In2science Peer Mentoring Program
Advice from teachers about having a Peer Mentor for the first time
Have a meeting at the start to discuss plans.
Allow them to participate actively in all activities. Draw upon their enthusiasm and wealth of practical experiences.
Listen to mentor and try to monitor their comfort zone. Take advantage of their expertise.
Be open and inclusive. They have a wealth of knowledge and can enthusiastically engage students.
Ensure you are fully aware of their role.
Use them in any way that aids the teacher and class.
Utilise their skills.
Set up classes to cater for individual needs eg support or extension and allow mentor freedom to cater for these groups.
Know your program in advance and discuss with the mentor what they think they can offer and what you would like to see offered.
Encourage the mentor to participate as soon as possible. Have a chat and let the mentor know your topic plan and just be positive and get on with the teaching as normal.
Talk to mentor about what they want to get out of the program and organise the set up around that.
Ask the mentor to input into lesson set ups or ideas for running the class.
Make use of them!!
Be contactable. Talk about what is happening the following week and what/how the mentor can help.
Get into it early. Give them things to do.
Encourage teachers to have a mentor. They bring new ideas and relate extremely well to the students.
Make the most of it. Students may communicate more readily with the mentor.
Ensure you have their contact details. Ensure students and staff know and understand their role.
You are fortunate to have them. Plan some activities that you have been wanting to do but perhaps could not because you needed extra support.
Give the mentor lots of opportunity and control.
Try to remember to factor the mentor into the lesson preparation.
Plan activities where there assistance is most valuable.
Encourage participation in practical work and build upon mentor’s science experience in the class.
Be relaxed and allow them to find their comfort level.
To use them in every possible way.
To have specific tasks/jobs for the mentor to do planned in advance.
Get them talking to students in small groups as soon as possible. Recognise that they are very knowledgeable and have access to useful resources. Plan with them to present small tasks were possible.
Re-introduce the mentor each week and go over their role.
Use the time with the mentor to complete those difficult practical activities, set up work stations. Discuss the lesson with the mentor beforehand so they can provide assistance.
Allow mentor to get involved rather than just strolling round. Really get into their area of expertise and utilise them.
Give them a briefing of what you are teaching. Give them a work plan and text book if possible.
You lead and let the mentor follow.
Sit with the mentor initially to see what they want to offer. Identify how they want the mentor to help them and clarify their role.
Go for it! Be flexible on when and how you do things. Involve the mentor in the lesson as much as you can.
Meet mentor prior to class to discuss expectations etc.
Ensure the mentor feels part of the team, treat them professionally as they have so much to offer.