Mentor Training Support Pages
You are here >> Mentoring Home >> Unit 4
Unit 4 - Intervention and Support
Managing challenge and conflict is designed to help mentors deal with situations where there may be difficulties between themselves and their trainees. These situations are often stressful, however, it is important to face such issues because unless tackled the situation will probably get worse. This session is therefore primarily about constructive advice. It should also underline the fact that mentors are not on their own – support is available from many different sources.

When offering intervention or support you should reflect upon:

  • What is good feedback from mentors to students
    • Is this the same in primary and secondary?
    • Is this the same in all schools?
    • Is this the same for all students?
    • How structured should this be?

Questions to consider include:

  • What happens when things do not go to plan?
  • What kinds of things might be issues? (and links to standards esp. Pt II)
    • Lateness, attendance, dress, attitude, deadlines, over-familiarity
    • Particular skills
    • Subject knowledge
    • Pedagogic knowledge
    • Failure to meet targets linked to teaching (planning, teaching, assessing)
  • When should I challenge the student?
  • How should I challenge the student?

  • Models of intervention and the intervention flow-chart

Activities

  • Analysis of video snippets taken from mentor meetings,
  • Setting of own criteria for 'acceptable' standards,
  • Reflection on our expectations and where these come from?

M level assessment

Core Q: What do models of intervention offer to the mentoring process?

Models of support, models of intervention.

Support Resources

Wider Literature

  • Achinstein, B & Steven. A. (Ed.) (2006) Mentors in the Making: Developing New Leaders for New Teachers. New York: Teachers College Press
  • Furlong, J. and Maynard, T. (1995) Mentoring student teachers: The growth of professional knowledge, Routledge, London and New York
  • Kolb, D. (1984) Experiential Learning: Experience as the Source of Learning and Development, Prentice Hall, New Jersey, NJ
  • Kise, J. A. (2006) Differentiated Coaching: A Framework for Helping Teachers Change. Thousand Oaks: Corwin Press
  • Moon, J. (1999) Reflection in Learning and Professional Development: theory and practice. London: Kogan Page
  • Schön, D.A. (1983) The Reflective Practitioner: how professionals think in action. London: Temple Smith
  • Schön, D.A. (1991) Educating the reflective practitioner. San Francisco, Calif.: Jossey-Bass
  • Tolhurst, J. (2006) Coaching for Schools: A Practical Guide to Using Coaching to Build Sustainable Learning and Leadership in Schools. London: Longman
  • Tomlinson, P. (2001) Understanding Mentoring: Reflective Strategies for School-based Teacher Preparation. Buckingham: Open University Press
Questions? Contact the office on 01482 466698 or teachereducation@hull.ac.uk
Unit_4Unit_3Unit_2 Unit_1