Comment pouvez-vous encadrer les enseignants dans diverses classes?

Another thing that it could be important to consider is our role in acknowledging the differences within and managing tensions between different groups within any class. One example I would give of this was teaching in Kyiv, Ukraine and having to navigate carefully through discussions on language and nationality as some of our students were native Russian speakers and somewhere native Ukrainian speakers. My point is that you not only have to understand all of the different facets of the individuals within a group, but also the different dynamics that govern the interactions between them.

In my experience, staff can be a great resource for getting to know students and their backgrounds. It can be tricky for a teacher with 400 or more students on a roster. In the past, I have encouraged my Art, Music, and Physical Education mentees to seek information and assistance from ESL (English as Second Language) teachers and counselors on campus. They have access to valuable information regarding individual students to help inform teaching practices.

Absolutely and I would like to add that this stage requires a lot of learning and unlearning from the teachers end. Some of my teachers have moved from teaching in traditional learning environments to an environment that encourages conversation and inquiry. And they had to develop new perspective on things, almost.

Mentoring teachers in diverse classrooms, I agree, involves looking carefully at understanding the context. Whilst 'diversity' often pulls our thinking towards 'differences', I think it is important to also focus on what each member has 'in common' with each other. If we begin from a point of understanding commonality then we have a solid foundation of 'belonging' and 'sharing' before we look to see how each is 'different'.

When mentoring new teachers, gaining an understanding of the context that they teach within is imperative. This can often be as big a learning point for myself as the whole initial teacher training is for those new teachers! However, that doesn't mean it is necessary for me to totally change the content and methods I use to deliver. More importantly, I must make sure that teachers are well-equipped with a range of teaching and assessment strategies, and critically that they can evaluate these so as to make informed choices on how well-suited each is to their own particular context.

One particularly difficult aspect of this approach is encouraging teachers to value their own teaching styles and experience as much as they do that of their peers and other teachers who they see as more experienced.

In addition to understanding the context, mentors also need to be able to build relationships with their mentees. As rightly quoted this requires being approachable, empathetic, and supportive. The mentor should instill confidence and positive attitudes in the mentee. They should believe in the mentee's abilities, and they should help the mentee to see themselves as a successful teacher.

One thing that I have also learned after trust and rapport is built is encouraging collaboration. Collaboration among teachers is crucial as it allows them to share insights, resources, and best practices, leading to improved teaching methods and student outcomes. Working together fosters a supportive environment for professional growth, enhances curriculum development, and promotes a more holistic education experience for students.

Trust & Rapport: Crucial in Diverse Teacher Mentoring In mentoring diverse classroom teachers, building trust and rapport is essential. This foundation, especially vital in varied contexts, involves: 1. Active Listening & Empathy - Show genuine interest by listening and empathizing, fostering mutual understanding. 2. Respect Autonomy - Respect their professionalism and autonomy, guiding without imposing. 3. Share Experiences - Transparently share your own mentoring journey to build camaraderie. 4. Empower Strengths - Encourage their strengths and potential for success. 5. Constructive Feedback - Provide honest, constructive feedback for growth. 6. Celebrate Success - Acknowledge achievements, boosting confidence and motivation.

In my experience, to build trust and rapport, it is essential to establish an open door policy from the start. Mentees need to feel safe in asking questions, sharing concerns, providing feedback, or offering ideas to those they feel are more experienced than them. They need to know that there is value in their voice. Some of the best and most innovative ideas at the preschool have come from my mentees, and that has come from them feeling empowered. Embracing open communications has really helped to shape a positive mentoring relationship and provided richness in our dialogues.

Reflective practice is not only reserved for the teachers being mentored there are many occasions whilst mentoring other teachers that I have gained valuable insight into another way of doing things or even learned specific techniques directly from the teachers we were mentoring. Reflective teaching needs to be seen as an integral part of the ongoing teaching process and not something that can be completed.

An important piece is the collaborative reflective conversations that occur after the demonstration. Mentors may use Think Alouds to share reflective thought processes. Another option may be to provide several options resources or strategies to the teacher, allowing he/she the autonomy to choose what might be the best fit for his/her class. They may reflect on the demonstration by brainstorming what success might look like for the mentee and the mentee’s students.

As a mentor, one can make a real difference in the lives of teachers and students. By modeling and demonstrating effective teaching strategies, one can help teachers to plan, implement, and evaluate instruction that is responsive, relevant, and rigorous for all students.

The teachers can benefit from this modeling more if they are given the chance to reflect on the procedures and summarize them in a nutshell in forms of "tips and tricks". Especially novice teachers would need practical ideas that are easy to digest and implement in their classrooms rather than broad concepts that are discussed. The demonstration can be accompanied by observation forms that guide the teachers to pay attention to certain aspects of teaching and learning at once. A sample lesson plan can help teachers focus on differentiating tasks while another serves to provide ideas about material selection.

Modeling is especially important because it provides teachers with an exemplar. When modeling, ask teachers to take notes on what they’re noticing in order to build accountability and identify best practices. Some follow up questions after modeling are “what did you noticed I did?” “how was it different from what was previously happening?” Etc.. Lastly, after modeling provide teachers with at-bats or opportunities to practice modeling. This will allow them to become familiar & confident before going live with their students.

The foundations of a good feedback session are laid at the very beginning before the aims of the observation are set. Everyone involved in the process should be aware from the outset of the benefits and limitations of peer support. Because we are all out there regularly teaching that makes us exactly that, peers, despite however much more experience or knowledge either teacher may have. A mutual respect must be nurtured and it should be acknowledged that differences in style, and even disagreements, are not only expected, but are even a healthy part of the process.

As a clinical supervisor mentoring new teachers was both a serious responsibility and a constant source of joy as I watched teachers stretch, grow, and become confident. The expectations were agreed upon, and every observation was scored with strengths, weaknesses, and suggestions for improvement. I learned so much as a mentor and stole so many new practices! Each week had a new objective based on the previous week for marked improvement. If the mentee needed resources, I was happy to provide them along the way. Clear and managed expectations are key! Thorough feedback with tenderness and specific skill growth to follow will set him or her up for success!

Stepping into the role of a mentor, I cherish the opportunity to guide teachers through the intricate dance of observation and coaching in diverse classrooms. By fostering open dialogue and mutual understanding, we sculpt a shared vision for growth. Through keen observation and thoughtful feedback, I illuminate pathways for improvement while celebrating strengths. Together, we craft tailored action plans brimming with strategies and support, nurturing a culture of continuous development. Engaging in this collaborative journey, I empower teachers to flourish in their craft, inspiring a ripple of positive change in our educational tapestry.

Effective mentors play a critical role in the professional development of teachers. Key areas in addition are articulating the expectations, provide advice, review and integrate SEL in the lesson plans, and give oral and written feedback.

A good example I have seen is to get a video clips of the mentee at work then play it back during a mentorship session with some thought provoking questions. As a mentor, I often will want to hear the teacher reflect on the clips and suggest ways yo enrich the learning experiences for the students in the diverse classroom.

I totally agree. As a veteran educator I have served as a mentor for younger teachers. I am able to share best practices, strategies, resources that are tried and proven most effective. I am always opened to learning from them how to use the various technologies in the classroom. Once I am exposed to the technology I begin to envision creative ways that the technology can be used more effectively to assist even the most challenged student.

This is yet another area in which less-experienced teachers might be able to offer invaluable insights to the expert teachers mentoring them. With the advent of the information era and more recently the huge leaps made with large language models and other areas of artificial intelligence we are increasingly seeing a younger generation of teachers who is more at ease with the use of technology in planning and inside the classroom itself.

Totally agree. Facilitating and connecting teachers with other sources of learning and support is an essential part of mentoring in diverse classrooms. By doing this, mentors can help teachers to expand their knowledge and skills, while also enriching their professional growth and satisfaction. Various research findings suggest that facilitating and connecting teachers with other sources of learning and support is a key strategy for helping them to be successful in teaching students from diverse backgrounds.

I absolutely agree that mentoring is a mutually beneficial relationship, and when it is levelled, it further provides tailored support for mentees' long and short term goals while allowing mentors to deepen their expertise. Diverse perspectives help to enrich the mentorship, and the progression of mentoring experiences allows for a reflective and responsive structure. Seasoned mentors can offer valuable insights for long-term planning and leadership, whereas mentors at a similar level may provide more practical day-to-day advice that is relatable. For those new to the mentoring experience, someone at a similar level also provides a comfortable first step into these valuable relationships and dialogues.

I agree that veteran teachers can learn from younger teachers especially in the aspect of technology and classroom creativity. In recent times, what I have done is to ventilate my team with younger vibrant teachers who are ready to explore diverse ways and bring their perspectives and personalities to our brain- storms. Teachers in diverse classrooms should be able to identify such talents and provide them the platforms to drive.

Mentoring in diverse classrooms also involves promoting inclusivity and encouraging teachers to adapt to the evolving needs of their students. By staying current on educational trends and advocating for continuous growth, mentors can help teachers create more equitable learning environments for all students.