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