Personal attributes
The following responses are collated from the many MET programs delivered across
Australia. These are the personal attributes of mentors noted by teachers to assist the
development of preservice teachers. The teachers note how a mentor might demonstrate
the personal attributes required.
Supportive – approachable, active listening, making time, encouraging, same page &
same team, acknowledge effort honestly, show encouragement, positive body
language, being there and making time, scaffolding, listening, positive feedback &
praise, take risks, encouragement, share resources & knowledge, encouraging, active
listening, approachable, open to new ideas, understanding the whole person,
sincere, tact, take the time, allowing them to take ownership of space, active
listening, availability, honest, time, understanding, being passionate
Reflective – self & mentor, critical friend, no blame, both ways, open dialogue,
preparation in planning, modelled process questions, modelling our processes,
questioning-goal-short & long term, oral & written feedback, kind & supportive, have
a set focus, set goals, set challenges, good communication with class, empathy,
informal/formal, honest, offering suggestions, problem solving
Attentive listening – non-verbal, let them finish, eye contact, body language, time,
body language, sincerity, set time & place, eliminate distractions, listen first, value
input, empathy, body language, listen not just wanting to speak, two way street,
both open questions
Instil positive attitudes – WLB, professional, realistic goal setting, model positive
attitudes by avoiding cynicism and sarcasm, model giving feedback, assertive not
aggressive, model attitudes, praise positives, specific language, no put downs,
modelling encouragement, constructive criticism, looking for positive not focusing
on negatives (distance travelled), modelling encouragement, display passion,
interrelationships with students, modelling enthusiasm, allowing them to develop
pedagogy, set up for success
Comfortable with talking – ongoing, natural, balanced, regular discussion, be open,
right questions, purposeful, open & honest, clear & concise, focussed, about them,
praise, good social communication & happy to share confidentiality, provide
opportunities at all levels
Instil confidence – a signal for help, feedback sandwich so message isn’t missed,
mistakes are okay, all of the above, fun & relaxed & love of learning, opportunities to
take risks, share own experiences, feedback to be constructive & positive, set up for
success – “this is why I do” interrupt lesson listen first & then correct”
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Empathy, encouragement, modelling, time to plan and be prepared, positive
feedback, scaffolding
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Undivided attention, value their opinions, make time, eye content
Documents to talk about, be open, tell of your expectations
Praise when due, positive feedback, scaffolding, constructive criticism
Sandwich comments, positive attitude to encourage new teachers, be realistic
without crushing their dreams
Set time each day to review, set goals for following day
Personal Attributes
Supportive – constructive, active listening, open & friendly, available & nonjudgement, discussion, sharing-extra photocopies, availability of resources, know of
role, how we construct feedback, attentive, flexible, be your own person/teaching
style, introducing to staff, including in staff gatherings, making themselves available,
friendly approach, open to questions, warm & welcoming, openness, sharing self
with student & develop relationship, positive feedback, willing to listen, encourage,
positive attitude, realistic, sharing, flexible, trusting, allow time to speak, provide
resources & ideas, gently lead, compromise, inclusive in class, desk space, positive
attitude “you can do it”,
Reflective – talk about own teaching – I’m not perfect!, demonstrate asking for help,
open discussion, time management – happy to give the time, guided, own reflective
attitude, template & scaffold, reflecting both ways, reflecting on own practice,
knowledge that it is regular practice for self & school, modelling & reflecting on
practice, empathetic, sense of humour, focus on strengths, acknowledge both
strengths & weaknesses, variety of ways to implement a lesson, adapt & reteach,
give constructive & positive feedback, allow time to reflect, classroom strategies
have a format, put time aside, be positive, anticipate issues, encourage reflection,
video lesson & review, opportunity to team teach/reflect,
Attentive listening – eye contact (body language), rephrasing to check that you have
the message, making time, reflective questioning, contact time, follow up, asking
questions to clarify, asking questions, demonstrating, time allowed for preservice
teacher to discuss, open ended?, model smile, make self available to listen, “core
business”, time & effort
Instil positive attitudes – ok to have a go, I like work & I like kids!, be positive, love
the job, relationships within school, loving what you do, being a professional,
enthusiastic, positive approach, passionate, reinforcing the good within the school,
recognising that teachers ‘vent’ but may not mean it, energetic, be balanced,
modelling
Comfortable with talking – role model good professional language, teachers need to
be able to talk, body language, talk with you, talk about prac, handle criticism, share
the talking, sharing experiences, core business, one-on-one discussions,
confidentiality
Instil confidence – promote repeating of good lessons to another grade/s, be
positive on proven activity, patience, encourage, feedback, phrasing words, share
responsibility, communicate, praise, team teach, smile, relax & enjoy, encourage &
start with good points
Personal Attributes
Supportive – communication prior to block (personal contact), introductions, giving
time to process, engaging in process authentically, want to be part of process,
recognise importance of process, reciprocal, equality and trust relationship, making
time (consistent), sharing resources and personal experiences, scheduled time
commitment, engage with PST, share ideas, ask for input, find out about
strengths/wishes/concerns to direct support, allow some risk taking, be positive –
positive reinforcement, being available, giving examples
Reflective – act on observations/feedback with discernment and critical analysis,
accepting feedback, plan and follow through, debrief together, review actions, share
journal/notes/ideas, encourage exposure to different models and approaches,
reflect on your own practice, write your own feedback, best thing/worst thing gives
focus to reflection, peer reflection, positive language
Attentive Listening – body language, paraphrase and reflect, dialogue, patience,
feedback, responsiveness, body language, questioning/provides, comment, reflective
listening, body language, take turns, dedicated time, allow silence, confirming
meaning, engage with preferred method of communication, immediate
Instil Positive Attitudes – model, choose to maintain professional demeanour,
allowing to take risk, introduce into the lesson, modelling teachers, ‘talking up’
professional aspirations, language/responses, “scaffolding” positive feedback
Comfortable with talking – fluid in responses, question appropriately, maintain
conversation, sharing experiences, be available, relationships – empathy, practise
model, use notes
Instil Confidence – constructive feedback, delivery of feedback, structure of
conversation, open and frank discussion, be more flexible and innovative,
encouraging student teachers
Personal Attributes
Supportive – nonverbal support, being available, tell when things are working,
observe, be actively interested, make the time to meet & discuss, ask questions,
achievable goals, care about personal & professional, working with student on the
prac booklet to meet expectations, passion about “teaching” (not “welcome to my
hell”), empathetic, showing interest, being genuine, genuine, helpful, giving time,
being there, praise, recognising celebrations, regular, consistent
Reflective – good questioning for feedback & reflection, model reflection of own
practice, self-evaluate, honest, self-critical, modelling reflective practices, asking
right questions, reviewing goals/targets, standards (NPS, QEUT), quality feedback,
feed forward
Attentive listening – give time, let them speak, body language, positioning/body
language and eye content, language of clarification, not talking, show interest,
humour, willing to share, time, looking and saying less, probing questions, resist urge
to give advice/tell, guide to solve own problems
Instil positive attitudes – be positive in modelling with students, find the positives –
in the moment model it, optimistic, enthusiasm, energy, positive outlook,
celebrations, encourage positive reflection, model positive behaviours, sharing
success
Comfortable with talking – be approachable, social content, relationships, trust,
respect, handling conflict/resistance carefully without avoidance
Instil confidence – let them know it’s all about learning & nobody’s perfect, always
focus on positives, clear expectations, consistency, focus on good, feedback,
constructive criticism, communication, constructive praise, building capacity of
knowledge, small steps
Personal Attributes
Supportive – make time, positive feedback, always start with something positive,
provide a goal for the lesson (one specific thing for each lesson), model the practice, talk
through difficulties, be available, provide additional support, positive language,
encourage to share ideas and opinions, make yourself available time wise, resource
management, empathy, strategies to balance student, informal ‘coffee’...listening,
organisation (infrastructure)
Reflective – self reflection on modelled lesson, focus on half things, F/B sheet, scaffold
and support, encourage personal reflection of positives in lesson, plus written feedback
if not comfortable with confrontation, encourage self reflection and responsibility for
any issues, be honest, discuss own performance, share experiences, model reflection,
use a reflection model (P – positive, I – improvement, P – positive), model desired
behaviour, solution – focus approach, focus on positives, ideas for improvement
Attentive listening – set time, tick flick, F/B sheet, model attentive listening, ask
questions, clarify, go back and address issues, eye contact, body language, paraphrased
responses, daily allocated de-brief, free from distractions, environment allows security,
paraphrasing – confidential, aware of non-verbals
Instil positive attitudes – professionalism (demonstrate), model by finding positives in
class, don’t be negative, be professional, mistakes are ok, be real, model behaviour,
introduction to other teachers who are positive (professional discussions), act as a filter
for the comments and feedback they may get from others, reflect on ‘less’ and attitudes,
share personal experiences, model behaviour
Comfortable with talking – share your insight, use personal experience (assists sharing),
being able to give and receive constructive feedback, model, respond positively (positive
relationship), sharing a part of self, develop trust, confidence, encourage disclosure
(appropriate)
Instil confidence – expectations review positively, show openness to peer feedback,
advocate for them, requiring Mentee to list what went well, goal setting, time, not
knowing is ok – seeking help is ok.