Common Mentor Problems – Assignment #7
November 27, 2009 by wojtera
Read the five common mentor problems presented below. Respond to 2 of the situations.
1. I can’t find the time to meet with my mentee. Elementary school is so demanding of teachers’ time! Between Book Buddies and Staff/Grade level meetings, we just don’t seem to connect for any meaningful length of time.
2. Some of my colleagues seem to think that my mentee is having some significant problems of one kind or another. They approach me as if they expect me to fix the problem. I’m not even sure I see what they are talking about; his performance in the classroom seems to be developing appropriately.
3. I don’t know what to think! My mentee seems to be spending more time with another teacher. They seem to be engaged in meaningful conversations and I guess I have some mixed feelings about that.
4. My mentee seems to be unorganized and a little disengaged with the realities of the classroom. I don’t see her following through with what I have asked her to do. What is the next step?
5. My mentee seems to be having problems with boundaries in the classroom. What do I say to help him/her keep things professional, and find that balance between being kind to students versus ‘overly friendly’?
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1. I can’t find the time to meet with my mentee. Elementary school is so demanding of teachers’ time! Between Book Buddies and Staff/Grade level meetings, we just don’t seem to connect for any meaningful length of time.
*I do agree that I sometimes feel I’m just quickly tossing out hints, suggestions, etc. Even using planning time, it goes so quickly. My best time to meet is after school, which is not an option with blocking interns. My intern and I are communicating through emails, too. Over the Thanksgiving break, she has emailed lesson plans and I took some time to look them over and responded with comments and suggestions. We’ll still need to follow up at school.
4. My mentee seems to be unorganized and a little disengaged with the realities of the classroom. I don’t see her following through with what I have asked her to do. What is the next step?
*This has been a problem several times before but not this semester. I have feared that this new generation of teachers-to-be lack a certain work ethic that this profession demands. I tried keeping a notebook with the mentee where I write comments about skills that need work as I observe them and he/she can respond. Or I might write a note of encouragement when I see honest effort to improve on something we have discussed. I encouraged the mentees to take notes, too, when I am teaching in order to provide some consistency when we are working as a team in the classroom.
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1. I can’t find the time to meet with my mentee. Elementary school is so demanding of teachers’ time! Between Book Buddies and Staff/Grade level meetings, we just don’t seem to connect for any meaningful length of time.
-Finding time is hard and so is making time. Our planning time isn’t always there in PE, so before school or after school is our best bet. While doing duties (bus or car rider) it can be a useful time to chat, not a heart to heart time but a time to ask some useful questions. We do have a brief moment between classes to check in and make suggestions/changes if need be.
5. My mentee seems to be having problems with boundaries in the classroom. What do I say to help him/her keep things professional, and find that balance between being kind to students versus ‘overly friendly’?
-This is a thin line and a hard one to see especially for young teachers. It’s so important however to set the tone in your classroom. I would be asking questions “what actions are working for you?” “do you feel like you have control of your classroom” “why/why not?”. I would try to listen to their answers and then reply back. Guiding them to think about situations and their actions more so than making a blunt comment. (Though at times blunt comments are needed). Helping them to brainstorm ways to keep boundaries and enforcing them would be helpful.
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Stephanie Gillespie Reply:
December 1st, 2009 at 10:57 am
I liked what Suzanne said about finding and making time to talk with mentee. We have so many meetings before and after school that even chatting then is difficult. I often leave notes on desk of mentee when I see something I like or that needs improvement on. We can discuss it later when we have a chance. That way I don’t forget and she/he can reflect on what the note mentioned.
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My mentee seems to be having problems with boundaries in the classroom. What do I say to help him/her keep things professional, and find that balance between being kind to students versus ‘overly friendly’?
I had this problem last spring semester with my student teacher. She was very immature and acted like she was still in high school and a “teeny bopper”. She wanted to be friends with the children and had a hard time being the adult. My response to all this was telling her how important it was for the children to respect her. She could be their friend but she had to earn the adult teacher role first. If they had that then classroom management would be much easier and she would have a much easier time in the classroom. Needless to say I’m not so sure she got it!!
I can’t find the time to meet with my mentee. Elementary school is so demanding of teachers’ time! Between Book Buddies and Staff/Grade level meetings, we just don’t seem to connect for any meaningful length of time.
This is a problem a lot of the times. One way is to use email if you have to. Lesson plans and comments can be sent and looked over for discussion the next day. Also, just set aside a time daily or weekly to meet. I know it can be hard but just like we have a set time to meet with our grade level, you can set time to meet with your mentee. They need to learn from the get go that meetings and planning is a very important part of teaching.
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Kelly Reply:
November 29th, 2009 at 10:38 pm
Mary, I would have picked these same two to respond to, so I thought I’d piggy back on what you are saying!
It is interesting to see how difficult it is for the blocking students in particular to see the difference between trying to be a student’s friend and being friendly — they think that if we say ‘don’t be a friend’, the only alternative is to be mean! I think if this is the problem, being as specific as you can with your feedback can help: quote to them (out of earshot of the students) something you’ve heard them say that is crossing the line, and then help them to re-word it appropriately for the next time.
As far as finding time to meet — it is particularly hard with the blocking students leaving at lunch time — not everyone has morning planning time. When I student taught, my CT and I had a notebook we shared. When either one of us had a question or comment, we wrote in it — the other person took it home and brought it back the next day with a response. My CT made sure we wrote in it nearly every day . . .Email journals would certainly suffice as well! I agree with Michelle, though, that face to face conversations are the best, when you can swing it . . .
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I can’t find the time to meet with my mentee. Elementary school is so demanding of teachers’ time! Between Book Buddies and Staff/Grade level meetings, we just don’t seem to connect for any meaningful length of time.
I’ve only had one mentee but I remember not having time to discuss issues. The morning was too rushed with having other meetings and the afternoons were also busy. There were times I felt I wish we had more time to talk about the day.
My mentee seems to be having problems with boundaries in the classroom. What do I say to help him/her keep things professional, and find that balance between being kind to students versus ‘overly friendly’?
I haven’t had this problem but I have seen some of the student teachers act more like a buddy to the students. Sometimes at the lunch table or while walking them to and from activities. It can be difficult to be nice but firm. Many mentees feel like to be nice they have to be like a buddy and then the behaviors get out of control. Once this happens it is often much more difficult to be firm.
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1. Although I always have a specific time to confer with my mentee, I find that conferring “as we go” is much more effective because of the spontaniety. When something requires more time than we have in the moment, we discuss it during planning time that day or the next day.
4. I think the work inherent in the blocking experience causes some students, especially those who lack organizational skills, to do less than their best in the classroom. I like to offer help in organizing and prioritizing the work load, while being very specific about changes needed to make her work in the classroom acceptable.
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Stephanie Gillespie Reply:
December 1st, 2009 at 11:15 am
I like to think that I am “somewhat” organized!!! I do stress to aides/student teachers that I have to write myself notes all the time to remind me of what needs to be done. I’m lost without them! I will also have to say that even the most organized teacher will find her beautiful lesson plans for the week are often altered due to numerous reasons such as: schedule changes for the school, lesson that needed to be touched on again the next day, finding that there was something of interest to the class that brings extra discussion and not enough time for the planned lesson. Flexibility is a must in elementary education!!
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1.I can’t find the time to meet with my mentee. Elementary school is so demanding of teachers’ time! Between Book Buddies and Staff/Grade level meetings, we just don’t seem to connect for any meaningful length of time.
** I agree that conferring “as you go” is an effective tool especially on those days when you don’t have planning. Email can be effective but it has limits. I prefer talking face to face.
4. My mentee seems to be unorganized and a little disengaged with the realities of the classroom. I don’t see her following through with what I have asked her to do. What is the next step?
**model expectations, explain what you are doing and why
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1. I can’t find the time to meet with my mentee. Elementary school is so demanding of teachers’ time! Between Book Buddies and Staff/Grade level meetings, we just don’t seem to connect for any meaningful length of time.
We try to have a “set” time (usually during our planning time) when we can sit down and talk/plan. I also try to talk with her as soon as possible after completing an observation.
3. I don’t know what to think! My mentee seems to be spending more time with another teacher. They seem to be engaged in meaningful conversations and I guess I have some mixed feelings about that.
I think this is a good thing! It shows that your blocking student can mesh with a professional outside of her “cooperating teacher comfort zone”. Just make sure you are meeting her needs and guiding her in your classroom effectively.
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1. I can’t find the time to meet with my mentee. Elementary school is so demanding of teachers’ time! Between Book Buddies and Staff/Grade level meetings, we just don’t seem to connect for any meaningful length of time.
It is very important that during the preservice week of school, a time to meet and collaborate each week during the school year is established and agree upon between the mentor and mentee. It does not have to be a lengthy meeting, but at least 15 minutes where reflection can be used by both on what happened the past week and what to expect during the upcoming week.
2. Some of my colleagues seem to think that my mentee is having some significant problems of one kind or another. They approach me as if they expect me to fix the problem. I’m not even sure I see what they are talking about; his performance in the classroom seems to be developing appropriately.
This should be discussed with the principal of the school if it is a beginning teacher or the university supervisor if the mentee is a student teacher. If their opinion is the same as what the mentor teacher sees, continue doing what is working. If not, get a list of issues that the principal or university supervisor think the mentee needs to correct.
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1. I can’t find the time to meet with my mentee. Elementary school is so demanding of teachers’ time! Between Book Buddies and Staff/Grade level meetings, we just don’t seem to connect for any meaningful length of time.
It is my responsibility to make the time to meet with my mentee. We have a set time and day to meet every week. This meeting time is so important for both of us to sit down and discuss anything we need to at that time.
4. My mentee seems to be unorganized and a little disengaged with the realities of the classroom. I don’t see her following through with what I have asked her to do. What is the next step?
It can be difficult trying to juggle classes, assignments, Book Buddies, and being in the classroom. It is important just to be honest and sit down and explain to the mentee what areas need to be improved and give suggestions on how to improve. I would give the mentee very specific details with time frames of when I need something done.
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Diane Reply:
December 1st, 2009 at 11:18 pm
1. I agree completely. Finding and making time for consistent weekly face to face conversation is a priority. In the meantime, I think emails/journals are valuable tools for enhancing the mentor/mentee relationship as well as a way to help both know/remember what to reflect on when you meet. I also think the immediate feedback is ever so important such as what Kim mentioned after an observation and the “confer as you go” approach that Kay mentioned. I really needed and valued frequent feedback as a student teacher. You just make the most of every opportunity to have good conversation, big or small.
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Donita,
1. I can not find time to meet with my mentee.
It has always been difficult to find the time to meet with the mentee. However, I think it can be done in a short period of time. If we miss our appointed time each week, we do it during my planning period. The extra 10 minutes we have this year has really helped with this.
4. My Mentee seems disoprganized and is not folling through on what I have asked her to do.
I have had this in the past. I have found it very difficult to confront these isssues, but I have come to realize that it is my responsibility. They need us to give them time management tools. The blocking student I have this semester is very organized and is always prepared in advance.
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1. I can’t find the time to meet with my mentee. Elementary school is so demanding of teachers’ time! Between Book Buddies and Staff/Grade level meetings, we just don’t seem to connect for any meaningful length of time.
I think it is important to have a set time each week to sit down to talk and plan. This could be done during planning time or before school. I also agree with Kay that conferring “as we go” is also an important tool to use to address subjects while they are still fresh in our minds.
4. My mentee seems to be unorganized and a little disengaged with the realities of the classroom. I don’t see her following through with what I have asked her to do. What is the next step?
I think modeling expectations is a good way to start. But if it continues to be a problem then you may need to set up a timeline for different activities to be completed. You could have a weekly or monthly calendar that shows when particular things are due.
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1. I can’t find the time to meet with my mentee. Elementary school is so demanding of teachers’ time! Between Book Buddies and Staff/Grade level meetings, we just don’t seem to connect for any meaningful length of time. TIME—is always an issue. The mentee and mentor need to make time during the day to tough base, but this is sometimes easier said than done. This may mean coming in early or staying late each day.
4. My mentee seems to be unorganized and a little disengaged with the realities of the classroom. I don’t see her following through with what I have asked her to do. What is the next step? Communication and good modeling is the key. A mentor needs to communicate expectations clearly and must always be a good model for the mentee.
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1. Finding time to meet with Block students is always such a challenge since they leave. I have made an “appointment” with mine every Tuesday during our break. That has worked well this semester, especially since we have it backed up to Guidance. That allows us time to talk and also some time to work. I have used email in the past as well.
4. Organization is difficult as well. I remember this block semester as being the most difficult of my whole college life. However, I was also trying to work 15-20 hours at the bank in addition to the classes and the school time. Luckily I was already far enough along in my relationship with Mark that he could completely understand when all social life had to halt for a while. They are very busy during this time and some are not quite ready to make that transition to a bit more of a professional role rather than the college life role.
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1. I can’t find the time to meet with my mentee. Elementary school is so demanding of teachers’ time! Between Book Buddies and Staff/Grade level meetings, we just don’t seem to connect for any meaningful length of time.
I feel it is important to set aside time to reflect, discuss, problem solve and plan on a weekly basis – same day, same time, if possible. We are all very busy at school, and then at home trying to catch up with part 2 of our day. Because there is so much that goes on in school, I often feel like I instill, impart, and/or teach as situations arise. I would like to hand my interns a handbook of a variety of scenarios with appropriate reactions or procedures assigned to each, but we work in an environment full of surprise and unpredictability. So flying by the seat of our pants is sometimes appropriate.
5. My mentee seems to be having problems with boundaries in the classroom. What do I say to help him/her keep things professional, and find that balance between being kind to students versus ‘overly friendly’?
Counseling interns do not typically have a teaching background so this sometimes is an issue. I try to model as best and as often as I can. I also discuss with them how to respond, what responses to steer away from, avoiding control battles and how allowing too many liberties from the “get go” can bring on difficulty later on. We talk about verbal and nonverbal responses to behavior as well as classroom management systems.
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Diane Reply:
December 1st, 2009 at 11:46 pm
5. My mentee seems to be having problems with boundaries in the classroom. What do I say to help him/her keep things professional, and find that balance between being kind to students versus ‘overly friendly’?
Thinking back to my student teaching (and recently running into some old evalations), I know this was my greatest challenge. I just wanted them all to love me! My regular conversations with my mentor often addressed this area. Good modeling and frequent feedback are definitley keys here. I also know it is the area that I showed the most improvement on over the course of my student teaching by just having some good hands-on experience. Of course, there was no experience more helpful in this area than my first year in the classroom with 31 kindergartners.
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2. Some of my colleagues seem to think that my mentee is having some significant problems of one kind or another. They approach me as if they expect me to fix the problem. I’m not even sure I see what they are talking about; his performance in the classroom seems to be developing appropriately.
I wouldn’t worry about what they say. I would focus on the positive attributes of my mentee in any conversation with my colleagues and let them know that my mentee is meeting my expectations.
3. I don’t know what to think! My mentee seems to be spending more time with another teacher. They seem to be engaged in meaningful conversations and I guess I have some mixed feelings about that.
I would try to join in and be a part of the “meaningful conversations” and make an extra effort to bond with my mentee. I think this is a good thing even if I was not a part of it, some people just “click”.
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1. I can’t find the time to meet with my mentee. Elementary school is so demanding of teachers’ time! Between Book Buddies and Staff/Grade level meetings, we just don’t seem to connect for any meaningful length of time
Time is always my problem. Even if you have a morning planning time it is hard to always find quality time. I ask my mentee to leave me a note or send me an e-mail if we don’t get to all our questions/discussions. I also leave post it notes on their desk of ideas or things that come to my head when they aren’t around or while they are teaching. The best time for me to have a good length of time is after school and e-mail seems to be the best if you think of something, even if it is 2:00 am
4. My mentee seems to be unorganized and a little disengaged with the realities of the classroom. I don’t see her following through with what I have asked her to do. What is the next step?
Again, with this I leave post it notes/ or something like that with suggestions. When they do follow through I make sure I tell them and sometimes ask them to take it to a different level. I find time to explain my notes and try to get them to watch me/keep notes so that it helps to keep the consistency in the classroom.
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#4 Some times the student teachers/blocking students don’t really understand what happens if they don’t follow through with organizational steps because we are following along behind to pick up after them. It is hard but some times we have to take a step back and let them suffer the consequences in order to learn the lesson of preparedness and organization (as long as the students don’t suffer).
#3 Personalities play a role in relationships and you aren’t always going to have a student teacher who “clicks” with you. If not, you just have to take extra steps to find common ground and interests to make those connections. They may feel safer or more comfortable talking to someone that is not evaluating them. Hopefully they are learning from the others they are talking to. Maybe you should try to join in there conversations when appropriate.
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4. My mentee seems to be unorganized and a little disengaged with the realities of the classroom. I don’t see her following through with what I have asked her to do. What is the next step?
When I have encountered this issue, I’ve set deadlines. I think it is important to be most specific with what is expected on this sort of timeline. When the deadline arrived and the work was incomplete, of course there were excuses, however it seemed to make her more accountable when it was documented.
5. My mentee seems to be having problems with boundaries in the classroom…
I think it is important to discuss this. I’ve explained that the other students pick up on favoritism and it greatly impedes classroom management strategies. Students seem to lack respect for a teacher who has favorites as it portrays a lack of fairness.
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1. I can’t find the time to meet with my mentee. Elementary school is so demanding of teachers’ time! Between Book Buddies and Staff/Grade level meetings, we just don’t seem to connect for any meaningful length of time.
Though this is very difficult, it is the most important thing! I like Blenna’s idea of having a schedule meeting each week. This makes it easy to communicate regularly about positive and negative things. Without a set time it is more likely that you will meet only when there are problems to discuss.
3. I don’t know what to think! My mentee seems to be spending more time with another teacher. They seem to be engaged in meaningful conversations and I guess I have some mixed feelings about that.
For a student teacher mentee this could be positive, however, you should just make sure that you are available to meet their needs also. For a new teacher, mentee, this is very positive. You have helped them feel comftorable enough to find their niche and build professional relationships.
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1. I can’t find the time to meet with my mentee. Elementary school is so demanding of teachers’ time! Between Book Buddies and Staff/Grade level meetings, we just don’t seem to connect for any meaningful length of time.
That is just the way it is. Since we stay late all the time, make one of those days a mentee day and spend it in his/her room. Take your papers and talk together. Share experiences and laugh. If you both have to grade papers do it together. You can still chat and the casual style may make it easy to discuss some things.
2. I don’t know what to think! My mentee seems to be spending more time with another teacher. They seem to be engaged in meaningful conversations and I guess I have some mixed feelings about that.
I actually don’t think I would have mixed feelings. It is personality, common interests, teaching styles. I think that mentor is taking the friendship of mentee and another teacher personally and shouldn’t. I would continue to check in; be supportive and friendly and be glad that friendships were being created. No need to worry over something that will probably prove beneficial in the long run.
Stephanie G. I liked your idea about leaving notes.
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1. I can’t find the time to meet with my mentee. Elementary school is so demanding of teachers’ time! Between Book Buddies and Staff/Grade level meetings, we just don’t seem to connect for any meaningful length of time.
That is just the way it is. Since we stay late all the time, make one of those days a mentee day and spend it in his/her room. Take your papers and talk together. Share experiences and laugh. If you both have to grade papers do it together. You can still chat and the casual style may make it easy to discuss some things.
2. I don’t know what to think! My mentee seems to be spending more time with another teacher. They seem to be engaged in meaningful conversations and I guess I have some mixed feelings about that.
I actually don’t think I would. It is personality, common interests, teaching styles. I think that mentor is taking the friendship of mentee and another teacher personally and shouldn’t. I would continue to check in; be supportive and friendly and be glad that friendships were being created. No need to worry over something that will probably prove beneficial in the long run.
Stephanie G, I liked your idea about leaving notes.
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ooops, didn’t mean to repeat myself. I got a mission aborted message
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2. Some of my colleagues seem to think that my mentee is having some significant problems of one kind or another. They approach me as if they expect me to fix the problem. I’m not even sure I see what they are talking about; his performance in the classroom seems to be developing appropriately.
I feel like in this situation, it would be important to gain more information. It may be possible to arrange an observation with the mentee and then have a session where reflection takes place. The teacher may be feeling insecure about those exact things that the colleagues are seeing. Helping the new teacher to work through that professional issue; one that is relevant and apparent to him/her, would be helpful. Also, it may be appropriate to make the mentee aware of what his/her colleagues are observing. Of course, this would have to be done in a very professional and objective manner.
5. My mentee seems to be having problems with boundaries in the classroom. What do I say to help him/her keep things professional, and find that balance between being kind to students versus ‘overly friendly’?
Again, reflection is key in this situation. I would help my mentee think about specific instances where undesirable behavior is happening. What led up to that behavior? What were the circumstances? How did you react? After finding out why the incident occurred and thinking about how the teacher’s behavior could have made the situation stickier, we could talk together about what could be done differently next time. A new teacher’s time is limited so I might help my mentee find passages from different texts dealing with classroom management (related to the problems the teacher is having.)
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1. I can’t find the time to meet with my mentee. Elementary school is so demanding of teachers’ time! Between Book Buddies and Staff/Grade level meetings, we just don’t seem to connect for any meaningful length of time.
I would say to try to make the most of the minutes you can find in the school day, or even try to meet for coffee or something outside of school, if that’s possible. It always helps if you can build a good relationship, at school and away from school.
5.5. My mentee seems to be having problems with boundaries in the classroom. What do I say to help him/her keep things professional, and find that balance between being kind to students versus ‘overly friendly’?
I think that I would come at it from a kind approach as opposed to a defensive approach. I may even relate it to struggles that I had when I began teaching and strategies I used to overcome them.
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My mentee seems to be unorganized and a little disengaged with the realities of the classroom. I don’t see her following through with what I have asked her to do. What is the next step?
*I think honesty is the best policy, especially in this situation. The mentor should help the mentee come up with some ideas/strategies to help him/her become more organized. Organization is so important in the teaching profession.
I can’t find the time to meet with my mentee. Elementary school is so demanding of teachers’ time! Between Book Buddies and Staff/Grade level meetings, we just don’t seem to connect for any meaningful length of time.
*There is NEVER enough time in the day? I think in this situation it is best to not put off meeting with the mentee. It is important to meet right after on observation, so that any suggestions you have are fresh! You have to make time, whether before school, after school, or during specials.
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I can’t find the time to meet with my mentee. Elementary school is so demanding of teachers’ time! Between Book Buddies and Staff/Grade level meetings, we just don’t seem to connect for any meaningful length of time. We all feel there is never enough time but you just have to make the time, even if it means making an “appointment on your calendar”, or stay at school late. Since my preschoolers leave at 2, this has not been a problem for me for many years, but this feedback and exchange is of utmost importance!
My mentee seems to be unorganized and a little disengaged with the realities of the classroom. I don’t see her following through with what I have asked her to do. What is the next step? Organizing college life and organizing your life and role as a teacher are different. It might be necessary to set firm deadlines and share some of your tricks, strategies, and organizational methods.
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