How Not to Be a Rubbish Mentor: Falling Back in Love with D&T after 20 Years
- Dr Matt McLain
- 6 minutes ago
- 4 min read
Associate Assistant Headteacher and D&T teacher
Kirton Academy, Lincolnshire Gateway Academies Trust
When mentoring a teacher becomes just another task on your to-do list, it is easy to overlook how you feel about your subject. This piece explores how I rediscovered my passion for D&T and why taking time to pause and think matters when guiding a new member of your team.
Twenty years in, I fell back in love with D&T. Just in time too, because we have a new early career teacher (ECT) in the department.
To fall back in love with something, you first have to fall out of love with it. For those of you who are passionate D&T teachers and wondering how that could possibly happen, let me tell you, it did not happen overnight. It was not because I had poor training. I completed a luxurious PGCE which led to a Master of Education (MEd). I had the time and space to research, trial and reflect. It was not because I had poor tutors. I had a string of brilliant education experts who inspired me and gave me their time and wisdom. It was not because I worked in weak schools. I worked in specialist arts schools, in new builds, in schools respected by their communities. I did not stay in my classroom and fester either. I took promotions, became head of department, became assistant head.
So, what happened? Why did I begin to hate the subject, resent the subject and even consider moving to art?
There is never one single reason, but here are a few that matter. When we notice what is happening, this is the point we can begin to change.
The first thing is that I am a woman. When I began my training in 2005, most of the D&T teachers around me were older men. Many of them supported me. Many of them did not. Every day someone pointed out what I did not know. I was told I could not touch wood because of my sensitive female skin. I was told I could not chisel properly because I had breasts. These comments sound ridiculous, but they built up slowly and began to chip away at me.
I got bored of the subject. When I moved out of London schools, I lost the rich links with outside organisations and the flow of enthusiastic trainees that kept me fresh. I began to repeat the same projects. I stopped looking outside my school for inspiration and my world became smaller. With young children, I did not have the energy to fight for the change I knew was needed. I went part-time and, in a curve-ball move, I started a flower farm.
This could have been how it ended. Frustrated, disenchanted, bored of D&T and growing flowers.
But then I moved to another school. I joined to cover the gap left by a missing food teacher, but the D&T department was in a terrible state. It was unloved, dated and the pupils were getting the rawest of experiences. I was angry, furious. How had it been allowed to get like this? The answer was obvious, staring me in the mirror. Twenty years of someone like me. Someone who had lost their spark. Someone who no longer knew their direction. That was where I had been heading.
So, I decided to get good again. Surprisingly, it was easy. The D&T world is far more connected now than when I last looked. I joined associations. I listened to podcast. I signed up for newsletters. I started reading again. Over a few months (not years) I remembered why I loved the subject. I remembered why it mattered and how vibrant it could be. We began to trial new projects. The students got excited again. So, did I. Which is just as well, because the last thing an ECT needs is a cynical, disillusioned mentor.
I am taking this opportunity alongside my ECT to get involved in everything I can. Passion for D&T is not fixed. It can fade, it can wain, but it can also be cultivated. Follow subject leads on socials. Go to training days. Build a local network. Grow with your trainees (yes there is still a bit of a flower farmer in me too)
Falling back in love with your subject is one thing; sustaining it while juggling your mentoring commitments is another. You might not have lost your D&T spark as much as I did, but reflecting on my position has led me to consider what practical steps can help both mentor and ECT keep your enthusiasm alive. Here are some helpful dos and don’ts when working with your ECTs.
Dos
Share what excites you.
My ECT and I often use our phones to screen grab projects, ideas and inspiration we find online. We show each other what has caught our attention. This leads to regular discussions about creative possibilities. Sometimes the conversation turns critical, with comments like “that wouldn’t work here because…” or “that’s a limiting approach because…”. These discussions move ideas forward. Quite often we have saved the same thing, which gives us a shared sense of direction and energy.
Train together.
Education is always shifting. Even with years of experience, there is always something new to learn. Sharing training experiences builds trust and helps both of you grow.
Learn about your ECT’s background and interests.
Everyone comes into D&T with a unique mix of skills and experiences. Take the time to find out what they bring. Recognising and celebrating their strengths helps them feel valued and confident.
Don’ts
Do not give your ECT the jobs you do not want to do.
If a task has been sitting on your list, it is probably boring, complex or both. Instead of handing it over, talk through how to break it into manageable parts and work on it together. Watching how you approach difficult tasks builds resilience and problem-solving skills.
Do not forget what you love about the subject.
It is easy to lose sight of your own enthusiasm when your schedule is full of responsibilities. Taking time to reconnect with the parts of D&T that inspire you can be a powerful example for your ECT. Passion inspires passion!
What advice would you offer fellow mentors on reigniting their passion for the subject?
How do you nurture a shared sense of enthusiasm and grow with your ECT?