Mentoring, one component of teacher induction can be effective means of addressing the problems and, in many cases, helps alleviate the anxieties of first-year teachers. Although new teachers needs different somewhat research shows that to a greater or less extent they share a number of personal and practical concerns including: implementing effective discipline strategies, learning about and functioning within the school culture, Motivating students assessing their achievement, communicating with administrator colleagues parents and students, managing professions time to accomplish teaching responsibilities while maintaining personal time, finding resource, using effective teaching methods scheduling classroom activities, coping with feelings of isolation its said that first-year teachers typically possess 3 characteristics: 1.) they are often unfocused workers 2.) they are highly motivated and coachable 3.) they tend to be idealistic. While mentors are experienced, skillful teachers who assist beginning teachers in their professional growth. According to Sullivan, “ The mentor as coach can help protégés maintain and refine those desirable skills and kinds of behavior they have already acquired. Coaching can remediate deficiencies and expose areas of potential weakness”. In summary, not only does mentoring help novice teachers adjust to fulltime teaching, but it also ensures early access while building a solid foundation for future years.
Reference: Carole B. Smith in Adventist Education Feb – March 1996 pp. 42 -47
By: Abigail L. Junio | Teacher I | Mariveles National High School, Poblacion | Mariveles, Bataan
