Lesson 5.2: The Principles of Peer Mentoring
Lesson Objective
By the end of this lesson, you will be able to mentor and support colleagues in developing their own neuro-affirming practice using a structured, supportive approach.
From ‘Doing’ to ‘Guiding’
As an experienced practitioner, your instinct is often to step in and solve a problem. The role of a mentor, however, is different. It’s not about giving answers; it’s about asking the right questions to help your colleagues find their own solutions. You are a guide, a sounding board, and a source of encouragement.
“Effective mentoring is about building capacity in others. Your goal is to help your colleagues develop their own confidence and competence, empowering them to become excellent practitioners in their own right.”
The ‘Observe, Question, Suggest’ Model
When a colleague is facing a challenge, a structured approach can be very helpful. This simple, non-judgmental model helps to guide a reflective conversation.
1. Observe & Listen:
Start by simply listening to their challenge. Use your attuned listening skills from Module 2. “Tell me about what’s happening with Leo during maths.” Give them space to talk without interrupting.
2. Question with Curiosity:
Ask open-ended, curious questions to prompt their own thinking. “What have you noticed just before he gets overwhelmed? What have you tried so far? What does his DDP say about his sensory needs at that time of day?”
3. Suggest Collaboratively:
Instead of telling them what to do, offer suggestions as possibilities. “I wonder if…?”, “Have you ever considered…?”, “Something that worked for me in a similar situation was… perhaps we could try that?” This respects their professionalism and encourages collaboration.
A Mentoring Conversation
[Video: A role-play showing a Level 4 practitioner using the ‘Observe, Question, Suggest’ model to mentor a less experienced TA]
Planning Your Mentoring Approach
Think of a common challenge that less experienced colleagues in your setting often face.
Your task is to script one or two curious, open-ended questions you could ask a colleague to help them think through that challenge for themselves.
For example, if the challenge is a pupil not starting their work, instead of suggesting a visual timetable, your question might be: “What do you think the barrier is for them in that moment? Is it about understanding the task, or is it about the anxiety of starting?”
Jot these questions down in your notes. This practice shifts your thinking from providing solutions to empowering others.