The document discusses the concept of mentoring in education. It defines mentoring as a helping process where a trusted person helps and guides another. Mentoring is necessary in modern schools as many students struggle or fail to progress. A teacher can act as a mentor if they follow important principles such as creating a supportive environment and not creating dependency. The mentor-mentee relationship must be voluntary and built on mutual trust. Mentoring can help students develop insight and learning from experiences.

1. Mentor ing in Education International Language School Group International Teacher Training & Development College

2. Some provocative introductory questions What is Mentoring ? Is Mentoring necessary in the School of the 21st Century? Who can become a Mentor ? Can a Teacher play the role of a Mentor ?

3. What is Mentoring ? A definition that comes from Greek Mythology : the Mentor is a fully trusted Helper Background information : Odysseus entrusted the baby Telemachus and his whole household to Mentor when he joined the coalition against Troy

4. Is Mentoring necessary in the School of the 21st Century ? YES since 15 – 30 per cent of all Students show signs of LD 25 – 30 per cent of all Students leave the Elementary Education as functional illiterates a growing number of Students have a handicap of some sort

5. Who can become a M entor? Anyone who meets the original definition , i . e . anyone who is a fully trusted Helper If we slightly modify the original definition , anyone who is fully trusted by the Baby , and who can effectively help the Baby

6. Who can become a M entor? (2) Anyone who meets the original definition , i . e . anyone who is a fully trusted Helper If we slightly modify the original definition , anyone who is fully trusted by the Student , and who can effectively help the Student

7. Can a Teacher play the role of a Mentor ? YES if he honours some important principles (1) Mentoring is not teaching. Rather, it is a helping process that makes room for some otherwise blocked learning .

8. Can a Teacher play the role of a Mentor ? YES if he honours some important principles (2) The Mentor is a learning and developing being .

9. Can a Teacher play the role of a Mentor ? YES if he honours some important principles (3) The Mentor has a very clear picture of his own development .

10. Can a Teacher play the role of a Mentor ? YES if he honours some important principles (4) The Mentor is deeply concerned but he does not create dependency .

11. Can a Teacher play the role of a Mentor ? YES if he honours some important principles (5) Mentoring always has a clear aim .

12. Can a Teacher play the role of a Mentor ? YES if he honours some important principles (6) The precondition of successful Mentoring is a warm, welcoming, accepting environment .

13. Can a Teacher play the role of a Mentor ? YES if he honours some important principles (7) In Mentoring we only step backwards to gain momentum, and jump longer forward as a result .

14. Can a Teacher play the role of a Mentor ? YES if he honours some important principles (8) Mentoring is not an analysis. Rather, it is a catalysed synthesis .

15. Can a Teacher play the role of a Mentor ? YES if he honours some important principles (9) The Mentor will profit from the process by giving and there is no guarantee for a return.

16. Can a Teacher play the role of a Mentor ? YES if he honours some important principles (10) Mentoring can only be effective in an atmosphere of mutual trust.

17. Can a Teacher play the role of a Mentor ? YES if he honours some important principles (11) The Mentor – Mentee relationship is based on a very clear contract.

18. Can a Teacher play the role of a Mentor ? YES if he honours some important principles (12) The Mentor – Mentee relationship starts with a voluntary and autonomous decision on both sides .

19. Can a Teacher play the role of a Mentor ? YES if he honours some important principles (13) The Mentor must know the limits of the mentoring process, as well as his own limits .

20. Can a Teacher play the role of a Mentor ? YES if he honours some important principles (14) The professional basis of the mentoring process is a successful self-mentoring .

21. Can a Teacher play the role of a Mentor ? YES if he honours some important principles (15) The ‘All-rounder’ or ‘Jack of all trades’ Mentor is only a fiction .

22. Can a Teacher play the role of a Mentor ? YES if he honours some important principles (16) The Mentoring process may bring about both positive and negative results .

23. Can a Teacher play the role of a Mentor ? YES if he honours some important principles (17) The Mentoring process may bring differences in opinion and friction to the surface in critical issues.

24. Can a Teacher play the role of a Mentor ? YES if he honours some important principles (18) A synergic group can act as a very highly effective Mentor.

25. Can a Teacher play the role of a Mentor ? YES if he honours some important principles (19) The Mentor does not want to replace the family or friends.

26. Can a Teacher play the role of a Mentor ? YES if he honours some important principles (20) The Mentor must not meddle into topics the family or a friend are actively working on.

27. Can a Teacher play the role of a Mentor ? YES if he honours some important principles (21) The Mentor has to be aware of his attractions as well as his repulses, and has to be able to handle them.

28. Can a Teacher play the role of a Mentor ? YES if he honours some important principles (22) The Mentor gives his active attention, rather than merely his time.

29. Can a Teacher play the role of a Mentor ? YES if he honours some important principles (23) The Mentor does not give advice. The Mentor could only give very troubled advice since he is part not only of the problems, but also of the solution to the problems.

30. Can a Teacher play the role of a Mentor ? YES if he honours some important principles (24) Mentors should find or create a forum where they can exchange ideas in the form of case studies.

31. Some further thoughts a bout mentor ing (1) The Mentoring process takes the Mentee from tunnel vision to insight.

32. Some further thoughts a bout mentor ing (2) The ‘AHA’ experiences shape the development of both the Mentee and and the Mentor.

33. Some further thoughts a bout mentor ing (3) It is very important to reach and then keep the coherency between the knowledge about people and their problems, and our own experiences about people and their problems.

34. Some further thoughts a bout mentor ing (4) Mentoring may bring a number of ethical problems to the surface.

35. Some further thoughts a bout mentor ing (5) Who ‘owns’ the ‘material’ that is produced in the Mentoring process?

36. Some further thoughts a bout mentor ing (6) The high level of trust that is present in the Mentoring process will allow topics that are generally pushed down or silenced.

37. Some further thoughts a bout mentor ing (7) Mentoring may bring about the development of ‘double-loop learning’ . It is the sort of learning that not only helps the solution of existing problems, but it also helps avoiding similar problems in the future by studying the causes of those problems.

38. Some further thoughts a bout mentor ing (8) In the Mentoring process the Mentor and the Mentee have to aim at using equal time in the long run.

39. Some further thoughts a bout mentor ing (9) Mentoring may give a new definition to failure. We can see ‘failure’ as a postponed success.

40. Some further thoughts a bout mentor ing (10) The qualification the Mentor is very important. There is one thing that is even more important and it is the quality of the Mentoring process.

41. What has been left out of this Introduction ? Needs analysis – client-mapping Mapping the sorts of problems the potential Mentor can handle 10 wishes of psychological origin as the basis of motivation Sympathy + empathy vs sympathy Deficiency analysis : what was missing that caused the problem

42. Thank you for your attention .