Mentor Teacher Spotlight: Harmony Bell
We are excited to spotlight mentor teacher Harmony Bell. Harmony teaches 6th and 7th grade writing at North Side Community School. She is from St. Louis, and has been teaching for 15 years.
Q: Why did you decide to become a mentor teacher this year with STLTR?
A: Having had mentors throughout my own teaching career, I know how important they can be to the development of a new teacher. It is invaluable to have someone consistently present in the classroom with you, there not only to encourage you in the things you’re doing right, but also to be able to pause and redirect immediately when necessary. Looking back on my time as a new teacher, I had formal and informal mentors whom I admired. I remember observing the ways they kept the pace going in their classroom, how they held the attention of their students, and trying to implement these things in my own teaching practice. I decided to become a mentor through STLTR in hopes that I could be a resource for a new teacher in the same way.
Q: How did you and your resident adjust to meet the needs of your students during this time of virtual/remote instruction?
A: At North Side, we facilitated classes through Google Classroom and Google Meets. My resident and I met regularly to make sure that we are on the same page regarding what we are doing with our students. We met daily after our second class to reflect on how the class was going and whether we needed to make any adjustments. When we began virtual instruction, the direct instruction portion of our lessons became longer, but it also included more interactive time for the students to ask questions. While one of us taught the class, the other facilitated the chat feature and cold called the students. Having both of us involved in this way was essential.
From the beginning, to ensure a successful virtual learning experience, we defined clear expectations with our students around online learning. We created an online classroom etiquette handout that we reviewed with them a few times a week. We also made it clear to students that we are always available to connect through various platforms, and we regularly contact parents as well. Every afternoon we held office hours for kids to ask questions and clarify aspects of the lesson.
Q: How has your work as a mentor impacted your classroom and your own teaching practice?
A: I have found a lot of value in being part of the mentor cohort. It has been great to be able to get together with the other mentor teachers, collaborate and share best practices that we can bring back to our own classrooms. Having a resident in my classroom has been a positive thing for my students and for me. It has meant having an extra set of eyes, someone who is able to work with students in a smaller, more focused setting when needed. It has also been rewarding to see her take on more responsibility throughout the year, and to observe as she takes things that her coach and I have worked on with her and implement them in her teaching practice. And I have learned from her, too. She makes suggestions and offers a new perspective that has been good for my own teaching practice.