Traditional Mentoring Paradigm

In a traditional model of instructional mentoring support, similar to the traditional teaching paradigm, the focus is on the controls that a mentor exerts on the novice teacher’s behaviors by establishing relevant antecedents and consequences for all instructional actions. In such a behavioral paradigm, it is believed that the mentor can manipulate the teacher’s responses (i.e., instructional behaviors) by providing appropriate antecedents such as preconference questioning, providing feedback to lesson plans, or offering specific instructional strategies. The same emphasis is placed on the post- teaching where the traditional mentor might use consequences such as lesson feedback or targeted questions to get the teacher to focus on specific children or instructional strategies.

Traditional Mentoring

Funding for this website came from the Virginia Department of Education Award #879-SY08 CFG to Dr. Sandi Cohen and Dr. Ruth Ferree at the Curry School of Education. Questions should be sent to Dr. Ferree at