How to be a Brilliant Mentor offers clear guidelines to enhance your mentoring, helping you to analyse your own practice and understand the complex and often ambiguous role of the mentor in school.

Considering why you might become a mentor and what you can gain from the experience, it provides practical strategies and direct problem-solving to help you move promising trainees quickly beyond mere competence. It explores:
collaborative working giving effective feedback emotional intelligence and developing and maintaining relationships dealing with critical incidents developing reflective practice what to do if relationships beak down the relationship between coaching and mentoring mentoring newly qualified teachers as well as trainees.

Illustrated with the experiences of real trainees, How to be a Brilliant Mentor can be dipped into for innovative mentoring ideas or read from cover-to-cover as a short enjoyable course which will give you added confidence in your mentoring role.

The book is a companion to How to be a Brilliant Trainee Teacher, also by Trevor Wright.

Reviews

Praise for How to Be a Brilliant English Teacher also by Trevor Wright:

'Compact and intelligent … Buy this book, it will be money well spent!'

'Trevor Wright will help you to put those ideas you have for your class/lesson into practice and show you how to make an ordinary lesson into a brilliant lesson. I highly recommend it.'

'This is book is absolutley brilliant … A must for everyone.'

Contents

1. The pivotal importance of the mentor Trevor Wright 2. Inputs and Outputs Trevor Wright 3. Collaborative working: The heart of good mentoring John Sears 4. Reflective Practice: The mentoring conversation Sue Wood-Griffiths & Alison Winson 5. Emotional Intelligence Shaun Hughes & Sandra Newell 6. Mentoring together Paul Clarke 7. Mentoring and Coaching: The helping relationship Shaun Hughes 8. Mentoring in a Prhool David Flint 9. Mentoring the Newly Qualified Teacher Jacqueline Cuerden 10. Dear Mentor… Trevor Wright

Author Bio

Trevor Wright, University of Worcester, UK, has been a successful teacher for about thirty years, and a trainer of teachers for about fifteen years. His experiences as both teacher and teacher-trainer allow him to bridge the gap between principle and practice on a day-to-day basis.