What’s on your mind about Subject Unalike Mentoring? (Session 2) by Mrs Aw Lilian (焦老师）

aw_lilian — 2025-07-31 07:40:21 UTC

2025-07-31 08:03:15 UTC

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

2025-07-31 08:03:15 UTC

Challenges faced ?

2025-07-31 08:03:28 UTC

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

2025-07-31 08:05:01 UTC

How to better support mentee in SCK

2025-07-31 08:16:19 UTC

How do we navigate the different subject matter and goals?

2025-07-31 08:19:50 UTC

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

2025-07-31 08:22:23 UTC

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 ?

2025-07-31 08:26:57 UTC

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

2025-07-31 08:36:19 UTC

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

2025-07-31 08:40:14 UTC

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

2025-07-31 08:41:01 UTC

Use of OC videos as a resource for mentoring

2025-07-31 08:41:03 UTC

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.

2025-07-31 08:41:19 UTC

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

2025-07-31 08:41:29 UTC

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

yeo1833 — 2025-07-31 08:41:44 UTC

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

2025-07-31 08:42:07 UTC

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

2025-07-31 08:42:11 UTC

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

2025-07-31 08:42:43 UTC

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

wei_jian_vincent_siew1_1 — 2025-07-31 08:43:23 UTC

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

nghanliat1 — 2025-07-31 08:43:54 UTC

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

2025-07-31 08:43:55 UTC

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

2025-07-31 08:43:58 UTC

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

2025-07-31 08:46:22 UTC

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.