Tomoko Noda, Ibaraki Christian University
Abstract
This paper describes a one-on-one mentoring session conducted with a colleague in a public secondary school in Japan. The main purposes of this mentoring session are: (1) to help a novice teacher be more aware of herself as a teacher, and (2) to deepen mutual understanding between a novice teacher and a mentor (me) by utilizing some advising strategies. The influence of advising strategies on the dialogue between the mentee and the mentor is analyzed through three extracts from the mentoring session. Then I present my self-reflection on how the mentoring session affects me as a mentor. Since conducting mentoring sessions intentionally using specific strategies is uncommon among Japanese secondary school teachers, I hope this paper can help new advisors, mentors, or teachers, especially those supervising novice teachers and engaging in in-service teacher education in secondary schools.
Keywords: mentoring, advising strategies, teacher well-being, reflective practice
I conducted a one-on-one mentoring session with one of my colleagues at a public secondary school in Japan, where I was teaching as an English teacher. The purposes of the session are to deepen mutual understanding, help the mentee teacher, who is a novice high school English teacher, become aware of herself, and have a deeper reflection on her life as a teacher by utilizing some advising strategies. Building rapport with colleagues based on mutual understanding contributes to a positive and supportive working environment, which is an essential component for teacher well-being (Claro & Gordon, 2025). Furthermore, cultivating self-awareness and engaging in self-reflection enhance teacher autonomy, which, in turn, fosters individualized pathways toward professional development (Molway & Gordon, 2025). In the line with these perspectives, I, as a mentor, sought to engage in intentional reflective dialogue (Kato & Mynard, 2016) and relational mentoring (Ragins, 2012). Intentional reflective dialogue refers to conversations intentionally designed to promote deeper reflections (Kato & Mynard, 2016), while relational mentoring emphasizes building a trusting mentor-mentee relationship through ongoing dialogue (Ragins, 2012). These practices represent the core role of a mentor.
The paper begins with the current situation and issues faced by teachers at a secondary school in Japan. It then explores shared aspects of mentoring and advising. Based on insights from the key contextual factors, the following sections present three extracts from the mentoring session with the mentee. Also, I analyze the extracts and elaborate on my self-reflection as a mentor. Insights into the effectiveness of advising strategies in mentoring can allow teachers to deepen their understanding of advising strategies and mentoring in their workplace.
The Current Situation and Issues Faced by Japanese Secondary School Teachers
The Ministry of Education, Culture, Sports, Science, and Technology (MEXT) emphasizes the importance of teachers’ well-being by promoting reforms to their work-life balance and building teamwork among teachers in school (MEXT & NIER, 2020). According to the research conducted by Bajorek et al. (2014), teachers’ mental health significantly impacts their students’ learning achievement, indicating that students taught by mentally healthy teachers tend to achieve higher exam scores. Thus, teachers’ well-being and mental health influence their professional development and learners’ achievements (Bajorek et al., 2014; Mercer, 2021; Ryan & Deci, 2017). Keys to well-being are resilience and self-management (Claro & Gordon, 2025).
However, many Japanese teachers working at primary and secondary schools in Japan are now in highly stressful situations. For instance, they work the longest among 48 countries in the OECD (NITS, 2019; MEXT, 2021), with more than half a day spent working at school daily (Benesse Educational Research and Development Institute, 2016). On the other hand, the time Japanese teachers spend on their professional development was reported as the least (NITS, 2019). Also, over 50 % of primary and secondary education teachers are unsatisfied with the work-life balance, even though about 80 % of them answered “satisfactory” with their careers as teachers (Benesse Educational Research and Development Institute, 2016). That indicates that they regard their profession as not only rewarding but also demanding because of their workload. Due to these issues, teachers’ burnout is becoming a serious problem in education in Japan (MEXT, 2021; MEXT & NIER, 2020). Therefore, the support provided to teachers, especially beginning teachers, is essential for their professional learning and development (Carter & Francis, 2001; Molway & Gordon, 2025).
To promote teacher well-being, in addition to reforming their working styles and mitigating their workload, teachers and institutions should create a working environment where teachers support each other and the institutions promote teachers’ professional well-being (Reinders, 2023). Considering the current educational situation in Japan, it is urgent to provide teachers with opportunities to an environment where they can build and maintain good relationships with their colleagues. In such situations, mentoring plays a vital role in fostering teachers’ resilience and healthy workload habits (Claro & Gordon, 2025), as well as supporting teachers’ psychological needs and autonomy (Ryan & Deci, 2017, 2020). Mentoring is a formal type of peer professional support focusing on offering guidance and positive feedback to mentees (Reinders, 2023). It reduces the teachers’ feelings of isolation and promotes institutional development (Carter & Francis, 2001).
Commonalities between Mentoring and Advising
Mentoring language teachers and Advising in Language Learning (ALL) share numerous similarities in their purposes, underlying principles, strategies, and outcomes. This understanding has been reinforced through my studies in the advising education courses provided by Kanda University of International Studies.
The development of autonomy as a teacher or learner is the central aim in mentoring and ALL. While mentoring teachers in school aims to promote teachers’ self-directed professional development and growth (Kojima, 2019; Molway & Gordon, 2025), ALL focuses on language learner development (Kato & Mynard, 2016; Mynard & Carson, 2012). Additionally, both mentoring and advising play a crucial role in fostering reflective practice through dialogue, promoting self-awareness and self-directed learning (Javaid, 2025; Kato & Mynard, 2016). To implement effective mentoring or advising sessions, both mentors and advisors should intentionally establish trustworthy relationships with their respective mentees or advisees (Claro & Gordon, 2025; Kato & Mynard, 2016). In mentoring sessions, mentors, serving as facilitators of their mentees’ professional growth, should adopt a less directive and non-judgmental stance (Javaid, 2025). They are active agents in assisting and making suggestions without dominating or imposing (Carter & Francis, 2001). Mentors’ characteristics should be friendly, open-minded, and interested in the development of others (Carter & Francis, 2001). ALL also has similar principles: “Focus on the learner,” “Keep an open mind,” and “Take a neutral position” (Kato & Mynard, 2016, p. 18). Based on these three principles of ALL, an advisor supports a learner by choosing the most effective approaches on the spot to facilitate self-directed learning (Kato & Mynard, 2016).
Since mentoring and advising share commonalities, basic strategies and techniques used in ALL, such as restating, summarizing, empathizing, and complimenting (Kato & Mynard, 2016), can be applied to mentoring language teachers.
Context and Background
My previous workplace was a Japanese public secondary school. In general, novice teachers have a supervisor-teacher in the same school to support them as part of the on-the-job training program, in addition to the official novice teacher training program provided by the board of education. Most supervising teachers focus on guiding novice teachers in understanding the school system, its curriculum, subject instruction, assessment, and related areas. The official novice teacher training program usually does not include one-on-one mentoring sessions. Moreover, many teachers in Japanese secondary schools do not learn about mentoring, its purposes, and its effects. Thus, they do not know about mentoring skills and strategies. Additionally, intentional and purposeful reflective mentoring practice is rarely conducted in the Japanese context. Despite its positive impact on both mentees and mentors and its promotion of mutual growth, mentoring has not been acknowledged or emphasized in the current context of secondary schools in Japan. Since I was a supervising teacher to one of my colleagues at that time and she had appeared to be working diligently on her own, I decided to provide professional support by conducting a mentoring session with her.
The mentee, whose pseudonym is Risa, had started her career as an English teacher in the previous year. She was in charge of a class as a homeroom teacher for the first time in her teaching career, while I had more than 10 years of experience working as a homeroom teacher at the same school. Since we both taught the same subject to second-year students, although we belonged to different grade-level teams, we occasionally held brief meetings to coordinate lesson planning and assessments. By that time, we had already established a certain degree of rapport and mutual understanding.
The mentoring session
The mentoring session was held face-to-face in a separate room in school at the end of her second school year and lasted about fifty minutes. It was an appropriate opportunity to review the year as a homeroom teacher, reflect on her classroom activities and achievements, and discuss future teaching plans. In the mentoring session, I focused on applying basic advising strategies such as restating, summarizing, and complimenting, as these techniques help convey the mentor’s understanding of the mentee’s thoughts and experiences and provide positive feedback. In addition, I employed powerful questioning, which encourages the mentee to view situations from different perspectives and to clarify their own understanding of their actions. Informed consent was obtained from the mentee, including permission to record the interview, to use the data for research purposes, and to include anonymized excerpts in this paper.
The Moment When the Mentee Reveals Her Thoughts about Herself as a Teacher
I started the session in a casual way by asking some questions about the school trip she had just experienced for the first time in her career. Looking back on the school trip, she revealed her thoughts on the relationship with her students in her homeroom class. She shared her perspective on the differences between the roles of a homeroom teacher and a sub-homeroom teacher. She thinks homeroom teachers should be more responsible and closer to the students. With the support of some advising strategies (bold in brackets), she critically reflected on her daily communication, drawing on examples of dialogues with her students to facilitate the analysis, as shown in Extract 1.
Extract 1
Mentor: So, you frequently try talking to and communicating with students in your class. (Summarizing)
Risa: Yeah, but when I communicate with my students, I tend to focus more on negative things about my students, like giving cautions to students or scolding.
Mentor: Mmmm. I see.
Risa: I think I should be careful about doing this.
Mentor: Yeah, not to tell them all about negative things. (Restating)
Risa: Yes.
Mentor: Yeah, it sometimes negatively influences their mood, doesn’t it?
Risa: Yes, right. I sometimes say “Thank you” to students to show my gratitude when they do something I asked them to do …
Mentor: Mmm.
Risa: For some reason, my interaction with students is more about caution or scolding, mentioning negative stuff about them.
Mentor: Mmm. I see. So, you are aware of yourself giving more caution to students rather than praising them, right? (Restating and summarizing)
Risa: Yeah, yeah, yeah. Absolutely.
Mentor: So you want to focus more on their positive stuff when communicating with them, don’t you? (Restating and powerful question)
Risa: Yes. Absolutely. I want to do that. I want to do that. But I have not been able to do that enough yet.
Mentor: I see. So, what if you have some triggers or opportunities to praise them? Do you think you can focus more on the students’ positive sides? (Powerful question)
Risa: Yes, I think so…. The school events, like sports day, can be a kind of.
Mentor: Yeah, right, for sure.
Risa: In events like Sports Day, I can say to my students, “You did a great job!” and “You must be the MVP in our class,” to encourage them. But in daily life, it is not so often that I praise or compliment my students who are working hard. I say, “Thank you,” but I don’t praise such students by expressing more details.
Mentor: Yeah, that’s not easy, I think. (Empathizing)
Risa: I can praise the students who are doing great, but other students are also doing well enough, although not outstanding in class. They are those whom I have not praised.
Mentor: You notice that. You are aware of yourself. I think that is important. Then, you can change yourself. (Empathizing and complimenting)
As seen in Extract 1, the mentee revealed her thoughts on ideal homeroom teachers and how she interacts with students. As the session progressed, she recognized a tendency to provide negative feedback to her students, which she considered inappropriate in her role as a teacher. The application of advising strategies, including summarizing, restating, and posing powerful questions, facilitated the clarification and organization of her reflections. This process enabled her to acknowledge the necessity of incorporating more positive feedback into her instructional practice. After I used restating and a powerful question, she repeated the same utterance, “I want to do that”, referring to giving more positive feedback to her students, which indicates her emphasis on her thoughts. By providing students with more positive comments or feedback, she believes that she can be closer to her students, and this is the way to build good relationships with her students as a homeroom teacher. Another powerful question revealed that she had provided positive comments to her students on special occasions, such as Sports Day or the School Festival. This insight may help her reflect on the differences between contexts in which she tends to offer positive feedback and those in which she does not. From my perspective as a mentor, I recognized the need to pay closer attention to her emotions when giving positive feedback to students, especially by reflecting on how she felt when providing both positive and negative feedback. I also realized that I could have used additional advising strategies to support this process. By incorporating some techniques such as metaphors and intuiting, both the mentee and I could have visualized her thoughts and become aware of her feelings from different perspectives, which may have helped us share and deepen understanding.
The Moment When the Mentor Reflects on Her Teaching in the Session
The topic was changed to English class or English teaching in the middle of the session. The mentee stated that she sought to design original activities in her lessons to make the lessons more engaging and appealing to students. She emphasized that although the creation and preparation of such activities required considerable time, their implementation in class proved to be worthwhile. She then reflected on her lessons, shared some ideas, and plans to make her lesson more interesting with me. At that time, I employed advising strategies such as empathizing and complimenting, emphasizing the importance of fostering creativity. Simultaneously, the dialogue with the mentee enabled me to develop greater awareness of my own teaching practices and to engage in reflection through the sharing of experiences and ideas, as shown in Extract 2.
Extract 2
Risa: Creating such activities takes a lot of time, but I would rather do activities like dividing a passage into four parts, students read the assigned part individually and then make one story by collaborating in groups.
Mentor: I think that’s a great activity! (Complimenting) It is like a jigsaw activity, isn’t it?
Risa: Yes, that’s jigsaw. I do such activities in my lessons.
Mentor: I believe students enjoy such activities in lessons and are willing to do them, even though it takes you a lot of preparation time.
Risa: Yeah, they are actively doing activities. If I always did the ordinary lessons like routine, they would get bored.
Mentor: Yeah, that’s true. (Empathizing)
Risa: Lessons tend to fall into a routine, to some extent. I want them to learn new vocabulary, answer questions in the textbook, and grasp the content by themselves. I can’t get rid of those parts in my lessons. Then those parts become a kind of routine.
Mentor: Yeah, right.
Risa: Sometimes I create and adopt activities other than routine work so that they do not get bored. But I make it a routine even with new materials.
Mentor: Mmm, yeah. Sometimes, making it routine can be easy for students because they can easily follow the familiar procedures of the lessons, and the lessons go smoothly. They can understand what is coming next and what they should do next, which is also great.
Risa: Yes, yes, yes. Absolutely.
Mentor: But always doing the same things on the procedure makes them easily bored with the class. So, you are often making lesson plans in a different way, which I think is great. I really think that’s great. (Summarizing and complimenting)
Risa: Thank you.
Mentor: Yes, that’s great. That’s the way I always try to do it. When I think the lesson is not interesting to me, it easily becomes boring to students.
Risa: Yes. I agree.
Mentor: The lesson can be more easily done when I think it is fun. I always think about how I should handle that. It is great that you are making efforts to create enjoyable lessons. And that’s always beneficial for students. (Complimenting)
Risa: Yay!!!
Mentor: I think students understand how much you are making efforts to do better lessons. (Complimenting) If learning English becomes more fun for them, I believe it will motivate them to work on English learning. Sometimes it is not easy for us to make interesting lesson plans, though. (Empathizing)
Risa: Yeah. I enjoy making lesson plans for students. That does not bother me that much. Preparation for lessons are not burden for me.
Mentor: Oh, that’s great. How wonderful, you say so! (Complimenting)
Recognizing that she had been working diligently as an English teacher and appeared to require greater acknowledgment from others, I deliberately employed the advising strategy of offering compliments in order to provide her with a sense of recognition. Her delighted response, expressed by the utterance, “Yay!” in Extract 2, indicated that the strategy was effective. This reaction not only confirmed the positive impact of complimenting but also made me aware of its potential to enhance her feeling of being recognized.
Moreover, during the dialogue on English teaching, I found myself engaged in self-reflection, particularly regarding my beliefs and practices, by articulating my perspectives on our work as teachers and by encouraging the mentee. Even though my utterances aimed to promote Risa’s deep reflection and awareness by using strategies of complimenting and empathizing, they were as if I were talking to myself and listening to myself. The dialogue made me reflect on myself and sounded like encouragement to me.
The Moment When the Mentee Reflected on Her Thoughts and Character
After Risa mentioned that preparing lesson materials is not a burden for her, she herself changed the topic to the heavy burden she has at work. Like all teachers in Japanese high schools, Risa is assigned to a club activity at school and is required to serve as an advisor and often has to work on weekends due to official games or practices, which makes it difficult for her to have her own downtime. Then, she revealed her thoughts about work and private life as well as her character as shown in Extract 3.
Extract 3
Mentor: So, you don’t have much time for yourself, do you? (Powerful question)
Ria: Yes. I suppose, from what I’ve heard from other teachers, being a teacher used to be considered both a public and private matter about a decade ago. But for me, I prefer to draw a clear line between my public and private life. I want to separate my personal life from my work as a teacher. I’m not sure whether this comes from my generation’s way of thinking or just my own view, but I want to keep my work and personal life separate.
Mentor: Mmmhmm. Yeah, that’s right.
[…]
Risa: Even though I often have to work on weekends, I don’t think preparing lessons is tough for me basically.
Mentor: Wow, that’s wonderful. (Complimenting)
[…]
Mentor: So, the tough part is that you don’t have much time to be relaxed, isn’t it? (Summarizing) I see. Yeah, well, So, what makes you relaxed? When can you feel relaxed the most? (Powerful question)
Risa: Mmm, I think I should first focus on firmly doing what needs to be done. When there’s nothing left that I have to do, I can finally relax. For example, I feel relaxed when I’ve finished preparing my lesson materials. Also, if my room is messy, I can’t feel relaxed.
Mentor: Yeah, I see. I understand.
Risa: I think that’s the annoying part of my personality. I can only feel truly relaxed when I’ve finished everything I need to do and there’s nothing left ahead of me.
[…]
Risa: I think I should take responsibility as a teacher, because being a teacher involves a lot of responsibility.
Mentor: Yes, exactly. I agree.
Risa: I think I should take responsibility as a teacher and I am a kind of responsible person, and being responsible is one of my strengths, I am sure about it. But …
Mentor: So, sometimes it makes you work hard and leaves you with less time to relax? (Powerful question)
Risa: Yes, right. That’s true.
[…]
Mentor: So, what do you think you can do to increase the time for yourself? (Powerful question)
Risa: Mmm, what I can do… Oh, I prepared the lesson materials as much as I could during the summer holidays, so it got a little easier for me after that.
Mentor: Oh, that’s great.
Risa: Yeah, I think I can improve little by little.
As the mentoring session progressed, (see Extract 3), the amount of Risa’s speech increased, particularly after she was asked powerful questions. She began to articulate her thoughts more explicitly, using expressions such as “I think,” “I guess,” and “I’m sure,” which reflected her growing awareness of her own thoughts, reasons, and feelings. She also engaged in deeper reflection, expressing a desire to distinguish between work and personal life — an issue that had not been shared in our previous conversations. Through the mentoring process and the development of rapport, she appeared to feel comfortable sharing her inner thoughts. Furthermore, she reflected on her personality, recognizing her strong sense of responsibility as both a strength and a weakness—another aspect that had not been discussed before.
As a mentor, I listened attentively, employing back-channeling and occasionally offering compliments or agreement to demonstrate understanding while maintaining a non-judgmental stance. The powerful questions in Extract 3 encouraged Risa to become more aware of her attitudes toward work, life, and her own character, which also deepened my understanding of her. Although she did not identify a specific strategy at that moment, one question prompted her to consider ways to improve her time management and recognize the possibility of making positive changes.
Self-Reflection: What I Have Learned from the Session as a Mentor
Advising strategies serve as powerful tools for fostering a safe and supportive atmosphere, thereby enabling my mentee to articulate her thoughts and feelings without hesitation. I realized that utilizing advising strategies such as summarizing, restating, empathizing, complimenting, and powerful questions helped my mentee to reveal herself in detail and to be more aware of herself as a teacher. That indicated to me that sharing a positive atmosphere through experiencing the state of being listened to is important and advising strategies play an important role in the mentoring session. As the mentoring progressed, she disclosed more personal information, addressing not only her professional responsibilities but also her work-life balance, relationships with colleagues, and private time management. These are the factors closely associated with teacher well-being. Thus, the dialogue in the mentoring session also helped deepen my understanding of her as I recognized not only her efforts to design engaging lessons but also her struggles with maintaining work-life balance. The use of advising strategies in mentoring contributes to making sessions more effective and productive.
Moreover, this mentoring session became an opportunity for my self-reflection through listening to my mentee’s story and sharing our thoughts. As Ragins (2012) states, not only mentees but also mentors can raise awareness about themselves, reflect on their work and life, and promote their professional development through mentoring. Through the dialogue with my colleague, I was stimulated and energized to perform better as a teacher, advisor, and mentor. In reflecting on this session, I identified areas for improvement in my role as a mentor. Specifically, I could have made more effective use of advising strategies, such as employing powerful questions and providing challenges, in order to encourage my mentee to reflect and determine concrete future actions. In addition, I should have focused more on her emotions by asking how and why she was feeling, which would have made the session more reflective for her.
Finally, I have come to recognize that the three principles of advising: “Focus on a learner,” “Keep an open mind,” and “Take a neutral position” (Kato & Mynard, 2016, p.18), are equally essential in mentoring. As illustrated in the extracts from the mentoring session, the mentor’s attentive listening and nonjudgemental attitude have a highly positive influence on the mentoring relationship. In addition, a mentor should strive to create and share a warm atmosphere and a safe environment that encourage the mentee to express their thoughts and feelings freely. Therefore, mentors should intentionally demonstrate three attitudes. With these principles in mind, I aim to further develop my mentoring and advising skills to better support both my students and colleagues.
In Japan, many secondary school teachers are extremely busy, which often leads them to intentionally devote less time to peer support and their own professional development. As Billett (2003) states, time constraints are one of the issues in holding mentoring sessions with novice teachers, despite the numerous benefits for both mentoring sides. If teachers could develop a deeper understanding of the importance of mentoring, and if mentor teachers could clearly recognize the purposes, needs, and responsibilities involved in mentoring, Japanese schools would likely become more teacher-friendly environments, where trusting and supportive relationships could be fostered through mentoring.
Conclusion
This paper examined three extracts of a mentoring session with a novice English teacher in a secondary school in Japan. Throughout the session, several strategies commonly used in advising in language learning—such as restating, summarizing, complimenting, and asking powerful questions (Kato & Mynard, 2016) – were employed. As the session progressed, the mentee gradually disclosed her inner thoughts and feelings with the support of these strategies. This process enabled me, as a mentor, to gain a deeper understanding of her perspectives and to recognize the value of intentionally applying advising strategies in mentoring dialogues. Moreover, I learned that the mentor’s attitude plays a crucial role in creating a safe environment where the mentee feels comfortable expressing her thoughts and emotions. Therefore, the principles of advising are fundamental in mentoring practice, too. Although I recognized the need to further develop my mentoring skills and expand my use of diverse strategies to better support mentees, this experience demonstrated that mentoring integrating advising strategies fosters trustful relationships among colleagues. Such relationships are essential not only for personal and professional growth but also for enhancing educational and institutional outcomes. I hope the effectiveness of advising strategies and the application of mentoring will be more acknowledged in the Japanese secondary school context to help promote teacher professional development and well-being.
Notes on the contributor
Tomoko Noda is an assistant professor at Ibaraki Christian University, Japan. Prior to her current position, she gained extensive experience teaching English in Japanese secondary schools. She holds an M.A. in TESOL from Kanda University of International Studies and a certificate in Language Learning Advising from the Research Institute for Learner Autonomy Education (RILAE).
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