ETTE Mentor and Peer Support Training
ETTE Mentor and Peer Support Training
Samarkand, Uzbekistan
8 - 18 June, 2009
Assalomu aleikum!
These Uzbek words of greeting were addressed to participants of one of the ETTE project’s strands, a course on mentoring and peer support, which was conducted in Samarkand, in June, 2009. The international team of EL teachers from Bangladesh, Pakistan and Uzbekistan had an unforgettable decade to communicate with colleagues and to learn through both theory and practical activities what mentoring is.
The strand on mentoring and peer support is essential for the sustainability of ETTE as well as the concepts of mentoring and peer support are central not only for an experienced teacher – a novice teacher interrelation, but for the whole education. The seemingly simple ideas of partnership and mutual respect and belief in a possibility to find answers to professional questions independently were so inspiring that all of the participants got thrilled by them. At the same time these ideas were to some extent challenging as they differ significantly from traditional views on a role of teachers and teaching.
Our ever-supportive instructors, Angi Malderez (the UK) and Doina Fleanta (Romania), helped us understand these concepts by making us think about our own experience and compare it with our colleagues’, explaining theoretical issues, telling metaphorical stories and acting them out. We read different articles, discussed various professional situations and performed roles of observers, mentors and mentees. Angi and Doina have been exemplary mentors because of their genuine interest in each of us, their kindness and encouragement. Thanks to them and all the other participants the course became a unique event, the utmost professional and human.
Victoria Demidova
ETTE Mentor and Peer Support Training
Samarkand, Uzbekistan
8 - 18 June, 2009
As a result of an effective 10-day work a new team of mentors was born, the team of Extraordinary Ex-Caterpillars. Although the adjectives used in the acronym can be applied to all newborn butterflies, some of the participants embodied certain qualities to the full extent.
EX |
– excited (and exciting!) |
T |
– talented |
R |
– reflective |
A |
– angelic (Angi Malderez) |
O |
– optimistic (Doina Fleanta) |
R |
– reviving (Angi and Doina) |
D |
– diligent |
I |
– insightful (Amina Saeed) |
N |
– nourishing (Natalia Tsarikova) |
A |
– aristocratic (Roudaba Shuja) |
R |
– responsible (Sayyora Kurbanova) |
Y |
– young |
EX |
– exuberant (Farangiz Shokirova) |
– |
|
C |
– creative (Lubna Panjwani) |
A |
– active |
T |
– target-oriented |
E |
– enthusiastic |
R |
– razor-sharp (Bushra A. Khurram) |
P |
– passionate (Lola Umarova) |
I |
– industrious (Iroda Ruzieva) |
L |
– leading |
L |
– learned (Muhammad Shamsul Hoque) |
A |
– adventurous (Syed Zahid Hossain) |
R |
– radiant (Victoria Demidova) |
S |
– sweet-voiced (Rubina Kamal) |
ETTE Mentor and Peer Support Training
Samarkand, Uzbekistan
8 - 18 June, 2009
Instructors: Angi Malderez (the UK)
Doina Fleanta (Romania)
Participants:
Country |
Name |
Bangladesh |
Muhammad Shamsul Hoque Rubina Kamal Syed Zahid Hossain |
Pakistan |
Amina Saeed Roudaba Shuja Lubna Panjwani Bushra A. Khurram |
Uzbekistan |
Iroda Ruzieva Sayyora Kurbanova Farangiz Shokirova Victoria Demidova |
ETTE Mentor and Peer Support Training
Samarkand, Uzbekistan
8 - 18 June, 2009
The course content included:
- The concept of mentoring
- The role of mentoring in supporting teacher learning
- Mentor skill development
Mentoring skills discussed and practiced include:
- Active listening and other interpersonal skills
- Managing relations one to one and in groups
- Conflict resolution
- Managing mentorial discussions (pre- and post-lesson)
- Noticing and observation
- Establishing and working towards shared goals
- Analysing context and individual mentee needs
Within the practice, conceptual tools provided and used included:
- Stage of group life
- The notion of Scaffolding (Woods et al 1997)
- Challenge and skills and ‘flow’ (Csikszentmilhalyi 1997)
- Basic psychological needs (Glasser 1996)
- The ‘trapeze’ (Malderez, 2002)
- Mentor Roles (Malderez & Bodoczky 1999)
- Anti-mentoring roles in contexts (Elmajdob 2005)
- Three Modes of Mind (Claxton 1997)
- The five steps of the swing (Malderez & Wedell 2007)
- Stages of teacher development
- The concept of needs: wants, lacks, process and target
- Concrete preparation and preparation of self
