Being a mentee is an integral part of the process of becoming a teacher. During training, and in their first year as a beginning teacher, students and NQTs can expect to be mentored and learn from that experience. But experienced teachers can also benefit from this process.
“Any teacher should be open to learning, and we have experienced teachers who enjoy being mentored. Teaching is always changing, so it’s important to share best practice,” explained Eleanor French, programme manager for Thames Primary SCITT (school-centred initial teacher training).
Why do teachers need mentors?
During teacher training and the first year as an NQT, it can be helpful to have someone to turn to not only for advice about teaching practice but for emotional support too.
“Mentors often have a pastoral role to play, and it’s good for mentees to have that support when dealing with the pressures of teaching,” Ms French continued.
Whatever stage you are at in your teaching career, having a mentor can help you to learn how to become a better teacher. Nathalie Blondeau, a professional mentor at Oaklands Secondary School in east London, said: “I’ve been a teacher for 20 years and I’m still learning. If you’re not a constant learner you cannot say: ‘I know my craft well’.”
Ms Blondeau believes experienced teachers who stop reflecting on their practice are in danger of regressing – it is important, she says, to keep looking at new ways of learning. Those who are experienced professionals “need to remember that they’re not just teachers, but still recipients of new knowledge, and to be open to that”.
Jo Palmer-Tweed, course director of the Thames Primary SCITT, also believes that being a teacher is “a never-ending journey of learning” and that in order to keep up-to-speed with changes within the profession, such as new ways of teaching and the latest policies, “it is important to seek out expert mentors”.
Unlike student teachers and NQTs, who are assigned professional mentors, the experienced teacher will need to look for their mentors, and Ms Palmer-Tweed encourages them to do this by networking often with other teachers.
Bumps in the road
So, what can go wrong with the mentor-mentee relationship? While being mentored can be a beneficial experience, sometimes the mentor-mentee relationship can be problematic.
Mentors may not be able to devote enough time to supporting mentees. And mentees may be demanding too much time from their mentors because they are overly dependent on their support – this could include phoning them in the evening with questions about lesson planning and so on.
Mentees can also feel that their mentor is being overly critical while mentors may be bombarding mentees with criticism because they are trying to address everything that has gone wrong in lessons they have observed in one go.
If the mentor-mentee relationship is difficult, mentees can take steps to improve their situation. Ms Blondeau advises that student teachers talk to the university responsible for their teacher training programme about problematic relationships with mentors, and request a mediator to help resolve any issues.
It can be challenging for NQTs who have issues with their mentors, because they are also often their line managers. Ms Blondeau points out that this dual role means they are also the mentee’s superior, which can make it difficult to have frank discussions about some of the issues the NQT may be facing.
“This can make appraisals with line managers tricky because there can be a conflict of interest for the line manager/mentor,” Ms Blondeau explained.
Line managers may have to make judgements on the NQT’s performances but, “mentors shouldn’t be judging mentees, they should be supporting them”, she added.
Ms Blondeau emphasises that every NQT has the right to request someone other than their line manager to mentor them: “As a mentee you’re in charge of your own professional development,” she added.
NQTs who believe they would benefit from being mentored by a specific person who possesses the skills they want to acquire should ask someone from the school’s management team to help make this happen, Ms Blondeau said.
Making the most of mentoring
To make the most of being a mentee, from the start of the relationship with their mentor teachers should discuss with them what they hope to get out of the experience, according to Julian Stanley, chief executive of the Education Support Partnership. Mentees should have a clear understanding of their mentor’s availability in terms of offering support, and the best way of contacting them.
“When the relationship is being established, mentees should ask mentors how they prefer to be contacted, such as by email or phone, and when – for example, sometimes mentors don’t mind being contacted at weekends,” Ms French said.
But mentees should not become too reliant on their mentor’s time and support, warned Ms French. They need to be aware that it is important “for mentors to get the balance right between being supportive and also encouraging independent thinking”.
Mentees will also get the most out of this experience by accepting constructive criticism. Ms Blondeau explained: “Mentees should be open to positive criticism from their mentor and discuss with them ways they can resolve issues.”
As well as being open to learning about teaching from mentors, mentees need to feel their mentor is approachable and that they can ask them any questions that would help to improve their skills.
“If you’re not sure, ask your mentor, which is better than taking a risk, or guessing,” Ms French said. “There’s no such thing as a silly question – and if a mentor can’t answer it, they can refer you (to someone else) to get the answer you need.”
Between designated meetings with their mentors, mentees should write down their queries to remind them to ask about any concerns they may have.
As well as asking questions, mentees should make the most of observing their mentors as this can enhance the way they teach: “That’s how we learn – by watching, talking, listening and doing,” Ms French added.
Having a positive approach to being mentored, rather than seeing it as a punishment, helps enhance the mentee experience.
As Ms Blondeau said: “Embark upon this process as an opportunity to develop. If mentees look at this experience as a punishment it will be painful, both for them and mentors. Embrace being a mentee as you can only gain from it – and you’ve nothing to lose.”
Five top tips
- Embark upon the process of being a mentee as an opportunity to develop your skills as a teacher.
- From the start, discuss with your mentor what you hope to get out of the experience.
- Mentees should have a clear understanding of their mentor’s availability in terms of offering support, and the best way of contacting them, and when.
- Between designated meetings with mentors, write down queries to remind you to ask about any concerns you may have.
- Accept constructive criticism from mentors and discuss with them ways to resolve issues.
- Kathy Oxtoby is an experienced freelance journalist and former secondary teacher.