Roles and Names

1. The Guide on the Side Roles and Names Master Teacher – Apprentice Mentor – Novice Cooperating Teacher – Student Teacher/Beginning . Teacher Teacher Counselor – Teacher Trainer - Trainee Evaluator – Subject Supervisor Critical Friend Peer Mentor - Two Way Peer Mentor

2. The Guide on the Side Roles for Mentors Roles for Mentors • SUPPORT • CATALYST • ADVISER • INSTRUCTOR • DEMONSTRATOR • REPORTER • INITIATOR CATALYST • CHALLENGE • COUNSELLOR • EVALUATER • MANAGER • ADVOCATE • ??OTHER

3. Places for mentoring The Guide on the Side College/University-based / PRESET = Pre-service – \ School-based (see U.K., and U.S. PDS models) INSET = In-service Regular service Novice Teachers COLLEGIAL =

4. The Guide on the Side The Good mentor!!!!(according to Rowley, ) The good mentor is committed to the role of mentoring. The good mentor is accepting of the [beginning ] teacher. The good mentor is skilled at providing instructional support. The good mentor is effective in different interpersonal contexts. The good mentor is a model of a continuous learner. The good mentor communicates hope and optimism.

5. The Guide on the Side Necessary but not sufficient. • Question: The following “qualities” are necessary for a mentor, but not sufficient for a language teaching mentor. What must be added, and what could be added to describe the optimum qualities of a mentor for novice EFL/ESL teachers?

6. The Guide on the Side Communication Skills • ‘I’ messages • Active Listening • Encouragement • Road Blocks to Communication • Conflict Resolution • Assertiveness (ASSERTS) • Apperception of kinetics • ??

7. The Guide on the Side What does a Mentor have to develop? Skills in: OBSERVATION DIDACTICS COUNSELING FEEDBACK OPEN AND DISTANCE LEARNING TECHNOLOGY ASSESSMENT !!AN INTERNATIONAL PERSPECTIVE +Teaching READING, WRITING, . . . LISTENING, AND SPEAKING

8. The Guide on the Side • Prescriptive approach • Alternative Approach • Collaborative Approach

9. Question: The following “qualities” are necessary for a mentor, but not sufficient for a language teaching mentor. What must be added, and what could be added to describe the optimum qualities of a mentor for novice EFL/ESL teachers?

10. Questions to the Mentors • What were their expectations of the course? • What did they get from the course? • Why did they choose their topic? • What are their reflections on their action research ?

11. Projects Inspirational Stories in a diary/ journal - Sue Schmelzer Mentoring OR Tormenting - Naomi Nachmias Advice for New Olim – Eleanor Lebowitz A Reflective Diary – Toby A novel ---Devorah Grossman The novice as mentor – or vice versa. Esther Gur Guide for a new immigrant teacher - Rochelle Vaknin

12. Mentoring Projects • A set of handouts and guidelines for working with Special Education Students. (English Teaching). Leslie Gross • Mentee and Mentor relationship and menteeship and awareness of own mentoring styles – Rachel Kochav • Feeling alone - Chana Hirsch

13. Projects • Monthly Evaluation Program for Novice Teachers of ESL: SURVIVING THE FIRST YEAR - Mara Friedman-Moshe • Mondays with Vadim – Shelley Krakow. PRACTICAL IDEAS AND TIPS FOR NOVICE [AND EXPERIENCED] TEACHERS OF EFL IN ISRAELI SECONDARY SCHOOLS Compiled by Debora Siegel and Madeleine Sarell

14. Rationale………………………………………….…………………. 2Rationale………………………………………….…………………. 2 You Got the Job……………………………………………………. 3 Orientation Meeting……………………………………………….. 5 Shopping List……………………………………………………… 7 Long term Planning………..……………………………………… 8 Yearlong Planner…………………………………………………. 10 Weekly schedule…………………………………………………. 12 Short-term Planning………………………………………………. 14 Short-term Planner……………………………………….…………. 15 Lesson Planning……………………………………………………… 16 The First Days of Class………………………………………………. 23 Classroom Management……………………………………………... 25 Record Keeping……………………………………………………….. 30 Assessment and Grading…………………………………………..… 31 Accommodating Pupils with Special Needs………………………… 34 Getting Help……………………………………………………………. 35 Reducing Stress……………………………………………………….. 36 Changing the Pace…………………………………………………..… 38 End of Year Ideas……………..……………………………………..… 40 Assorted Tips…………………………………………………….…..… 41 Self-Reflection………………………………………………………….. 44

15. Which classes will you be teaching? How many hours will you teach each class? Has the teaching schedule already been determined? If yes, ask for a copy. If not, ask when you can be expected to receive one. Which textbooks have the students been asked to purchase for each class? How many students are expected to be in each particular class? Have the students been tracked according to their language level or is the class heterogeneous? How many points is each class (geared towards which level matriculation exam)? Is there a record of what the students were taught the previous year? When are the orientation meetings for the coming year? Is there a special orientation meeting for new teachers? Will the English department be meeting before the school year begins? Who are the teachers teaching in parallel classes and with whom can you jointly plan curriculum?

16. Consultant Collaborator Coach

17. You are a new teacher SO………………..

18. The Guide on the Side What is an effective mentor? • What do novices need? Actions and Deeds – Ways of working and ways of doing Must we change? Teacher as Researcher  Schools and Schooling EFL/ESL - The NS – NNS dialogue Mentoring for the future. • Mentoring in the future. What can ETAI do?