Nervous * Annoyed * Interested

7. 7. Autobiographical ﬁlters WHEN YOU ARE IN A CONVERSATION, DO YOU LISTEN WITH YOUR OWN AUTOBIOGRAPHICAL FILTER? OR DO YOU LISTEN TO ACTUALLY UNDERSTAND THE SPEAKER?

8. 8. Listening Road Blocks Spacing Out: Your mind wanders when others talk. Pretend Listening: You don't really pay attention to the other person, but you pretend to. You say "yeah,", "uh-huh," and "cool." Selective Listening: You listen only to the parts that interest you. Selfish Listening: You always bring the conversation back to you and your life. You say things like "I had that happen too" and "I know how you feel."

9. 9. Are you a good listener? Very Good Listener Not Such a Great Listener How can I be a better listener?

10. 10. How can I assist the Mentee to reflect and enquiry?

11. 11. 2. Ethnographic ObservaAon *  NoAcing *  Being descripAve *  Non-‐judgemental *  Focus observaAon to look rather than watch *  Beware of "Judgementoring" (Malderez and Hobson, 2013)

12. 12. Ethnographic Recording: Observing without glasses *  Record as much as possible without subjecAve comment. *  Record evidence of: -  What the teacher says, does and writes -  What the students do and say -  Timing -  SeaAng plan(s) *  Record real Ame every Ame the teacher changes acAvity. *  Give a copy of the ethnographic record immediately alerwards. *  Example....

13. 13. THE BEST TOOL FOR OBSERVATION

14. 14. Ethnographic DescripAon as ObjecAve Evidence *  Provides a wealth of informaAon *  A good starAng point to help the teacher: - Explore - Discover - IdenAfy strengths and weaknesses - Make an acAon plan

15. 15. ANY VIDEO SEQUENCE CAN BE USEFUL A lesson transcript as well...

16. 16. 3. ReﬂecAon

17. 17. 4. How can we give eﬀecAve feedback? Describe, do not prescribe

18. 18. Ana María Hurtado Maldonado ObservaAon and the three-‐stage model of helping Supervision cycle Pre-Observation Meeting The Lesson Feedback Session Helping Cycle (G. Egan 1984) Stage 1: Exploration Stage 2: New Understanding Stage 3: Action Advisor Functions Attending & listening Empathetic observation Empathetic listening: T's account of lesson Guide teacher to new ways of seeing lesson Help to draw up a next lesson agenda

19. 19. Ana María Hurtado Maldonado The Typical Life Cycle of a Teacher Novice - Classroom survival Imitation - Acquiring recipies Follow advice - Short term planning Advanced Beginner -Classrom routines automated - Episodic knowledge, strategies emerge - Shift attention away from his or her own performance... questioning Competent -Strategies to cope - Improvisational planning -Self confidence - Context based decisions -Focus: the student - Longer term planning Proficient -Intuition and knowledge guide performance -Problem solving - Focus increasingly on learner Expert - Intuitive grasp of situations - Flexible planning - Anticipate - Fluid and seemingly effortless teaching

20. 20. Ana María Hurtado Maldonado (Diagnosis) Survival Security Analysis Dynamism

21. 21. Types of IntervenAon: Feedback Session A Inviting self-evaluation "How do you think the reading activity went?" B Directing "I think you should..." "Why don't you...?" C Benevolent prescription Suggest, persuade, propose, advise, with the aim of helping the teacher. "I think you would get more students to volunteer if..." No consultation. D Consultative prescription As c), but elicit teacher's view on proposal. E Emphathising Putting yourself in the teacher's place F Self-disclosure A technique for empathising. The observer provides information about herself: "I've always found it hard to..."

22. 22. Types of IntervenAon: Feedback Session G Providing alternatives "Have you tried...? H Personal interpretation "It seemed to me that..." "From what I say, ..." I Confronting "Why didn't you...?" J Focusing attention "I noticed that..." K 'Holding up a mirror feedback "You asked the students not to write anything." L Validation "I liked the way you did..." M Feelings matter "How did you feel...? N Teacher's ownership of the Feedback "Do you want me to speak about something else..."

23. 23. Guide for Mentors, p. 45 *  More examples of Mentor intervenAons

24. 24. Extracts from a lesson by Mrs. Black T: Now, who would like to start? S3: I like er cook T: I like cooking S3: I like cooking T: What do you cook? S3: I cooking breakfast T: I cook breakfast S3: I cook breakfast T: Uh huh Ok Anyone else? Extracts from a lesson by Mrs. White T: Now, who would like to start? S3: I like er cook T: Oh really -you like cooking? -‐ I thought only women liked cooking! So what can you cook? S3: I cook breakfast T: My favourite meal! Ok, I'm going to have breakfast at your house. What do you usually cook for breakfast? S3: Eggs T: Do you scramble them (miming), or do you fry them, or boil them in water? S3: Scramble T: Ok let's all go to Jaime's house for breakfast

25. 25. Teacher's classroom language The kind of quesAons she asks: -  DISPLAY quesAons (the T already knows the answer). For example: What can you see here? -  REFERENTIAL quesAons (T doesn't know the answer). E.g. Do you have a computer at home?) (Richards & Lockhard, 1996)

26. 26. What sort of quesAons does the teacher ask? How does the teacher correct/respond to "errors"? What does the teacher do or say that enables the students to ﬁgure out how they are supposed to talk and act? What's the pedagogical purpose of the lesson?

27. 27. Explore ways in which we can reﬁne our observaAon powers Classroom ObservaAon Tasks (1992), CUP By Ruth Wajnryb

28. 28. Task break: Mentoring Role play 1.  Let's work with a script of an instance of classroom observaAon (anonymity preserved) 2.  Roles: mentor, mentee, observer 3.  Role-‐playing 4.  Pooling ideas about the experience

29. 29. Classroom ObservaAon Ana Maria Hurtado for BE 2014

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Classroom observation for Mentors (not for "tormentors")

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EFL Teacher, International Exams Preparation (IELTS), EFL Teacher trainer, Mentor trainer Published on Classroom observation is at the heart of Mentoring. But how to do it so as to encourage intellectual growth and autonomy? 1. Personae Poem Ana Daughter of ...... Inhabitant of .... Who was ...... as a girl And....

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3.3/REF3/Observation & Feedback: Six Steps to Effective Feedback

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3.3/REF3/Observation & Feedback: Six Steps to Effective Feedback

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EFFECTIVE FEEDBACK:

EVALUATING a teacher VS DEVELOPING a teacher.

1-Precise praise + gave student the chance to celebrate her success
2-Targeted question on the part of the lesson on which she wants to focus.
3-Using evidence to focus student on area of weakness rather than simply telling them.
4-After giving a rationale to the problem, the mentor states the concrete actions that the students is going to work on.
5-Give the student the opportunity to practise right there in the meeting
6-Take out a lesson plan

Identify the the right action step,
Practise it,
Make it a reality

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Observation & Feedback: Six Steps to Effective Feedback

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3.4 Participate in our Course Teachmeet!

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3.4 Participate in our Course Teachmeet!

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A teachmeet is an informal way of sharing ideas, good practices, lesson plans, etc. In this course, we give you the opportunity to present a good practice related to the course topic or with any of the topics of the different modules.

If you are interesting in participating as a speaker in the Mentoring in Schools course Teachmeet that will happen on Tuesday 6 June at 17:00 CEST, fill in the questions in this Google Form. However, before doing that, please have in mind the following:

Participation in the teachmeet as a speaker is limited to 10 participants, and it works in the basis of "first come, first served", so we will not accept more applications after we reach the 10 participants.

Have in mind that the Rehearsal time of the teachmeet is on Friday 2 June at 16h00 and this is COMPULSORY so if you can't attend the rehearsal, there is no need for you to apply to the teachmeet as a speaker. However, you can always participate in the teachmeet as an attendee.

A very good level of English is required in order to participate in the Teachmeet.

Date of teachmeet: Tuesday 6 June at 17:00 CEST
Teachmeet rehearsal: Friday 2 June at 16h00
Deadline to apply: Thursday 1 June at 12:00 CEST

If you just want to join the Teachmeet as a guest to see the presentations of your peers, then you can join via the following link: https://eun2.adobeconnect.com/mentorcourseteachmeet/

A recording of the Teachmeet will be made available here.

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Mentoring in Schools Self-Bienvenu Euriell - M3

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Module 4: Online mentoring and the use of video in mentoring 

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Module 4: Online mentoring and the use of video in mentoring 

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"One minute of video is worth 1.8 million words”

James McQuivey, Vice President at Forrester Research and Author of Digital Disruption.

Explore how technology tools can impact the mentoring practice, focusing on the use of video for mentoring and the process of mentoring online.

In this module you will:

1. Understand the benefits and challenges of using video in a mentoring context

2. Understand practical factors to consider when using videos for lesson observation discussions

3. Understand how online mentoring can provide new opportunities for you as a mentor

4. Understand the challenges of online mentoring

5. Explore and experiment with technical tools that can assist in the work with video and when mentoring online

6. Complete the final self-evaluation and development plan and submit for review

7. Provide feedback to the self-evaluations and development plans of three peers

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4.1 Using Video for Mentoring/ What are the advantages of using video is a mentoring relationship & how to use video effectively?

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4.1 Using Video for Mentoring/ What are the advantages of using video is a mentoring relationship & how to use video effectively?

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Rachel's blog post "Thinking beyond the toolkit; Using video for professional learning and development"

“a feedback loop in practice development and the opportunity for teachers to become more metacognitive in practice […] Video-recording provides teachers with access to their own practice in a way previously not possible, and this has the power to re-frame a teacher’s view of students, of learning and of themselves. If used to its potential it will provide insights, stimulate debate and support reviews of current practice.”

Using the video: rebalance some of the power between the mentor and the mentee.
>It gives student teachers opportunity to see themselves in practice and to generate hypotheses about their own work.
>They can come into conversation with some clips they'd like to share with their mentor.

A video will capture quite a lot of what goes on in a lesson, but never everything.
It depends on the quality of the video.

Before recording a lesson, it's important to have a proper conversation with the student teacher beforehand:
-What would they find helpful to have recorded?
-Record the whole lesson or part(s) of the lesson?
-Should the focus be on the teacher's practise or on the pupils' responses, the pupils engaging in learning.

-You can replay snippets of the lesson, keep looking for the details.
Ex: What created a cycle where the student teacher felt more confident? What can you do in the future to recreate that situation in future lessons?
-Videos can hep the S.T. to recognize which fits of their persona, personality they want to preserve or heighten. Or are there any aspects in their personality or teaching performance which get in the way of learners learning.
ex: of the teacher overusing "ok"

What is the impact of bringing a camera into the classroom and how can you deal with this?
-It can change the way pupils react (just as any other change: inspector, tutor...)
It can trigger some silly behavior or make people behave differently.

>>>USE VIDEO ROUTINELY will lessen the impact on people's behaviour.
>>>Give the kids the camera: "for 5 minutes, you are going to observe the lesson, so that we can see it from your poin tof view."

A great thing about recent technical developments has made the process of video recording lessons a lot easier. Mobile devices allow us to easily record ourselves and video sharing platforms make the process of sharing video recordings in preparation of a mentoring session very simple.

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What are the advantages of using video is a mentoring relationship & how to use video effectively?

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Rachel Lofthouse outlines that video will never capture everything going on in a lesson and it's important to be aware of the limits of what we can capture with a recording. Listen to Rachel's perspective on the use of video and how to use it effectively in the video below.

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4.2 Mentoring Online/video 1: What are the advantages and challenges of online mentoring? 

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4.2 Mentoring Online/video 1: What are the advantages and challenges of online mentoring? 

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If a student teacher goes to a number of different schools during their placement and if they change mentor, it's interesting for the new mentor to be able to see how they have built on the practice they've developped earlier.
What did they learn? What was helpful?

It can be hard to get a sense of authenticity online.
But it's possible to work on a bond.

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What are the advantages and challenges of online mentoring?

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Positive aspect:
-Time flexibility (24/7) if both mentor and mentee are available.

Main drawback: it loses the human touch. So mentors must create live events (hangouts, online conversations) to compensate for that potential lack of human touch.

The stages of online mentoring shouldn't differ from face-to-face mentoring. The means are different but results should be the same.
Ex: teachers training in Spain
-Mooc with experienced teachers-less experienced teachers/ 5 weeks)+
-online training on ICT+
-supportive personalization of learning once a year for 6 months where mentoring is carried out by a group of 3 teachers that mentor around 17 schools where the staff is supplying ICT for the personalization of learning.
There are facilitation events at certain times and dates+ scheduled visits of the mentors to the schools.

Video recording plays a key role in mentoring:
-mentors can record their own lessons so that mentees observe them (or the other way round)
-record live lectures providing them with strategies, methodologies
-Live mentoring conversations (google hangouts/teachem)
-Setting up weekly online meetings to establish goals, revise, achieve progress, sort out doubts, encourage...

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4.3 Tools to support online mentoring and the use of video/IRIS Connect

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4.3 Tools to support online mentoring and the use of video/IRIS Connect

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https://www.irisconnect.com/uk/

Apparently for UK teachers and not free :(
Wow!!!! Expensive! We could never afford that here! I guess you can just do the same using eTwinning (free) or edmodo or even facebook....

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Find out what areas of professional learning teachers across the country are using IRIS Connect for.

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4.3 Tools to support online mentoring and the use of video/How to create Flashcards for teachem classes 

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4.3 Tools to support online mentoring and the use of video/How to create Flashcards for teachem classes 

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An article in French about Teachem

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How to create Flashcards for teachem classes

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How to create Flashcards for teachem classes

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Here is the last task! Very interesting Mooc that will prove useful in the future, I'm sure. Lots of food for thoughts!

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End of this great Mooc! Now is time to assess the self-evaluation made by other members of the Mooc!

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Mooc Mentoring in school-2017-Certificate of completion