1. Workshop for ART mentors
Mentoring
Workshop for ART mentors

2. Helping another person to achieve a goal
What is mentoring?
Helping another person to achieve a goal

3. Roles of the Mentor Critical Friend Role Model Catalyst Sounding Board
Provides constructive criticism by encouraging the Teacher to reflect on his or her experience
Role Model
It is inevitable that the Teacher will see the Mentor as a Role Model as the Mentor has more experience than the Teacher
Catalyst
A mentor will always act as a catalyst by providing ideas and advice, enabling the Teacher to progress and solve problems
Sounding Board
The Teacher may ask for advice or guidance before making a decision

4. The Mentoring relationship Build a rapport Listen Encourage
Give advice
Never dictate
Mentoring is not telling people what to do
Create an informal atmosphere where the teacher is at their ease.
The atmosphere should be empathetic and supportive
Trust should be developed
Questions should be used to encourage the Teacher to be reflective
The relationship should not be confrontational.

5. Mentoring is a brain to pick, an ear to listen and a push in the right direction
John C Crosby

6. Stage of Teacher development
Aware
Able to Assist
Able under supervision
Competent without supervision
Expert
Aware - The Teacher has no or very little experience of teaching new ringers. [not all the teachers you will mentor will start at this level]
Able to Assist - The Teacher gains more experience through watching and through practice and extends their level of competence
Able under supervision - Teacher works alone but under direct supervision
Competence with out supervision THIS IS THE MINIMUM LEVEL YOU ARE LOOKING FOR FROM A TEACHER. You might ask yourself the question “ Would I be happy for this person to teach my learners?”
Expert – this stage comes later, The Teacher will not be at this stage by the time he or she is accredited

7. Mentor role at each stage
Role Model - at the aware stage
Shared teaching - at the able to assist stage
Advisory role, feedback and questioning - at the able under supervision stage
Guidance, face to face, by phone or - at the competent without supervision stage
Aware – the Mentor is observed by the Teacher demonstrating the Perfect Model for Teaching
Able to assist – In this case the teaching is shared. When teaching handling The Mentor can teach each exercise first and then the Teacher can repeat. This gives the advantage that the new ringer has already had some practice at each exercise before the Teacher works with them.
Able under supervision - This is the stage that a Teacher with previous teaching experience is likely to be at. The Mentor should use questions to encourage self reflection. The Teacher is having to take on all the new ideas of the ITTS courses and may find it easier to stick with what he or she has done in the past. The Mentor should encourage the Teacher to try out all the new ideas asking questions to make the Teacher think about why he or she is taking a particular course of action. Feedback as to the Teacher's performance is important at this stage
Competent with out supervision. This is the stage we are aiming for. This is the stage when for Module 1 the Mentor should arrange for an assessed teaching session by an external moderator. After Teacher has become accredited and a member of ART the Mentor can still be available to give further assistance if asked.

8. Phases of Mentoring Maturation Progression Stage 4 Up to Stage 3
Planning
Rate of learning
Building
Rapport
Building Rapport - the Mentor takes the lead role, getting to know the Teacher and building a relationship by phone calls and meetings
Planning - The Teacher arranges the teaching sessions making sure that the Mentor can attend.
Progression – Teacher and Mentor work together until the Teacher is capable of working independently. The majority of the learning takes place during this phase
Maturation. The Teacher is now competent to teach independently and the Mentor arranges an assessed teaching session for those completing Module 1 or performs the two assessed teaching session for those completing Module 2.
The Teacher will continue to learn after he or she reaches the stage of teaching competently without supervision but the rate of learning will not be so steep.
Time

9. Understanding Mentoring
Covers an extended period of time
Advice and guidance rather than instruction and direction
Interaction and information
The emphasis is very much on guidance rather than instruction. The idea is to get the Teacher to start to think things through by themselves once they get to the stage of being able with supervision.

10. Begin with the end in mind
Teacher Accreditation
Membership A.R.T.
The “end” in this example is to get the Teacher through the accreditation process and become a member of ART

11. Putting the process into action
Establish the plan for joint teaching
Module 1
Module 2
Make sure the Teacher is aware of arrangements for assessed teaching sessions
Make sure the Teacher knows that you need to be involved in the planning of the teaching session for each Module.
For ITTS Module 1 – (Teaching Bell Handling) the Mentor should be included in all the first handling lessons with the new ringer.
It should be pointed out to the Teacher that it is his or her responsibility to involve the Mentor with the planning of the lessons so that all parties can be present.
It is important that the Mentor sees the Teacher use all the exercises for teaching handling that are in the Teacher Training Logbook. This will ensure that the Teacher has the experience of using each one.
For ITTS Module 2 – (Teaching Elementary Change Ringing) the involvement of the Mentor will depend upon which of the four above stages of development the teacher is at. (i.e. how experienced he or she is). The Mentor does not have to be involved until the teacher is ready to have the two consecutive teaching session assessed.

12. Teacher Expectations To acquire knowledge and information
Receive feedback to help develop skills
To be offered suggestions, guidance and ideas
The Teacher will be expecting support from the Mentor and his or her requirements may include these items.

13. Mentoring is essentially a practical exercise and your mentoring skills will improve with experience
Mentoring skills will develop over time as the process of mentoring continues. It is not expected for Mentors to be experts initially.
Mentors on the ITTS have the knowledge and the experience in the field but need to develop an objective view of others needs.
They need to be willing to use their knowledge and experience to benefit the Teacher
And have sufficient enthusiasm to work with them to help them achieve accreditation and membership of A.R.T.

14. Skills of a good Mentor Be encouraging Have patience
Be interested in developing others
Be prepared to challenge and to be challenged
Mentors should be self reflective about their own style and be prepared to adapt it .

15. 3 way relationship – Plan lesson before hand
Feedback when new ringer is not present
Observe during lesson
Feedback and review after lesson
The 3 way relationship between the new ringer, Teacher and Mentor is a delicate one. The Mentor must not be seen to undermine the authority of the Teacher in the new ringer’s eyes.
The need for careful planning is important, factors such as the height and age of the new ringer may need to be thought about.
How far is it planned to take the new ringer on the first lesson?
The first lesson will be a kind of assessment to find out what type of learner the new ringer is and how easy they will find it to progress.
After the first lesson it is important for the Mentor and Teacher to review the lesson once the new ringer has gone from the tower.
At this stage it may be easier to make plans for the following lessons.

16. Post lesson review www.ebi What went well Even better if HOW?
Remember, it is important for the Mentor to remain positive at all times and to be encouraging towards the teacher.
Indentify the elements of the lesson which went well, stick to about 3 things. If you have too many little will be remembered.
Then talk about the things which could be improved and discuss options or strategies for putting these improvements into the following lesson

17. Use questions to help explore options
Use WE rather than YOU (it is softer)
Depersonalise the issue
Focus on strategies not people
What could a teacher do in that situation?
What could we do?
Questions are an excellent way of helping the Teacher be self reflective, helping him or her to learn ways of working things through for themselves. The Mentor role is to guide the Teacher through this process.

18. Type of questions which may be useful
What were you pleased with in that session?
How did the plan fit in with how it went?
Was there anything which didn’t go well?
What would you change next time?
These type of questions require the teacher to reflect

19. In what way would that help? Can I make a suggestion?
What else could we do?
In what way would that help?
Can I make a suggestion?
Would you like an alternative suggestion?
These type of questions help the Teacher to plan the way forward

20. Your thoughts please!