ABSTRACT
This chapter introduces the concept of resilience and looks at how the people as a mentor can assist a beginning teacher to develop strong attitudes about themselves. It also introduces ideas that will support them as a teacher in a school setting, with responsibilities as a mentor/coach for beginning teachers. Implicit in the chapter is the belief that what makes a mentor significant to a beginning teacher is the personalized professional development that can be offered, which nurtures and stretches, is non-directive yet can also be direct. To support and enable a resilient professional, educative mentoring offers processes that go beyond the often-expected mentor role of pastoral care when times are tough. Invite reflection on the elements in the day-to-day life of a teacher over which the people can have personal control and then revisit the orientations and language used to describe the pressures of the profession.
