The Effects and Implication of Mentoring for Beginning Teachers in the Philippines

Educators in the modern day have far more challenges to face than many of their predecessors. We are entering an era of teaching where there is no bounds to the amount of

Criminologist James Fox of Northeastern University predicts that murders committed by teens will skyrocket as the population of kids 10 and under is higher than population of 21st century teens by 20%. (Stephens) Mentoring is the act of helping out someone that isn't as knowledgeable or experienced in different areas. The goal is to make them leaders. (Patterson)

With developments in technology growing exponentially, teachers must show students how to think critically and problem solve, using factual information as a primary resource. By mastering these skills, students become prepared for their college and careers, which will most likely involve some form of technology that has not yet been invented. This will influence many of the decisions I make as a teacher. Instead of assigning a reading passage and then comprehension questions to answer after, I can encourage students to discuss what they read and make connections to their own lives, research a topic for different perspectives or deeper details, or give students opportunities to present what they know to their peers and me in creative ways.

This independent reading report focuses on Tools For Teachers by Fred Jones. This book is excellent at describing the nuts and bolts of teaching. It is a refreshing balance to the theoretical works of Vygotsky and Piaget, and it is a solid start for people who are focused on the tangible, practical aspects of what to do at 8am on their first day of classes, when the “Zone of Proximal Development” just doesn’t seem helpful enough. Dr. Jones, a psychologist from UCLA, based his methods off of countless hours of observing natural teachers. When he’d interview these naturals and asked them why they were successful, he found they weren’t able to articulate the tangible things they were doing. This book is Dr. Jones’ best shot at this articulation. It’s a practitioner’s manual; backed up by evidence, but not overloaded with jargon. It is the best educational book I have ever read. In this report, I will describe how Dr. Jones defines classroom management, detail the primary tenants of his system, discuss the differences and similarities of Dr. Jones’ system to the research and ideas we’ve learned about in class, and present how the ideas from Tools For Teaching have practical application in my own future classroom.

Woullard, R., & Coats, L.T. (2004). The community college role in preparing future teaches: The impact of mentoring program for preservice teachers. Community College Journal of Research and Practice, 28, 609-624.

The risk of losing beginning teachers has been an issue in the United States for a long time. An immense amount of research has been conducted exploring why beginning teachers are leaving the profession. Fantilli and McDougall’s (2009) pointed out that beginning teachers have the same responsibilities and requirements as veteran teachers, but in addition to these factors, feel the additional pressure that most people feel starting a new vocation. As a result, beginning teachers spend “a disproportionate amount of time and effort simply to keep their heads above water” (p. 814). In the article Hello, Goodbye: Exploring the Phenomenon of Leaving Teaching Early, a qualitative study was conducted to explore why beginning teachers are leaving the profession. Through an interview process, former beginning teachers identified negative factors that influenced their decision to leave the profession. These factors included working with unmotivated colleagues, feeling isolated, feeling that they did not receive support or recognition from administration, dealing with administrative problems, and not having flexibility and freedom to decide how they teach in their classrooms.

Oftentimes, new teachers are provided with little to no professional guidance, and because of that, nearly fifty percent of teachers leave the classroom within the first five years. This turnover rate not only has an impact on kids, since they lose the person they were connected with, but it also costs the nation roughly 7.4 billion dollars a year. This video, which focuses on the Hillsborough County Public School System, in Tampa, Florida, brings to light the importance of mentor teachers for first and second year teachers. Through the gathering of evidence and classroom observations, these mentor teachers provide the passion for new teachers and help to unlock their potential. Since the implementation of the mentor program their retention of new teachers has gone from 72% to 94%.

In the practice of teaching, it is the responsibility of a teacher not only to teach students subject matter, but to teach students in order to enable them to grow and develop as a person. While it is essential for students to have an understanding of academic material, it is also equally as important that when students finish their education they have skills to use in

The Good Mentor by James Rowley is an article that role of mentoring among first-year educators. James discusses what a mentor should look like and the qualities that should be present in order for first-year teachers to see success. School-based mentoring programs present challenges that require veteran teachers who demonstrate positive outlooks. This positivity demonstrated will reflect on those mentored teachers.

This investigation requires an ethnographic study, auto-ethnographic (ie from the investigator's own experience) and cyber-ethnographic, watching and participating in online communities of these spaces.

Mentoring is a strategy that is beneficial to increased productivity in the workplace as well as a fulfilling love for one’s career. Mentoring can take place at many levels. It can occur at an education level or as we enter into prospective careers. Those who miss out on the opportunity to be mentored, have a lower chance to perform at high levels or receive positions that are more successful. Mentors and protégé’s work on challenging tasks and activities together, in an effort to enhance the skills of the protégé. The earlier a protégé is taken under the wing of a mentor proves extremely beneficial.

1. Mentors are people who have high proficiency in the industry that they teach. They have flexible minds, allowing them to find innovative solutions to problems. They love to learn and use self reflection and observation to do so. Mentors are not afraid to try new things relating to their field and keep an open mind to other’s input and ideas. In a preschool setting, mentors need to be well educated about children and adults. Understanding how teachers can learn is vital.

As an autoethnographic writer, substantive contribution to an understanding of social life contributes to a fair and objective evaluative process. Its narratives should induce rational and intellectual thought that provokes additional inquiry and review in its readers. According to Jensen-Hart & Williams (2017), engaging in reflexivity allows for a greater sense of awareness of how each of us is similar, yet distinctly different. By continuing to critically analyze the self in social and cultural contexts we develop the habit of reflexivity through critical reflection while strengthening professional skills and

If an educator mentors his or her successor, that will ensure success of the department for the sake of future students and the patients. If the skills are taught to the mentee and evaluated for competencies, then even in the event of that educator moving on to the higher level, department can function well with new person in place, which would be the mentee. Mentoring can be empowering to the mentee as the leader let go of some of his or her reins and let the mentee expand the skill set (Federer, 2014). Patience is the biggest virtue mentor could possess while mentee is learning. Influence as a role model is one of the core aspects of the leadership (Chan, 2014).

Each year, new teachers and even the experienced one confront great challenges such as changes in subject content, new instructional methods, advances in technology, changed laws and procedures, and student learning needs .The main reason for these challenges illustrated among College and university programs that cannot provide the extensive range of learning experiences necessary for graduates to become effective public school educators. Once students graduate, meet their state’s certification requirements, and are employed, they learn through experience. In 2003, Ingersoll stated that new teachers and principals take years to gain the skills they need to be effective in their roles. The complexity of teaching is so great that one-third of