by Judith Morais

Created on: December 05, 2009

Teaching is a complex skill that develops over years; well beyond the years of study in university. As invaluable as the theory of teaching is, it is the exposure to the learning environment of the school and the classroom that is crucial in the development of confidence and excellence in teaching.

Teaching is a highly individualistic activity and a mentor must be acutely conscious of this. No two teachers are or should be the same. The students benefit from the variety of teaching personalities and styles that they are exposed to. A mentoring teacher must therefore be open to differences in approaches and encourage their mentees to discover the style that can work with each class.

Nonetheless there are basic management and teaching skills that are non-negotiable. These are often taught as part of a training programme but can be lost when new teachers are exposed to the fast-paced, dynamic and unpredictable cloister of the classroom. A mentoring teacher must be constantly aware of these basic tenets and be capable of highlighting these when the learning opportunities arise.

Timing can be crucial. Students must always maintain respect and trust in their teacher and it is therefore crucial that the mentored teacher not be put down or criticised in front of students. This ensures that the professionalism of the teachers remains intact. Feedback can be given in a formal interview or even in informal ways like through the email or short notes. It is important though that the methods of feedback are discussed prior to observations and shared teaching sessions so that the mentee is aware of expectations.

The feedback that is given is dependent on the mentoring situation. When mentoring new teachers, the mentor may observe a number of areas that require improvement. It is important to prioritise these and focus on just one or two at a time. This leaves room for the mentee to work on improvements without feeling overwhelmed. It is also important that the areas that are worked on are identified by the mentee; if he or she is unable to recognise the area that requires assistance, no amount of well meaning feedback will help. Don't overdo the advice; give in the areas of need specified rather than haphazardly.

An effective mentoring programme is probably the best way to reach out to teachers striving to improve their skills. At the heart of the programme are dedicated experienced teachers who can enrich their school's learning environment by utilising their expertise to nurture young blood.

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