Mentor Courses: A Resource Book for Trainer-Trainers

by Angi Malderez , Caroline Bodsczky

• ISBN13: 9780521566902
• ISBN10: 0521566908
• Format: Paperback
• Copyright: 1999-03-13
• Publisher: Cambridge University Press

Summary

This experiential approach to mentoring offers a range of activities for exploring the roles and duties of mentors and for practising the skills required to support the development of learner-teachers.

Table of Contents

Thanks and acknowledgements	xi
Introduction	1	(1)
Why we wrote this book	1	(1)
Who this book is for	2	(1)
What a mentor is	3	(2)
The organisation of the chapters	5	(1)
The organisation of the activities	6	(3)
Language note	9	(1)
Part I Mentor course principles and practice	10	(29)
Basic concepts	10	(23)
Learning	10	(1)
Teaching	11	(1)
Teacher education	12	(6)
Goals of learning to teach	13	(1)
The dynamic interplay of practice and theory	13	(2)
Teacher education programmes	15	(1)
Interteaching	16	(2)
Learning mentoring	18	(5)
Towards a course design	19	(2)
Helpful relationships	21	(1)
Course aims and objectives	22	(1)
Teaching mentoring	23	(10)
Training methodology	24	(1)
The role of the course leader: the importance of modelling and congruence	25	(8)
Course procedures	33	(6)
Introduction	33	(1)
Reflection grids	33	(1)
The feedback dialogue	34	(2)
Random pairing and grouping activities	36	(1)
Peripherals	37	(1)
Music	37	(2)
Part II In-session activities	39	(89)
Lead-ins	39	(27)
Introduction	39	(2)
Activities	41	(1)
Adverbial walking	41	(1)
Blind adventure	42	(1)
Blind visitor	43	(1)
Compliments	44	(1)
Going back to your mentor	45	(2)
Group mime story	47	(1)
Group poem	48	(1)
Heads and tails	49	(1)
'I'm a person who...'	50	(1)
Mentor mix	51	(2)
Mentoring metaphors	53	(1)
Mirrors	54	(1)
Musical mentoring	55	(1)
Name hooks	56	(2)
Prisoners	58	(1)
Smelly socks group	59	(1)
The nature of help	60	(1)
There's a teddy on the table	61	(1)
Tick tock	62	(1)
What have you done?	63	(1)
What's the question?	64	(2)
Seeing clearly	66	(19)
Introduction	66	(1)
Contextual perspectives	66	(1)
Observer's perspectives	67	(1)
Personal or internal 'blinkers'	67	(1)
External 'blinkers'	68	(1)
The tendency to judge	68	(1)
Activities	69	(1)
Seeing: who, how, what and why?	69	(2)
Rabbits and snakes	71	(1)
Complex picture	72	(2)
Your money or...	74	(1)
Humans and aliens	75	(1)
'I heard, I saw, I noticed...'	76	(2)
Different observers	78	(2)
Focused observation	80	(1)
Helping the mentees see	81	(4)
Being observed	83	(2)
Challenging appropriately	85	(25)
Introduction	85	(1)
Activities	85	(1)
Butterflies	85	(2)
We don't listen when...	87	(1)
We listen when...	88	(1)
'That's exactly what I mean!'	89	(1)
Once I had a class...	90	(2)
Getting a clear picture	92	(1)
It's not what you say, it's the way that you say it	93	(2)
Question time	95	(1)
Considering questions	96	(1)
Excavating the iceberg	97	(4)
'I' to 'Why?'	101	(1)
Opposite scenarios	102	(1)
Transcript tasks	103	(2)
Styles of intervention	105	(1)
Beginner teacher development	106	(1)
Difficult mentoring moments	107	(3)
Role-plays	110	(10)
Introduction	110	(1)
Whole skill development	110	(1)
Time	111	(1)
Experimentation	111	(1)
Mentor style awareness	112	(1)
Empathising ability	112	(1)
Focus for reflective practice	112	(1)
Materials	113	(1)
Procedure and role-cards	114	(1)
Video-based mentoring role-plays - a standard procedure	114	(3)
Role-cards for specific role-plays	117	(1)
Lesson-planning role-cards	117	(1)
Full post-lesson discussion role-cards	117	(1)
Five-minute post-lesson discussion role-cards	117	(1)
Focused observation tasks for role-play observers	117	(1)
Supportive listening	117	(1)
Paraphrasing	118	(1)
I-statements	118	(1)
'Excavating'	118	(1)
Questions	118	(1)
Question factors	118	(2)
Teacher biography cards	118	(2)
Assessing teaching	120	(8)
Introduction	120	(1)
The dangers of outsider evaluation	120	(1)
The dangers of the tools of assessment	121	(2)
Activities	123	(1)
Beer bottles, carob pods, conkers or stones	123	(1)
Using check-lists	124	(2)
Bench-marking	126	(1)
Negotiated evaluation - role-play	127	(1)
Part III Projects and assignments	128	(25)
Observation tasks	128	(10)
Introduction	128	(1)
Tasks and activities	128	(1)
Self-observation	128	(3)
Peer-observation	131	(4)
Drawing conclusions	135	(3)
Reading tasks	138	(3)
Introduction	138	(1)
Sample reading task	138	(3)
Writing tasks	141	(12)
Introduction	141	(1)
Tasks and activities	141	(1)
Professional learning cycle	141	(4)
Development reports	145	(3)
Conclusion	148	(1)
Group disbanding activities	148	(2)
1. Art collection	148	(1)
2. Big fleas have little fleas upon their backs to bite 'em	149	(1)
Evaluating mentor courses	150	(1)
Evaluating mentors	150	(1)
Continuing mentor development	151	(1)
Conclusion	152	(1)
Photocopiable resources	153	(41)
References	194	(2)
List of figures	196	(1)
Appendices	197	(21)
Index	218