Mentors Gain a Lot Too

I’m one day into my career as a mentor for a student-teacher, and while I can’t speak for her— though she seemed very positive— I know I’ve already gained a lot.

Since we are now a team and I’m responsible for helping her to get a foothold on the craft of teaching, I am upping my game. Prior to class today I took more time with my plans, talked through all of my decisions, and afterward sat down to scrutinize student work as soon as it was handed in. That level of reflectiveness can be hard to gin up when you’re on your own.

Today I tried to model my best practices as a teacher and it felt good. The class was clicking a notch or two better than usual. As the semester progresses and I hand over more and more control of the classes to my student-teacher, I expect to gain a whole new perspective on what works with my students, with ample opportunities to talk it all through.

Alone, teachers can become islands and slip into lax practices. With a good match, both become stronger teachers.

Comments

[Terryl Miller]

Thanks for your post, Dan. Last year, as I was working on my NBs, I had my first student teacher in more than a decade. I took the role of master teacher incredibly seriously- and as I was learning to reflect deeper on my own practice, I understood that my conversations with my student teacher were very different from the ones I had had 10 years ago. Those conversations and lessons with my student teacher, I believe, helped me dig deep and achieve my certification. I know I set a good example and I know I'm the better for having done it.

[Peer_Resources]

Dan hits the nail on the head about the mutuality of mentoring. Benefits accrue to both persons in the relationship. If it's just one-sided, then it probably isn't mentoring.

[Ariel Sacks]

Dan, I feel the same way. I'm now a week in and I'm gaining at least as much as I'm giving to my student teacher! Great post.

[Neri]

I just started with a student teacher a week ago. Dan's story is right on. I am thinking about the why behind what I do. Having to explain your rationale helps tremendously with the process of planning and eliminating activities and practices.

I have just passed the 6 year mark of teaching and trying to decide if I do indeed wish to continue. The fact that both my student teacher and I have chosen this as a career after having had different careers gives us a special bond and insight.

I am eager to have feedback from him as to where he may see that processes and practices can be improved. I expect that I will learn a lot from him and also be reminded of techniques that are fresh in his mind.

Enjoying the reciprical learning.

[nbctsue]

Dan, You are so right - mentoring a student teacher is absolutely one of the most rewarding ways to give to the profession while growing as a professional.

What strikes me as unfortunate is how the system "lets go" of formal structures for establishing and maintaining these learning relationships after the first few years of teaching.

I am a long time NB CSP and currently serve in a role supporting teachers in high needs reform schools that are engaged in NB prorams as well as developing evaluation systems that include peer observation. I can only imagine how much more effective this work would be if the profession had fostered such a collaborative culture all along.
It certainly has never been needed more, and I encourage you, and those who recognize the power of reciprocal learning among teachers - new, mid-career and veteran - to continue to advocate for the time and opportunity to make these relationships the norm in our profession.

Enjoy this time, and I hope you receive the rare, remarkable gift I twice received as a cooperating teacher: to one day call that student teacher a colleague and truly see the incredible impact you've had on students who will never even set foot in your classroom.