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The Mentor Teacher
and
The Mentoring Process
The Beginning Teacher Assistance Program
College of Education--Educational Field Experiences
Missouri State University
Dr. Jim Jolliff, University Supervisor
417-256-0587, 417-836-5253, 2072 South U.S. HWY 63
West Plains, MO 65775
Mentoring--What It Is and Isn't
It is teachers assisting other teachers in the act of improving teaching and learning.
It is collegial, not competitive.
It is professional, not social.
It is specific, not general.
It is confidential, not public.
It is helpful, not evaluating.
It is dynamic, not static.
What do we know about beginning teachers?
Nationwide, 25% of new teachers leave the
profession after the first three years.
The conditions under which new teachers complete the
first year of teaching are fairly predictive of their teaching career and of their
retention in the profession.
New teachers are more influenced by their new school
setting than by their recent educational training.
Attrition rate among the most academically qualified
teachers is attributed to these negative working conditions:
larger classes
more difficult students
floating room assignments
too many preparations
preparations not in area of training
additional non-teaching duties
Frequently Perceived Problems of Beginning Teachers
Classroom discipline
Motivating students
Dealing with individual differences
Assessing students' work
Relations with parents
Organization of
Insufficient materials and supplies
Dealing with problems of individual students
Heavy teaching load and insufficient preparation time
Relations with colleagues
Planning of lesson and school days
Effective use of different teaching methods
Awareness of school policies and rules
Determining learning level of students
Knowledge of subject matter (to teach it you MUST learn it)
Relations with principals/administrators
Inadequate school equipment
Dealing with slow learners
Dealing with students of different cultures and/or deprived backgrounds
Effective use of textbooks and curricular guides
Lack of spare time
Inadequate guidance and support
Large class size
 | Maintaining classroom management and discipline |
| Managing time, including striking an appropriate balance between personal and professional time |
| Motivating all students, but especially those with special problems and/or needs |
| Managing classroom
instruction: |
| Coping with feelings of isolation |
| Positive relationship building |
| Coping with workload |
A good mentor teacher is a teacher who is:
| skillful. |
| able to transmit effective teaching strategies. |
| in possession of a thorough command of the material being taught. |
| a good listener. |
| able to communicate openly with the beginning teacher. |
| sensitive to the needs of the beginning teacher. |
| open to new ideas of the beginning teacher. |
| honest. |
| trustworthy. |
| genuine. |
| Moral support, guidance and feedback |
| Discipline and management |
| Curriculum and lesson planning |
| School routines and scheduling |
| Motivational techniques |
| Individual instruction |
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Copyright © 2001 ,
Missouri State University
URL http://www.cnas.missouristate.edu/g2k/RA/mentor1.htm
Created and maintained by D. A. Watters
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Last Modified: Monday, September 26, 2005
planning what is taught and how it is taught
