ABSTRACT
This chapter describes some of the main activities mentors use when in the Educator role. It starts by describing ways of managing formal mentor-mentee meetings, or mentorials. For example, there is a mentorial protocol for use after a mentee-taught lesson to promote SIRP and one for pre-lesson preparation of self, among others. Further short sections sometimes follow the description of each activity as appropriate. These may provide an expanded rationale or detail and discuss some of the typical reservations mentors have had when contemplating using an activity as described, or they may provide further explanations or descriptions, especially in relation to different contexts and aspects of ‘variation’. Within these there are sections on Feedback, Noticing and Reflective Practice. The chapter also includes a way of providing evidence of productive activity to others (managers, inspectors) without compromising the mentor-mentee relationship and ends with a list of other possible activities a mentee might choose to undertake, which may require the mentor’s support as proposer or organiser.
