This study examined the discourse of teacher supervision/mentoring, specifically within the context of the post-observation meeting. The analysis of six transcripts of post-observation meetings from one semester in a small university Intensive English Program revealed a variety of politeness strategies employed by supervisors in the delivery of suggestions and advice to teaching assistants. A characterization of the post-observation meeting as a ''globally face-threatening'' activity is supported by participants' commentary in questionnaires and interviews. Moreover, primary and secondary data suggest that the combination of several different positive and negative politeness strategies used by mentors may have resulted in the subsequent impression of teaching assistants that they received no suggestions, advice, or ''constructive criticism'' during the meetings.