Mentors, Teachers, and Relationships: How to grow together, get some work done, and Find and...
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Transcript of Mentors, Teachers, and Relationships: How to grow together, get some work done, and Find and...
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Mentors, Teachers, and Relationships: How to grow together, get some work done, and
• Find and maintain a common level of discourse and communication
• Bring the teacher into the particle physics community
• Help the teacher experience real research
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The “Standard” Model of Mentoring
Physicist-PhysicistInteractions
P-P
Teacher-TeacherInteractions
T-T
Physicist-TeacherInteractions
P-T
The Model...Mentors and
Mentees
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P-P Interactions
• Technical• Collegial• Argumentative• Challenging• Brainstorming• and....?
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T-T Interactions
• Collegial• Supportive• Predictable• Bureaucratic• What else?
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P-T Interactions
• Uncertain level• Semi-collegial• One-way?• Mentor-dependent• Lack common
reference frame• Other aspects?
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An Analogy: The Physics Teacher as the “Country GP”
• One doctor in town or county
• General rather than specific training
• Tried and true techniques
• Patients/neighbors are first concern
• One physics teacher in the school
• General rather than specific training
• Newtonian/classical physics
• Students are first concern
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Preparing the Teacher
• Physicist involved in selection
• Familiarize the teacher with the project
• Literature/web site
• Keep in touch
• Be accessible
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Resources Available to Prepare Lead Teachers
• QuarkNet staff
• Web Site: http://quarknet.fnal.gov
• Bibliography: http://www.jlab.org/~cecire/qntmirror.html
• Lead Teacher Institute
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How do we make stronger P-T interactions?
• Strive to understand each other’s background and level of understanding
• Work at fostering collegiality
• Be two-way and exploratory in order to find the right level and a common ground
• Mutual respect
• What else works?
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How do we provide the teacher the right environment ?
• Provide the right equipment for the task-- but also engage the teacher in dialogue about the equipment needed
• Familiarize the teacher with vocabulary/jargon
• Exploratory conversations
• Documentation (log book, journal, etc.)
• Money/business end is important too
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Results from Surveys of Mentors and Teachers, 1999-2000
• Initial Survey: Mentors and Teachers in pre-QuarkNet Programs (UVa-RECET; FNAL-TRAC)
• Updated Survey: Winter 2000-2001
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QuarkNet Mentor Profile
0
1
2
3
4
5
6
7
8
9
10
11
12
D0 CDF ATLAS CMS BaBar All others
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Mentor Experience by Number of Teachers (QuarkNet Survey)
How many teachers have you mentored outside of QuarkNet?
02468
10
0 1 2 3 4 >4
Number of Teachers
Number of Responses
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Mentors: Years Experience (QuarkNet Survey)
02468
101214
0 to 1 2 3 4 >4
Number of Years
Number of Responses
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Mentor Hours per Week with Teachers (QuarkNet Survey)
0
1
2
3
4
5
6
0 to 2 3 to 5 5 to 8 8 to 12 >12
Number of Hours
Number of Responses
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Teachers: Experience (QuarkNet Survey)
0
1
2
3
4
5
0 to 5 6 to 10 11 to 15 16 to 20 21 to 25 >25
Years of Experience
Number of Responses
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Teachers: Research Experience(QuarkNet Survey)
0
1
2
3
4
5
6
7
8
0 1 2 3 4 5 >5
Number of Years
Number of Responses
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Contact Hours Prior to Research Appointment (QuarkNet Survey)
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
0 1 to 3 4 to 6 7 to 10 11 to 16 17 to 23 24 to 33 34 to 43
Number of Hours
Number of Responses
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Teacher Adjustment Period(QuarkNet Survey)
0
2
4
6
8
10
12
<1 1 to 2 2 to 3 3 to 4 >4
Number of Weeks
Number of Responses
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Teacher Understanding of Research Assignment (QuarkNet Survey)
How well did QuarkNet Lead Teachers understand their assignments?
02468
1012
not well acc well very wellNumber of Responses
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Teacher Understanding of Particle Physics (QuarkNet Survey)
How well did QuarkNet Lead Teachers understand the physics in their research?
02468
1012
not well acc well very wellNumber of Responses
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Mentor views on P-T interactions(QuarkNet Survey)
What was the most positive aspect of working with QuarkNet teachers?
0
5
10
15
Valuable Fresh POV Help tchr Give Comm
Responses
Number
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Effective Practices in Working with Teachers (QuarkNet Survey)
0
2
4
6
8
10
12
14
Hands-on
1 to 1
Class/SemSpec Instr
Other
Responses
Number
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Working with Teachers:Positives and Negatives
• Teacher work is valuable to research
• Teacher gives fresh point-of-view
• Helping the teacher to learn and grow
• Giving something to the community
• Extra time spent• Cannot stay connected
with the teacher• Teacher did not learn• Not enough progress
made
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Mentor views on P-T interactions(QuarkNet Survey)
The greatest issue for Mentors in working with teachers is TIME.
•Planning
•Discussing and Advising
•Admin (not too bad)
•Other?
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What Mentors had to say about P-T interactions...
• “I was impressed by their insight and their ability to produce coherent results.”
• “Part of the value came from the change in atmosphere and the knowledge of certain accomplishment outside of teaching.”
• “There should be enough time beforehand to make contact with the teachers to find out what project would suit them.”
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What Makes a Good Mentor? Teacher Responses...
• “A good mentor is one who understands the needs of the individual”
• “Patience, concern, and ample available time”
• “…understands where you are and works with you at that level”
• “…offers challenges and advice on how to meet them”
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What Makes a Good Mentor? Teacher Responses...
• “...actually believes high school teachers can do real research”
• “…will take an active lead in trying to find ways to implement QuarkNet in the classroom”
• “Flexibility, patience, good communications skills, collegiality, and a vision of shared purpose”
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What Makes a Good Mentor? Lessons
• The mentor should take into account and adjust for the level of the individual teacher.
• The mentor should provide structure and resources…but not all the answers.
• The mentor should be available for “face-time.”
• The mentor should be willing to help with classroom implementation
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Pitfalls of Mentorship: Teacher Responses...
• “…not involved on a day-to-day basis…”
• “…little help in learning…”
• “[Mentor] travel…”
• “[My mentor] underestimated my capacity…”
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Pitfalls of Mentorship:Lessons
• Recognize your limitations/responsibilities and adjust for them
• Seek help from within your group
• Seek help from QuarkNet staff
• Find a pathway -- or multiple pathways -- to understand and engage the learner/teacher
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QuarkNet Teachers on Mentor Best Practices
• “The project had set goals, and was manageable in terms of difficulty and simple to conduct”
• “...invited us to participate in HEP department meetings and project discussions”
• “...gave me an important but challenging and doable task”
• “…consults with me”
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QuarkNet Teachers on Mentor Best Practices
• “Since all the logistical things were handled at the start, I could focus on this project.”
• “…remained open and available to explain my endless questions”
• “Our mentor…keeps a very open policy on communication.”
• “…treats me as a vital participant and colleague”• “…keeps me informed…”
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Effective Mentor Practices on Classroom Implementation
• “[Our mentor] made sure that we were actually given a ‘research’ assignment and …got us started in a possible classroom transfer [project]…”
• “…shows a great deal of interest in my students”
• “Continued support meetings, conversations, and e-mail during the school year”
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QuarkNet Teachers stressed...
• Having goals• Manageability of the
project• Real research• Inclusion in the group
and being part of a collaboration
• Logistics/prepared environment for research
• Help with classroom transfer
• Communication
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Summary
• P-T interactions are somewhat unique
• Physics Teacher as “Country GP”
• Adjust for level• Seek common ground• Bring Teacher into
collegial community
• Teacher preparation begins early
• Create an environment• Require
documentation• Being a good Mentor
takes time, patience, flexibility
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The Mentor’s Task
• Find and maintain a common level of discourse and communication
• Bring the teacher into the particle physics community
• Help the teacher experience real research
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The End