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    The document discusses the author's experience with mentors during their teaching practice. [1] The author had two mentors - their critic teacher who observed daily and provided feedback, and the department head who observed weekly and also provided feedback. [2] The mentors were dedicated not only to improving the student teachers' professional skills but also personal qualities. [3] The author learned effective mentoring strategies from their own mentors and hopes to emulate their example when mentoring future student teachers.

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    The document discusses the author's experience with mentors during their teaching practice. [1] The author had two mentors - their critic teacher who observed daily and provided feedback, and the department head who observed weekly and also provided feedback. [2] The mentors were dedicated not only to improving the student teachers' professional skills but also personal qualities. [3] The author learned effective mentoring strategies from their own mentors and hopes to emulate their example when mentoring future student teachers.

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    The document discusses the author's experience with mentors during their teaching practice. [1] The author had two mentors - their critic teacher who observed daily and provided feedback, and the department head who observed weekly and also provided feedback. [2] The mentors were dedicated not only to improving the student teachers' professional skills but also personal qualities. [3] The author learned effective mentoring strategies from their own mentors and hopes to emulate their example when mentoring future student teachers.

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    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    18 views3 pages

    PT Ref

    Uploaded by

    John Joseph Duma
    The document discusses the author's experience with mentors during their teaching practice. [1] The author had two mentors - their critic teacher who observed daily and provided feedback, and the department head who observed weekly and also provided feedback. [2] The mentors were dedicated not only to improving the student teachers' professional skills but also personal qualities. [3] The author learned effective mentoring strategies from their own mentors and hopes to emulate their example when mentoring future student teachers.

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    Tolentino, Jercyl C.

    IV-A BSE Eng November 22, 2010

    A Teacher – A Mentor

    Last semester, I had my Practice Teaching 1 in Pitogo High School. At first, I was very

    nervous because I didn’t know exactly what was going to happen for two months being mentored

    by a male teacher. After three days of observation, I became at ease and comfortable talking with

    him. Every after class, we discussed something about my observation. When I started the actual

    teaching, I found out that I didn’t have only one mentor. I have two – my critic teacher and the

    department head of the English department. The role of my critic teacher was to observe my

    teaching strategies and classroom management every day and to discuss what were the things to

    improve. On the other hand, the department head always kept an eye on us. He observed the

    student teachers every week and did the same, discussed the things needed to improve. They

    were very dedicated to teach the things that the student teachers must learn. They didn’t just help

    me and my fellow student teachers to enhance our professional qualities but also the personal

    qualities. When the time of our final teaching demonstration was approaching, I saw how they

    allotted their precious time and effort to have our dry run. Even though they had other things to

    do, especially the department head, we went to the reading center to polish our lesson plans until

    7 in the evening. All in all, they molded us to become better student teachers.

    I remembered what Mr. Pasion (Department Head of English) said to us in our first day

    of practice teaching, he said that, “Hindi kayo lalabas ng Pitogo High School ng hindi kayo

    natatalupan.” I felt a sudden chill in my bones and thought that this semester would be a bloody

    one. And I guess it was but then at the same time very fruitful.
    In almost two months of staying in that school, I can proudly say that their mentoring of

    student teachers is at its best, from the subject coordinator down to every critic teachers. The

    knowledge they had shared with us made us what we are now.

    As a future teacher, when my time comes to handle student teachers, I want to be a good

    mentor. I think I might adapt what mentoring strategies I have learned in my Practice Teaching. I

    will not think that my mentee doesn’t know anything at all. Mentoring is also like teaching-

    learning process. The mentee can learn from the mentor and the mentor can learn from the

    mentee. I’m very much willing to help my student teacher to improve his/her own methods.

    Mentors must resist the desire to create another one like themselves, remembering that friends

    accept their friends the way they are.

    As said by John Crosby, “Mentoring is a brain to pick, an ear to listen and a push in the

    right direction.” Mentoring is not that easy. The mentor should be ready any problems they

    would encounter together with his/her student teacher. Mentoring could cause significant stress

    or loss in other areas should be weighed carefully before making a commitment. It takes time to

    be a good mentor and one key is that one must know how to listen with others. Listening to your

    mentee can improve the qualities you’ve both shared. And another key is that a mentor should

    not be the one who pulls the mentee down in times of pressures. He should be the torch that

    enlightens up the mind in order to get out of the darkness. The mentor guides the student teacher

    to choose the right path.

    And I think, the most important part in mentoring process is that believing in each other’s

    skills and abilities. With this, mentoring would be a one of a kind partnership.

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