What successful mentors do : 81 research-based strategies for new teacher induction, training, and support

Be the best mentor you can be with these state-of-the-art strategies! How can you relate all of your teaching experience to a new teacher? Working from decades of experience, the authors of this guide offer sensible strategies to help mentors help new teachers. The authors synthesize theory and practice to show mentors how to: Increase new-teacher support, success, and retention Guide teachers in their relationships and classroom strategies Improve their own mentoring approach Avoid common mentoring pitfalls Cover Contents Foreword Preface Acknowledgments About the Authors Introduction: The Mentoring Process Is a Journey, Not a Destination Chapter 1 - Choosing the Best Strategies for Supporting New Teachers Chapter 2 - Supporting New Teachers as They Interact and Collaborate With Students Chapter 3 - Supporting New Teachers as They Organize Classroom Management and Discipline Policies Chapter 4 - Supporting New Teachers as They Develop Strategies for Managing Curriculum and Pedagogy Chapter 5 - Supporting New Teachers as They Develop, Use, and Evaluate Student Assessment Instruments Chapter 6 - Supporting New Teachers as They Develop Personal Teaching Styles and Time Management Strategies Chapter 7 - Supporting New Teachers as They Develop a Variety of Strategies for Helping At-Risk and Special Needs Students Succeed Chapter 8 - Supporting New Teachers as They Develop Strategies for Embracing and Celebrating Diversity Chapter 9 - Supporting New Teachers as They Develop Strategies for Working With New Technologies Chapter 10 - Supporting New Teachers as They Develop Positive Relationships With Parents and Community Index The authors present a synthesis of current educational research & extend its application to in-service settings. Strategies are organised into convenient categories that include developing teaching styles, time management strategies, classroom management policies, working with educational technologies, & more This study revealed that learning to become a mentor is a conscious process of induction into a different teaching context and does not "emerge" naturally from being a good teacher of children.