What you will learn

This workshop will examine in both practical and theoretical terms, the matter of how we manage new teachers either as brand new, recently trained or teachers coming from another context. We will look at the implications, what to expect and how we can make the transition into a new professional environment more efficient and effective. Mentoring new teachers is a two way process and so we will also be offering guidelines and advice for new teachers, new in the sense of change of profession and also change of context.

About the trainer

Steve Hirschhorn – Teacher Trainer, Assessor, Consultant (EFL and CELTA) & Freelance Teacher.

Steve Hirschhorn has been teaching and training teachers for around 40 years. He has lectured and delivered workshops from Peru to Japan and most stages in between, going the long way round! Steve has been a Senior Lecturer in Applied Linguistics, school Principal and Director of TESOL; he was External Examiner for three UK universities’ MA TESOL and English Language boards. He has written numerous articles on various aspects of teacher-training, teaching and learning language.

Workshop Summary

The Importance of Mentoring for New Teachers

Steve Hirschhorn stresses the essential role mentoring plays in supporting new teachers as they transition into their careers. Drawing from his personal experiences, he highlights how informal mentoring was critical in shaping his early teaching career. Surrounded by experienced colleagues who were willing to share their knowledge, he thrived. However, he later encountered a lack of structured support at a different school, which reinforced his belief that mentoring should be an integral part of every teacher’s professional development.

Role and Qualities of a Mentor

According to Hirschhorn, an effective mentor should have substantial classroom experience rather than primarily administrative roles. While formal qualifications are beneficial, what truly matters is the mentor’s deep understanding of teaching and learning processes. Mentors must recognise their power and the influence they have over new teachers, who may lack confidence and feel vulnerable. A careless comment could severely impact a new teacher’s self-esteem, so mentors must approach their role with care and thoughtfulness.

Tailoring Mentorship to Individual Needs

Hirschhorn argues that mentoring should be personalised, as teachers come from diverse training backgrounds and have varying levels of experience. He advises mentors to assess their mentees’ strengths and weaknesses through observation and to encourage self-reflection by asking open-ended questions. This approach allows new teachers to find their own solutions rather than relying solely on direct guidance. Mentors should avoid overwhelming their mentees with excessive information, focusing instead on supporting the teacher’s growth through tailored, practical advice.

Practical Guidance and Indirect Support

In some situations, direct advice is necessary, particularly when dealing with specific teaching techniques or challenges. Hirschhorn encourages mentors to involve new teachers in sharing their methods with colleagues, as this builds confidence and fosters reflection. He also suggests that mentors can offer advice indirectly, presenting it as a suggestion they gave to someone else. This allows the mentee to consider the advice without feeling pressured.

Supporting Teachers Beyond the Classroom

Hirschhorn extends the concept of mentoring beyond the classroom, particularly for teachers who may be new to the area or country. He suggests that mentors offer local knowledge, such as where to eat or socialise, to help teachers settle in. This kind of support helps reduce anxiety and allows new teachers to focus more on their work, making the transition smoother and enhancing their overall well-being.

The Mentor’s Role in Building Confidence

The role of the mentor is not just to provide guidance but also to foster a sense of accomplishment in the new teacher. By encouraging self-reflection and helping mentees celebrate their successes, mentors build their confidence. Constructive feedback is important, but overwhelming the mentee with information is not productive. Instead, the mentor should focus on helping the teacher critically review their practice and identify areas for improvement in a supportive manner.

Reflective Questions

Have a quick think about the reflective questions below in order to get the most out of the workshop:

1. Did you receive mentoring guidance when you started out?
2. What was the most important point your mentor made or should have made?
3. Have you mentored a teacher and if so, what was the most surprising aspect of the process?