Analysis of Mentoring Program: Pre-Primary Teacher Effectiveness

This report provides an analysis of a mentoring program designed for pre-primary educational institutes' teachers. It examines the program's effectiveness, focusing on improvements in teacher performance and the creation of a favorable learning environment for students. The report includes a summary of mentor-mentee meetings, highlighting the introduction of digital apps like 'ELLA' and their application in the classroom. It assesses the program's outcomes based on student learning improvements and suggests modifications for future iterations. The report measures the mentoring program's success through enhancements in teachers' technical and conceptual skills, classroom observations, and the development of self-learning habits in students. Suggestions for improvement include enhancing teacher understanding of student psychology, promoting effective communication, emphasizing the benefits of digital apps, and reducing emotional and cultural barriers. The conclusion emphasizes the program's usefulness in enhancing teacher performance, student engagement, and the development of communication skills through digital tools.

Report on mentoring program

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EFFECTIVENESS OF MENTORING PROGRAM
Table of Contents
Introduction................................................................................................................................2
Summary of mentor meeting with mentees...............................................................................2
Effectiveness of mentoring program..........................................................................................3
Suggestions for improvement in mentoring program................................................................3
Conclusion..................................................................................................................................4
References..................................................................................................................................5

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EFFECTIVENESS OF MENTORING PROGRAM
Introduction
In this report an analysis will be done over the mentoring program for the teachers of
pre- primary educational institutes. A short summary is made on the effectiveness of the
mentoring program and suggestions are made on the bases of challenges and problems faced
in achieving the objectives of mentoring program. The focus is given on assessing the
profitability of mentoring program in terms of measuring improvement in the performance of
teachers and developing a favourable environment of learning for the students.
Summary of mentor meeting with mentees
At the initial level mentor introduce himself and describe about the major objectives
of the mentoring process. Mentor tried to establish a favourable relationship with mentees in
order to make favourable environment of learning (RM Ingersoll, 2011).
Mentor described about the basic implementations and functions of the digital apps
including ‘ELLA’ app which is very useful in learning many languages of different countries.
Mentor provided the focus over the unique features of the digital apps to the teachers and
makes them understand about handling the students with this digital app (J Castek, 2013).
Assessment of the outcomes of mentoring process are analysed on the bases of
improvement in the learning outcome in the students. The requirement of repetition of the
mentoring program and necessary alternation and modifications should be done on the bases
of the assessment of learning outcome (Menges, 2016).
Effectiveness of mentoring program
The effectiveness of mentoring program has to be measured on the bases of
enhancement in the technical and conceptual skills of the teachers. If the primary teachers
will be applicable to implement the digital apps inside the classroom and make the students
more engaged with the learning then the real goals of the mentoring program will be
achieved. The effectiveness of mentoring program may be judged with the help of written
tests and observation of the classroom environment. The development of self-learning habits

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EFFECTIVENESS OF MENTORING PROGRAM
inside the students will also be criteria to measure the fruitfulness of the mentoring program
(DL DuBois, 2011).
Suggestions for improvement in mentoring program
 More efforts are needed by the mentor to make the teachers understand about the
psychology of the students so that they can make the student more happy and
motivated (DL DuBois, 2011).
 Effective communication practices should be used for making the teachers more
engaged in mentoring process (Menges, 2016).
 The advantages of the use of digital apps should be described briefly so that the
teacher specially emphasis on the use of digital apps in the learning process (J Castek,
2013).
 The emotional and cultural barrier between mentor and mentee should be reduced by
adopting a favourable approach by the mentor (F Kochan, 2013).
 Sometimes because of the boredom of the mentoring process, teachers are not able to
learn the important features of digital apps. The mentor has to make the learning
process interesting and comfortable so that teacher can easily achieve the targets of
mentoring program (DL DuBois, 2011).
Conclusion
By analysing the different aspects of mentoring program, it can be concluded that,
mentoring program is highly useful in enhancing the performance of the teachers of pre-
primary education. Teachers can make the students more engaged and interested in the
learning process of the classroom. Digital tools not only helpful in learning the different
language and culture of different countries but also it enhance the communication and
interpersonal skills of the students.

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References
DL DuBois, N. P. (2011). How effective are mentoring programs for youth? A systematic
assessment of the evidence. Science in the Public interest, 57-91.
F Kochan, A. K. (2013). Cultural influences on mentoring programs and relationships: a
critical review of research. Journal of Mentoring and Coaching in Education.
J Castek, R. B. (2013). Using apps to support disciplinary literacy and science learning.
Journal of Adolescent & Adult Literacy, 554-564.
Menges, C. (2016). Toward improving the effectiveness of formal mentoring programs:
Matching by personality matters. Group & Organization Management, 98-129.
RM Ingersoll, M. S. (2011). The impact of induction and mentoring programs for beginning
teachers: A critical review of the research. Review of educational research, 201-233.