Promoting Reflective Teaching in Adult ESL through Peer Mentoring.
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Transcript of Promoting Reflective Teaching in Adult ESL through Peer Mentoring.
Promoting Reflective Teaching in Adult ESL through Peer Mentoring
Overview
1. Introductions2. Background3. Mentoring4. Collaborating with a Peer5. Context6. Preparatory work
Background and Context
• Models of Professional Development
• TDSB precursors
• Adult ESL examples
• Reflective teaching
Excellence in teaching involves:•Ability to plan, implement and evaluate appropriate learning experiences for learners
•Ability to use and adapt textbooks and other resources to meet the needs of learners
•Ability to evaluate and reflect on one’s own teaching
•Ability to modify one’s teaching strategies in the light of self-reflection and peer observation
Adapted from: Mentor Courses: A resource book for teacher-trainers, Cambridge Teacher Training and Development
ROLE FUNCTIONS
MODEL - to inspire - to demonstrate
ACCULTURATOR -to show protégée the ropes-to help protégée get used to the particular professional culture
SPONSOR -to open doors-to introduce protégée to the “right people”-to use their power (ability to make things happen) in the service of the protégée
SUPPORT -to be there-to provide safe opportunities for the protégée to let off steam/ release emotions-to act as a sounding board – for cathartic reasons
EDUCATOR -to act as a sounding board - for articulation of ideas-to consciously create appropriate opportunities for the protégée-to achieve professional learning objectives
What is a mentor?What is a mentor?
THE 3 C’S OF MENTORING
CONSULTANTOffering support and Providing resources
COLLABORATORCreating challenge
Encouraging Growth
COACHFacilitating
Professional Vision
•Remain non-judgmental•Inquire
•Reflect on Goals
•Co-plan•Co-teach
•Become study partners•Explore case studies
•Think aloud•Offer a menu
•Produce an idea bank
3 CS of MENTORING
CONSULTANTCONSULTANTCONSULTANTCONSULTANT
COLLABORATORCOLLABORATOR
COACHCOACH
What is mentoring?
Think of a positive mentoring experience you have had– Why was it so meaningful?– Was it effective? Why?
Peer – mentors are…
• Committed to communicating to share and discuss issues of concern
• Committed to listening without judgment
• Committed to keeping discussions confidential
The Art of Active Listening
• Elegant Paraphrase
• Explore options
• Plan next steps
• Self – evaluation for Protégé
Mutual benefits• Reciprocity is an essential element of a mentoring
relationship, both mentee and mentor engage in the relationship. Each has specific responsibilities, contributes to the relationship and learns from the other. When reciprocity exists, mentees and mentors are able to say that their perspectives are expanded, they gain new knowledge and mentoring is a value-added relationship for them. This discovery of reciprocity and mutuality frequently surprises first time mentors.
Lois Zachary
The processOrientation Session – April 1st, 2011
Observation
Before May 15th, 2011Observation 2
Feedback session May 16th, 2011
Context
• Effective Teaching
• The ESL classroom
• Planning continuum
Effective teaching is…
• Inclusive
• Instructionally precise
• Attributes-based
• Learning-Focused environment
The ESL classroom
– Learners
– Teachers
– Materials and Assignments
– Classroom Environment
The planning continuum
• Needs assessment
• Term plan
• Stages of lesson
• Assessment of learning
What’s the problem?(Protégée's Point of View)
• Identifying the issue
• Articulating a goal
• Asking the right questions in the context of the 4 areas: L/S/R/W
What is it that I do?(Mentor’s Point of View)
• My objectives (with reference to 4 areas)
• How I achieve these objectives
• What classroom activity will demonstrate this to my partner
Forms
• Annotated lesson plan (detailed lesson plan with comments on key elements)
• Observation Forms
• Schedule Form
Logistics
• Scheduling
• Debriefing
• Roles in the observation