Mentor Roles

Reflection Exercise

Below is list of possible roles advisors or mentors should adopt (adapted from Smith & West-Burnham, 1993). Consider the following questions:

Which do you think is the most important or useful role?
Which do you think the least important or useful role is?
What contextual factors should regulate your choice in (1 and 2) defining the relevance of the roles a mentor or advisor can take?

A good role model

Respected through professionalism, experience, willingness to learn and communication skills.

An organiser

Well organized, able to impose structure, meet deadlines, and organise others both in and out of the classroom.

A nurturer

Interested in the professional development of others, gives energy to foster growth and encourages others to develop ideas.

An observer

Familiar with a range of observation techniques.

A listener

A sympathetic ear; accessible, good at listening and encouraging.

A Supporter

Strong counselling skills and good at giving feedback. On the teacher’s side; understands their difficulties.

An informant

Willing and able to share knowledge and information. Passes on tips and ideas.

A good manager of conflict

A good negotiator; aware of institutional politics, strong interpersonal skills. Can be counted on to deal with difficult situations.

An enthusiast

A motivator who makes teaching appear interesting. A catalyst.

An action planner

Helps the teacher/trainee identify areas for further development. Good at setting tasks for gradual development and prioritizing individual needs.

Teaching Skills

Skilled at planning, preparation and execution of own teaching. Good classroom management and organisational skills.

A theoretician

Sound knowledge of theoretical issues behind classroom practice.

Reference

Smith, P., & West-Burnham, J. (Eds.). (1993). Mentoring in the effective school. Longman.