Asociatia mentorilor din Romania

BC BULLETIN ARTICLE

 
 
 

A training course in Romania brought together English teachers from Central and South Asia to develop their mentorship skills.


Organised by the British Council in Romania and Uzbekistan, the two-week ETTE (English for Teachers, Teachers For English) seminar took place in the mountain resort of Sinaia. Starting from a project initiated by the British Council in 1994, the mentorship system in Romania develops through triannual courses organised by the British Council in collaboration with the 1,600-strong Romanian Mentors’ Association (ASMERO) and the University of Bucharest.


Twenty-two teachers from Iran, Afghanistan, Kazakhstan, Nepal, Bangladesh, Uzbekistan and Kyrgyzstan attended the November seminar, which was run by Doina Fleanta and Ada Bena from ASMERO and the UK’s Angi Malderez.Twenty-two teachers from Iran, Afghanistan, Kazakhstan, Nepal, Bangladesh, Uzbekistan and Kyrgyzstan attended the November seminar, which was run by Doina Fleanta and Ada Bena from ASMERO and the UK’s Angi Malderez.


One of the seminar’s special guests was Bakhtiyor Daniyarov, the representative of the Ministry of Education in Uzbekistan. He visited Romanian schools and universities in order to see the impact of the training. 'The mentorship system has had a positive influence upon the entire education system in Romania, and we will work upon this in Uzbekistan together with the British Council,' he said.


Twenty-two teachers from Iran, Afghanistan, Kazakhstan, Nepal, Bangladesh, Uzbekistan and Kyrgyzstan made it to the seminar in Romania

Twenty-two teachers from Iran, Afghanistan, Kazakhstan, Nepal, Bangladesh, Uzbekistan and Kyrgyzstan made it to the seminar in Romania


Topics covered in the seminar included mentor roles and how they differ from other teaching roles, supporting teacher learning, assessing teachers, creating learning groups, trust and confidence building and action-planning - all skills the participants can easily integrate into to their own teaching.


Hard skills learned included learning how to help beginner teachers integrate into school culture, empathising and conflict resolution. Participants also learned about setting up resource centres and workshops and contributing and publishing articles and newsletters. All attendees received a DVD of materials used and a follow-up session was proposed.


One participant commented, 'It’s the end of the training but it’s the starting point of self-improvement.' Another said: 'I have noticed that I should change my questioning technique as a mentor, taking a gentle and flexible approach.'

 
 
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