Chu, M. (2012). Observe, reflect, and apply: ways to successfully mentor early childhood educators. Dimensions of Early Childhood, 40(3), 20-28.

Dr. Bradley's buzz:

This article looks at some of the strategies that make a mentoring relationship effective. The authors define the goal of mentoring as being “to connect effective strategies to teacher’s actual interactions with young children.” The focus of this article is on developing a research based practice for mentoring new or inexperienced teachers. They point out that effective professional development should be on-going, self-assessing, and associated with specific criteria. The authors point out that one off professional development is not useful for making lasting change to practice.

The authors take a humanistic approach to mentoring, identifying a process that begins with building trust. Having a supportive relationship with a focus on listening is seen as highly important. According to the authors, mentors “are most effective when they ask open-ended questions, listen, and employ a circle of enquiry.” The circle of enquiry is: observe (document), reflect (make meaning of), and apply (to teaching practice).

Key to this approach as a collaborative relationship which is built on empathy, shared problem-solving, and co-learning with a focus on identifying issues rather than giving lectures. The authors hold that a corrective approach is less likely to inspire meaningful change. Mentors are encouraged to engage teachers, and think about change and the reasons for change before taking action, this can be achieved through open-ended questions and active listening. By encouraging teachers to develop their own questions, mentors are able to ensure buy in for the process and direct those questions toward teaching practice. Mentors also need to encourage documentation.

The authors contend that introducing a process (the circle of enquiry) rather than providing information to answer the question allows teachers to develop their own problem-solving skills. Another role of the mentor, once the relationship has been established, is to find the gaps that prevent forward movement, as well as to link the teacher to other relevant professional development. Furthermore, mentors need to reflect on their own progress in order to move from a purely intuitive to an intentional practice. This approach to mentoring involves mentor self-knowledge with the upshot of that mentors are role modelling the circle of enquiry in their own practice.