Something that I took away from the article is helping them discover the growth mindset and being open to new ideas and suggestions. New teachers can be like a sponge with all these fun and new ideas they want to implement and that can be inspiring to the veteran teachers. I find it that way. Someone new coming in with ideas and good energy are contagious and make you want to strive to do better. It is hard being the new fish in the big pond, especially here at the MS where we have a lot of staff spread out all over. It really can take a year plus to meet everyone and remember who they are. With that said, it is so helpful to have a connection from the beginning that can help you navigate the building, how the building is run, policies, and feeling connected. I do feel that is one of the most important part of being a mentor.
I found the phases chart to be interesting. I wouldn't say that is just for new teachers, I think that at some point in the school year, all teachers go through those at some capacity. It might not be for as long, when in the "slump", but we all go through situations and periods of time. Having experience in these phases, that is what makes us helpful to new teachers because we can keep up encouragement and offer suggestions when they are in the "slump" of the phases. Coming in as a new teacher, there is always that reality check of "what they thought it was" versus "what it is really like". I think that is pretty common with every job. We are excited and really optimistic and when reality hits, it can sometimes be discouraging, but the positive and the good always circle back.
I found the phases chart to be interesting. I wouldn't say that is just for new teachers, I think that at some point in the school year, all teachers go through those at some capacity. It might not be for as long, when in the "slump", but we all go through situations and periods of time. Having experience in these phases, that is what makes us helpful to new teachers because we can keep up encouragement and offer suggestions when they are in the "slump" of the phases. Coming in as a new teacher, there is always that reality check of "what they thought it was" versus "what it is really like". I think that is pretty common with every job. We are excited and really optimistic and when reality hits, it can sometimes be discouraging, but the positive and the good always circle back.