Elena Pezzi - Module 2 Self-Evaluation & Development Plan

How to use this document

This document is there to help you consolidate your reflections and sharing of ideas during the module and turn them into concrete, actionable steps to improve your practice as a mentor. The document will also be part of your final submission of work on the course in Module 4.

1. Your first step in filling-in this document will be to briefly describe your current practice, something you have probably already done as part of the module. Feel free to copy your contributions from the Padlets, Triciders, etc.

2. The second step is to think about what your goals are as a mentor, what development would you like to see in your own mentoring practice. As part of this, consider the views expressed during the course by other participants and as part of the course content.

3. As a third step identify a set of concrete steps and actions that you can do to come closer to the goal expressed previously.

Current Practice Desired Practice Steps to achieve Desired Practice

Describe in 1-3 sentences how collaborative your current mentoring relationship is. Think about the definition of collaboration used by Rachel in section 2.1 and if possible briefly describe an example/situation that illustrates a collaborative practice. If you are not yet in a mentoring relationship identify the focus and nature of collaborative work you plan to do with your mentee.

Beginning from the ideas that Rachel says in her video ("Let's give each other space to think, put in practice, review, then come back"), I've asked (and thought together with my mentee) about the idea of having a common way of teaching a foreign language. We both agree that PBL methodology is one of the best way to develop real learning and interaction in our classrooms. That is why we have decided to dedicate some time - during our mentor/mentee relationship - to investigate on how to implement it in our teaching and to put it in practice through step-by-step activities. One of the most important aspects - that Rachel underlines - is the word TOGETHER that regularly appears in the video itself and in other colleagues' posts. It can be associated to other words: solidarity, collaborative conversation, trust, feeling not to be judged, etc.

Describe in 1-3 sentences what level of collaboration you would like to achieve with your mentee. Think about what level of collaboration is realistic, taking into account time constraints, different interests, etc.. Try to identify the level of collaboration that you would be comfortable with.

Luckily I have a very good

relationship with my mentee and

it does not bother me to spend

time collaborating with her.

We often meet in teachers’

room, but even more often we

go out for a coffee and there we

discuss together about activities,

methodologies, problems, hopes

and experiences.

I could not think about a

mentor/mentee relationship

without a strong level of trust

and collaboration. To tell the

truth I have been very lucky so

far because I have always met

great mentees!

Describe in a bulleted list what you need to do in order to achieve any desired changes/developments identified in the previous column. Try to identify small concrete steps that will allow you to realistically progress towards your desired practice.

Always give space and

time to talk together with

your mentee

Stimulate a friendly

relationship: have a

coffee, have lunch

together if you have to

stay at school in the

afternoon ...

Feel free to talk about

issues, problems but also

positive aspects.

Avoid any “authoritative

position”: you have got to

learn a lot from your

mentee

Describe in 1-3 sentences the level of trust that exists from both sides in your mentoring relationship What do you do to build such trust? What did you or the mentee do to destroy trust? If you are not yet in a mentoring relationship describe the level of trust that existed in a similar type of relationship you have experienced in the past (when you were a mentee yourself or with a more senior colleague) as well as how trust/distrust developed.

Everything began when I started teaching

...

I have to give a million of thanks to my two dear and unforgettable mentors! They immediately showed me that they trusted in me, sharing with me little but important details of their way of teaching. We soon formed a good team and they helped me to raise the necessary self-confidence in my teaching skills... Afterwards, when I became a mentor, I tried to do the same with my mentees and I have to say that it works as well with them... I think that trust can be destroyed by envy and false behaviours. Be sincere and “open” as much as you can and you will enjoy your relationship (as any relationship in life....)

Describe in 1-3 sentences the level of trust you would like to achieve with your mentee. Think about to what extent you are comfortable to open up and tell your mentee about your weaknesses, fears, etc. and how comfortable are you for the mentee to open up for example about personal issues that might play into their wellbeing at school.

I would like to keep my doors open which an attitude of innate trust, a disposition of being changed by the other. Changes are always positive, above all in our job, we are "neverending changing teachers" and we can do that only if we keep our doors open: those of our mind, heart, convictions, behaviours... Just a little example: I always keep my classrom's door open, so that colleagues can enter and interact - if they want to - with me and my students, to make our lesson richer. On a metaphorical point of view, I try to keep the door of my eyes wide open when my mentee is asking me how to deal with a specific topic or a personal issue.

Describe in a bulleted list what you need to do in order to achieve any desired changes/developments identified in the previous column. Try to identify small concrete steps that will allow you to realistically progress towards your desired practice.

I try to:

always keep the doors of my classroom open

let my mentee (as well as my colleagues) enter my classroom to collaborate or share ideas with me

be friendly and honest with him/her

invite him/her for a coffee to talk about school and/or personal topics

involve him/her in our school environment (meeting colleagues, participating in activities, etc.)

Describe in 1-3 sentences what you do to stimulate and scaffold your discussions with your mentee. Refer to the Conversation Map introduced in section 2.3 for this and think about your process of listening. What specific strategies/phrases do you use to stimulate reflection and forward thinking? How well do they work? If you are not yet in a mentoring relationship describe how you proceed in similar relationships, possibly with students in class or when marking work.

My process of listening and scaffolding is the following: I try to go step by step. I always say something like: Tell me if I understand well…; Would you like to share

Describe in 1-3 sentences how you would ideally stimulate and scaffold reflection and discussion with your mentee. Which approaches explored in section 2.3 would you want to implement?

I definitely will implement the

following approach:

Elegant paraphrase

Explore options

Describe in a bulleted list what you need to do in order to achieve any desired changes/developments identified in the previous column. Try to identify small concrete steps that will allow you to realistically progress towards your desired practice.

Let's go step by step...

Always say: Tell me if I understand well…; Would you like to share your thoughts with me?

Congratulate for his/her

your thoughts with me? I know that a good idea is to congratulate the mentee for his/her ideas and add something more with a positive attitude I often try to have an "external eye » in order to learn one from each other (mentor and mentee). This attitude helps also to raise mentee’s self confidence in him/her competences or skills The main aim of the whole process is to make feel the mentee more at ease in his attempts, not to feel him alone in his struggle and give him effective help without any "you have to..." attitude.

Plan next steps

Self evaluation

as explained in my learning diary

and in the forum

ideas and add something more with a positive attitude

Try to have an "external eye » in order to learn one from each other

Try to raise him/her self confidence

Think about setting up things together

Make feel the mentee more at ease in his attempts,

Not to feel him alone

Give him effective help without any "you have to..." attitude

Optional Peer Feedback Activity If you would like to submit this document for peer feedback you can do so in section 2.XX. This is optional in Module 2. Please provide the following details for the person providing you feedback. It will help them to give you adequate feedback.

Years of Mentoring Experience Since 2006

School-based or External Mentor?

Both (School, University, eTwinning community)

Email (optional) elenapezzi@gmail.com Link to your Learning Diary (optional)

https://tackk.com/mentoring