Looking back over the past decade, I’ve realized that I was not guided by a good mentor. I was taught by trial-and-error. As I travel, I am able to mentor and share my teaching experience. Spencer (2004) stated that mentoring is a way to build ‘a relationship in which people are able to share and learn from their own professional and personal experiences’. In the early days, I was working in centres that did not have formal mentoring programmes. The only mentoring system was a buddy-system where new teachers would get ad hoc advice from the older ones. I was a vice principal when I first arrived and I saw that there were no mentors. Other teachers informed me that few teachers mentored newly-hired teachers. Nonetheless, many were new teachers and faced challenges. It was a challenge to figure out how to mentor’ these newly-hired teachers with the minimal guidance of the principal. This module, and the benefits of mentoring have helped me reflect on my leadership style. What can I guide these teachers to do their duty as early-childhood educators? Some of my teachers are pursuing their early childhood diploma and need guidance. The teachers have just changed their career, resulting in a shortage experienced mentors. Due to their inexperience, I have seen them struggle with managing children. One of the women shared that she felt lost, upset and wanted to quit her job in her first year. I was able to help her gain confidence, and she decided to pursue her career as an early childhood teacher. Mentoring helps novice educators reduce their anxiety and stress, allowing them to feel positive, confident and secure at work. My novice teacher decided to return as a nurse because she felt overwhelmed with the demands of her job and expectations from parents and the centre. It was then that I realized I had failed her as a leader because I couldn’t convince her she should stay. She was already being mentored, but it wasn’t a comprehensive programme. The industry considers every teacher that leaves a loss in terms of money, including the costs associated with tuition grants and recruitment. Also, it is necessary to train the teachers prior to their departure, and hire foreign teachers. In order to implement a mentoring programme, despite my best efforts, I have been struggling with the overwhelm of tasks that come along with mentoring newly appointed staff and new teachers. The most important thing was time. In mentoring relationships, it is important to meet and communicate face-to-face or via reflection journals or logs. It is my responsibility as a good mentor to support and guide my mentees’ development. As a ‘trained’ mentor, as I assume this role I commit to and adopt the following:
Role models are educators who show how to do things in everyday practice.
Encouragement of reflection and self assessment
Advice on goal-setting and direction
Support the teaching process by selecting appropriate resources and strategies.
Supporting emotional wellbeing
Finally, it is important to be an attentive listener. I am a mentor and have developed a greater understanding of the difference between empathy and sympathy. It helps mentees relax and feel at ease, without judgement. Roger & Farson’s (1987) belief is that a good listening skill can help to influence peoples’ attitudes and behavior. People will take action when they feel that you have listened. This collaborative module has given me the tools to help me implement the mentoring program. I’m confident that this knowledge will allow to run the programme as efficiently as possible. Using the ECDA guide “Mentoring Matters”, I will also push teachers to their maximum potential.
