Mentoring New Teacher Quotes

What I've found about it is that there are some folks you can talk to until you're blue in the face--they're never going to get it and they're never going to change. But every once in a while, you'll run into someone who is eager to listen, eager to learn, and willing to try new things. Those are the people we need to reach. We have a responsibility as parents, older people, teachers, people in the neighborhood to recognize that.

I’d been lucky to have parents, teachers, and mentors who’d fed me with a consistent, simple message: You matter. As an adult, I wanted to pass those words to a new generation.

If we think of belonging only as membership in a club, organization, or church, we miss the point. Belonging is the risk to move beyond the world we know, to venture out on pilgrimage, to accept exile. And it is the risk of being with companions on that journey, God, a spouse, friends, children, mentors, teachers, people who came from the same place we did, people who came from entirely different places, saints and sinners of all sorts, those known to us and those unknown, our secret longings, questions, and fears.

The death of the idealized versions of our parents, teachers, and mentors—a stage in the hero’s journey—is always scary because it means that we’re now responsible for our own learning and growth. That death is also beautiful because it makes room for new relationships—more honest connections between authentic adults who are doing the best they can. Of course, these new connections require emotional and physical safety. We can’t be vulnerable and open with people who are hurting us.

Since the 1980s, a growing body of research finds that mattering—the feeling that we are valued and add value to others—is key to positive mental health and to thriving in adolescence and beyond. “Mattering” offers a rich, almost intuitive framework for understanding the pressure assailing our kids—and how to protect them from it. It is as profound as it is practical. It doesn’t involve spending more money on tutors or coaches or adding another activity to an already overpacked schedule. Instead, it offers a radical new lens for how we as adults—parents, teachers, coaches, and mentors—see our kids and communicate to them about their worth, potential, and value to society.

A new black faculty member came to campus a couple years in, and I asked why she didn't work with the black students. She said, 'That's not my job.' That person said, 'They are unchangeable.' I hate when people say something is not their job or that something isn't possible. When it comes to showing young black students there are teachers who look like them, when it comes to mentoring and being there to support students, I feel it's everyone's job (regardless of ethnicity). I will keep writing about these intersections as a writer and a teacher, as a black woman, as a bad feminist, until I no longer feel like what I want is impossible. I no longer want to believe these problems are too complex for us to make sense of them.

Most exciting, the growth mindset can be taught to managers. Heslin and his colleagues conducted a brief workshop based on well-established psychological principles. (By the way, with a few changes, it could just as easily be used to promote a growth mindset in teachers or coaches.) The workshop starts off with a video and a scientific article about how the brain changes with learning. As with our “Brainology” workshop (described in chapter 8), it’s always compelling for people to understand how dynamic the brain is and how it changes with learning. The article goes on to talk about how change is possible throughout life and how people can develop their abilities at most tasks with coaching and practice. Although managers, of course, want to find the right person for a job, the exactly right person doesn’t always come along. However, training and experience can often draw out and develop the qualities required for successful performance. The workshop then takes managers through a series of exercises in which a) they consider why it’s important to understand that people can develop their abilities, b) they think of areas in which they once had low ability but now perform well, c) they write to a struggling protégé about how his or her abilities can be developed, and d) they recall times they have seen people learn to do things they never thought these people could do. In each case, they reflect upon why and how change takes place. After the workshop, there was a rapid change in how readily the participating managers detected improvement in employee performance, in how willing they were to coach a poor performer, and in the quantity and quality of their coaching suggestions. What’s more, these changes persisted over the six-week period in which they were followed up. What does this mean? First, it means that our best bet is not simply to hire the most talented managers we can find and turn them loose, but to look for managers who also embody a growth mindset: a zest for teaching and learning, an openness to giving and receiving feedback, and an ability to confront and surmount obstacles. It also means we need to train leaders, managers, and employees to believe in growth, in addition to training them in the specifics of effective communication and mentoring. Indeed, a growth mindset workshop might be a good first step in any major training program. Finally, it means creating a growth-mindset environment in which people can thrive. This involves: • Presenting skills as learnable • Conveying that the organization values learning and perseverance, not just ready-made genius or talent • Giving feedback in a way that promotes learning and future success • Presenting managers as resources for learning Without a belief in human development, many corporate training programs become exercises of limited value. With a belief in development, such programs give meaning to the term “human resources” and become a means of tapping enormous potential.

He then told me, “I’m going to give you a chance. … I’m going to let you go, but I want to see you make an effort to change your life around. Next time I catch you, I will make sure to lock you up.” This last chance, combined with the multiple opportunities offered by my teachers and mentors, motivated me to begin the transformation process.

I was greenly jealous of my peers’ moms with their bleach-blonde hair, tanning-bed arms, toothpick waists, and closets full of brand-new clothes: blouses and skirts and pants and designer jeans that some of the mothers let their daughters borrow. I didn’t know whether Mom’s lack of interest in all things fashionable came from being an immigrant from Scotland—where the media-saturated and commodity-rich beauty industry didn’t take over until the end of the twentieth century—or because she was a reader, a writer, and a teacher: mind over matter. All I knew was that, while she would buy me any book I asked for or take me to any play I might want to see, she couldn’t explain how to contour eye shadow or tell me whether my sweater complemented my complexion. She didn’t diet, she didn’t read women’s magazines, and she refused to buy me the enormous gold earrings or the pair of spiky red shoes I coveted, stilettos sharp enough to skewer fi sh. And even though her disinterest meant I didn’t have to participate in a daily beauty competition—one with a trophy mom sacrifi cing her body on the altar of loveliness—I also didn’t have a beauty mentor that I could trust. So I was left to try to copy the popular girls at school, tv and movie icons, or the breathtaking stars in magazines. Even the curling iron was a purchase I had to negotiate on my own.

What is the book (or books) you’ve given most as a gift, and why? Or what are one to three books that have greatly influenced your life? Mastery by George Leonard. I first read this book 20 years ago, after reading Leonard’s Esquire article, the seed from which the book grew. Leonard wrote the book to share lessons from becoming an Aikido master teacher, despite starting practice at the advanced age of 47. I raced through its 170-plus pages in a state of almost feverish excitement, so strongly did it affirm our swimming method. The book helped me see swimming as an ideal vehicle for teaching the mastery habits and behaviors closely interwoven with our instruction in the physical techniques of swimming. I love this book because it is as good a guide as I’ve ever seen to a life well lived. A brief summary: Life is not designed to hand us success or satisfaction, but rather to present us with challenges that make us grow. Mastery is the mysterious process by which those challenges become progressively easier and more satisfying through practice. The key to that satisfaction is to reach the nirvana in which love of practice for its own sake (intrinsic) replaces the original goal (extrinsic) as our grail. The antithesis of mastery is the pursuit of quick fixes. My five steps to mastery: Choose a worthy and meaningful challenge. Seek a sensei or master teacher (like George Leonard) to help you establish the right path and priorities. Practice diligently, always striving to hone key skills and to progress incrementally toward new levels of competence. Love the plateau. All worthwhile progress occurs through brief, thrilling leaps forward followed by long stretches during which you feel you’re going nowhere. Though it seems as if we’re making no progress, we are turning new behaviors into habits. Learning continues at the cellular level . . . if you follow good practice principles. Mastery is a journey, not a destination. True masters never believe they have attained mastery. There is always more to be learned and greater skill to be developed.

A good induction program can include a pre-school-year workshop, a welcome center, a bus tour of the neighborhood, study groups, mentors and coaches, portfolios and videos, demonstration classrooms, administrative support, and learning circles. It should last for at least three years.