| Summary: | 碩士 === 國立臺北教育大學 === 課程與教學研究所 === 94 === This project originated from a personal interest and the growing need for teacher’s development at Young-Kwong Elementary school, Taipei Taiwan. The project focuses on Chinese language teaching strategy of “guided reading” and “ effective guiding techniques” as a teaching model. The purpose of the project is to increase student’s ability in reading comprehension and thinking and to develop student’s ability in effective reading.
This research wants to explore, discover and translate a real issue of how a teacher’s daily teaching affects a student’s reality. An outside school mentor joined the school peer- mentoring program. This mentoring project required tremendous amount of communication between teachers. After the initial defensive anxiety among staff, we finally were able to organize a program which was supervised from the top down and outside mentors to the inside mentors style. Much initial work was dedicated to communication, negotiation, modifying the mentoring plan and my research project. In the beginning of the mentoring process, we agreed on “group observation focused” method. After a period of time the open format of sharing and discussion seminar gave us better view of teacher’s personal experiences. We then conducted in-depth interviews, grade level observations to evaluate the effectiveness of individual teacher’s guided reading on students. We video taped the actual teaching periods, interview sessions as a record. This record along with teachers’ meeting records, observation records, notes and classroom documents became my research materials. I organized the information, analyzed the document and verified three ways and came up with the final result as following:
1. An outside mentor joining a school mentoring program should be equipped with six conditions: A) Principal’s permission and support; B) an understanding of each individual in his or her unique circumstances and cultural background; C) A “peer mentoring committee” and “peer mentors” program; D) the establishment of trusting relationship for the initial stage and work hard to gain related educational knowledge; E) when implementing the program, one has to be flexible in administer different mentoring methods in order to focus on the target goals; F) It is proper to use open format as a long term evaluation method; G) logical thinking, critical reflection and increase individual ability in the field are the goals.
2. A positive leadership makes the mentoring program successful. Six characteristics came after the project was completed: A) enthusiastic attitude and a servant style can alleviate the pressure of peer mentoring process; B) good communication and negotiation can help teachers with their extra work derived from peer mentoring project; C) help teachers see the program as part of the support of the administrative process rather than restrained by time and schedule; D) respect and trust can be essential elements when there’s no prior relationship; E) organize “teaching mentoring committee” to take in charge of the “administrative work”; F) raise funds from outside resources to support the financial issue of the program
3. After teachers experienced the mentoring program of “guided reading,” the effects were: A) the increase level of teachers’ self awareness; B) different teachers experienced different growth in the effectiveness of teaching; C) selected individual teachers showed great difference in teaching effectiveness after the peer mentoring project . The main reasons for the differences are personal characteristics, educational background, enthusiastic attitude, time involved and the attitude was the key and the academic background was the second factor.
4. Others like principal’s leadership, mentor’s professionalism, office staff’s support are also played important roles in the effectiveness of the program
According to the result of the project, I can present constructive suggestions to educators such as mentors, teachers, principals, government officials and researchers who are interested in working on peer mentoring in the future.
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