Insights into mentoring.

Audience: Teacher Trainers, Mentors, Educational Advisors
Simon Marshall, Director of Studies, Pilgrims Teacher Training

1. Ask everyone in the group to think of some aspect of their work they are not very good at and that they are comfortable talking about with other people in the room. Tell them that someone has been appointed as a mentor to help them improve their capability in this chosen area.

2. Ask everyone to draw to columns, one headed "How I'd like my mentor to be" (personal qualities) and the other "What I'd like my mentor to do" (what actions they'd take to help me.) Ask them to complete both columns.

3. Divide the group into fours to identify any similarities they have written down.

4. A chooses one area from each column that they think they need to work on in their own mentoring work and how they're going to do so. A tells B who listens carefully and should only ask questions to gain further information or to clarify their understanding. B should not interpret nor give opinions or advice. A and B then swap roles and repeat the same procedure.

5. A and B now complete the following sentence stems referring to the above exchanges. Sentence stem 3 should only be completed if the writer feels they have genuine suggestions to make and should not be completed just for the sake of it. Allow them sufficient thinking time during this stage.
a. You told me you need to work on...
b. In order to do this you told me you are going to…….
c. I've thought about what you told me and I wonder if the following suggestions help……..

6. A and B now swap their stems and discuss the accuracy of each other's first two stems and the usefulness of any advice given in stem 3.

Rationale:
- Some colleges in the UK have a compulsory mentor system where the mentee doesn't actually want a mentor. The mentors are chosen for their excellent teaching skills. As is in the case in sport where the best players don't necessarily make the best teachers, the best teachers are not always the best mentors. I feel that sometimes it is hard for very competent people to put themselves in the place of those who are struggling. I think stage 1 above is a good 2nd position beginning.
- The being and doing qualities necessary for effective mentoring and good rapport are acknowledged in this process.
- Focussing on similarity can also enhance rapport building skills.
- There is practice here of active, focused and "clean" listening required for effective mutual supervision.
- The writing stage allows for reflection and more considered responsive advice.
Off the cuff, immediate advice can be more reactive.

Sam05

Please check the skills Of Teachers Training course at Pilgrims website.