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I think it’s important for the mentoring session to be dynamic. The CIM must allow check-ins or visit n hear out the mentees on a regular basis to evaluate if the needs are met. To me, the ideal is to have a subject fit n most IM/ TLs have sound pedagogical approaches but if there is no subject fit then subject-unalike approach will be okay. A term or 2 terms of this n check if it meets the mentee’s needs, my opinion is it may not, so CIM needs to be flexible to make a switch with other mentors for a subject fit aka in a team mentoring scenario.

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Using Career vision where the mentee inspired to be as a achieving goal.

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The generous sharing by all the presenters and these 2 slides in particular made the long journey to AST totally worthwhile. Thank you for the hard work, and I will definitely bring these considerations back to my school! (: -Ariel

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Other than classroom management & being there for psychological support, what other area can a mentor provide for a BT under SUM structure ?

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being 'genuinely curious' about another subject during SUM, being open-minded to make the mentoring session meaningful for both the mentor and mentee.

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A good reminder to use the co-assessment summary. Thank you!

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I agree that there needs to be more thought and deliberate planning when mentoring subject unlike teachers. But otherwise the journey and growth is both ways, for the mentee and mentor

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Be open to unlike mentoring for focus on pedagogy instead of subject matter

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Different types of mentoring structure for different mentees coming from different background. Targeted approach, good job.

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1) mentee to have a buddy who can be the more knowledgeable other

2) mentoring action plan, getting teacher to write down their career vision

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Can share the scale tools use for getting feedback from teachers on how they feel about the mentoring in the school?

I saw scale 1 to 5

Would like to explore using the form

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Mentoring is relational and situational but with SUM it becomes even more important which means mentors will have to spend more time and effort to understand the mentee in order for the mentoring process to be fruitful.

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Use of OC videos as a resource for mentoring

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I like the idea of monitoring the growth of the mentees using a simple log.

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What are the considerations when to use the various mentoring mentor? Eg 1 to 1? many to 1 etc?

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What shld a mentor take note if the subject unalike mentee is an experienced teacher?

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Question for Jun Yuan:

How do you plan the mentoring session into timetable? Meaning all mentor has one mentee of different subject who time table is block and a buddy of same subject ?

Can share more on this ?

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is there a specific set of skills needed for successful mentoring for subject -unalike?

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How do we navigate the different subject matter and goals?

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How to better support mentee in SCK

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How to support and facilitate the mentoring if you’ve different content expertise

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Challenges faced ?

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How do you support centres who do not teach the same subject as you?