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Mentor program3
- 2. “ Produce great people, the rest will follow.” E. Hubbard
- 19. “ No one knows better than teachers what teachers need to become skillful practitioners.” Chase, 1988
- 23. No matter how skilled an educator or how experienced you may be…you will not be a successful mentor/coach if your communication skills are not effective. COMMUNICATION IS KEY...
- 30. Conversation in the United States is a competitive Exercise in which the first person to draw a breath is declared the……. LISTENER
- 56. Effective Mentors are able to recognize the strengths of novices by utilizing the talents, skills and cultural knowledge they bring to the teaching situation.
Hinweis der Redaktion
- To really know how skillful you are in the area of Collaborative Relationships, you must find out how others see you. One of the hazards of being a coach is coming across as if your ideas are the only way to teach. The novice teacher may perceive this as the way they need to “be”. Mentoring is not another word for cloning and you don’t want it to come across that way. Effective communication depends on your ability to minimize any barriers.
- The 12 barriers are viewed as high risk responses. Instead of promoting communication between you and the mentee….the dirty dozen will BLOCK conversation…. thwart the other person’s problem solving efficiency and increase the emotional distance between you and the mentee, You may be saying…some of these comments are positive….. As a mentor it is difficult not to praise evaluatively #4 or offer advice #9 or reassure #12. After all aren’t you supposed to PRAISE, ADVISE AND ASSURE??? YES…. But there is a good time and a not so good time to do this. Not if the mentee is stressed, overly anxious about teaching or experiencing personal problems. Not when it is at the onset of your conversation together. WHY?? These response can trigger feelings of inadequacy, anger or promote a dependency toward you.
- The novice may even become rebellious and argumentative if you resort to such behaviors…especially the CRITICIZING, DIAGNOSING OR ORDERING. These are very common and habitual ways of responding to anyone in conversation. To communicate effectively you need to be cognizant of the risks these barriers may have on your relationship and learn to avoid them. To determine your communication style and minimize any communication roadblocks, you might respond first and then ask a very trusted colleague to give you honest feedback on these questions. Communication Inventory…. If you answered often to any of these questions, you may need to fine tune your listening skills. By seeing input on your communication style you can make sure that you are able to develop a relationship that fosters openness and trust. An overbearing or domineering model may prevent your mentee from developing his or her own teaching style.
- Let’s spend a little bit of time on listening…just to refresh the what good skill may look ;like. First check out this slide…… The message here is we all tend to talk too much… many of us who believe that we are good listeners… talk too much……. Let’s look at some basic listening skills…..
- ROLE PLAY…… PARTICIPANT SELECTS A PROB;EM AND PRESENTS IT TO ME BAD EXAMPLE FOLLOW BY GOOD EXAMPLE
- METHODS: BRIEF ENCOURAGERS - Short audible indicators that you are interested in what the other person is saying DOOR OPENERS - a non-coercive invitation to talk or to continue talking.
- Reflective listening is the skill of summarizing the thoughts and feelings of he speaker from the speaker’s perspective.
- This reflection can feel very unnatural to you…especially if you are the type of person who is quick to advise…..suggest…respond…...
- Use open ended questions to to challenge their thinking regarding their self examination…you want to make sure they learn to look at themselves…. Being a coach is very similar o being a cooperating teacher…a major difference is that as a cooperating teacher you are ultimately responsible for what happens in your classroom…as a peer mentor, you are not responsible BUT the key to success is being proactive….and preventing potential problems.
- Conflict is apart of any dynamic organization, usually arising because individuals care and want to do their jobs well. As a mentor/coach you want to show the way when it comes to eff4ectively working through a problem because it helps to build stronger working relationships. Part of a mentor’s job is to be a professional role model. One of the most important skills you can help a novice develop is his or her ability to deal with conflict -- with peers, students parents and even with you. The process of conflict resolution needs to be discussed at the very beginning of the mentoring experience.
- ONE FLIES, ONE DRIVES ONE GETS THE CAR, ONE GETS PAID FOR MILEAGE ONE TRAIN ONE BUS ONE CAN RENT AND BE REIMBURSED
- Reflective teaching makes this method unique.
- It is sometimes helpful to work to identify the source…… this will sometimes peel all those layers off the onion and you will find the problem may not be anything all that you believed it was.
- Proceed slowly checking for understanding…and checking into how much they really want from you Be aware of Risks!!!
- This is easier said than done….often the most difficult piece…….especially if you are feeling the mentee is tentative and lacking the skills you would expect them to have. If we prejudge new teachers we are automatically limiting the opportunities that we can provide for them…or worse…..if they read this judgement that we have in our tome or attitude …or…we actually state it….they will plod through their learning experience living in fear of making a mistake and losing your support. Begin by examining your own conventionalized ideas of things and people. You may believe that you have none…but let’s make sure. Prejudgments are often views we hold based on cultural values, experiences, or stereotypes
- As a mentor you are going to confront a diverse group of adults. The first step for you is to clarify your own values and beliefs and see how these factors have shaped you as a teacher. It is important to see how these beliefs make you unique././/and your beliefs may not be seen as right by the mentee….they may not even be easily understood by the mentee…depending on their background DIVERSE>>>DIVERSE>>>DIVERSE…. We have individuals from different areas working together… We have experienced teachers from other districts… A variety of student teaching experiences. We must all recognize our values and beliefs and welcome the values and beliefs of others…EVEN IF THEY ARE DIFFERENT FROM OUR OWN.
- “ Inexperienced” doesn’t always mean less knowledgeable or less competent. Recognizing different teaching styles and exploring ways to use these styles in the classroom helps to build mutual support and respect, even if they are different from your teaching practices. Take a moment to complete the Through the Looking Glass Activity……. Try to identify any stereotypical lenses you may be using.
- The time demands required in lesson planning, noninstructional duties, and preparing teaching materials is HUGE! They are expected to hit the ground running. We need to help them know what is expected of them as professionals and faculty members and how to meet those expectations. By sharing your “shortcuts” to creating learning materials, planning lessons and handling the paperwork, peer mentors can reduce job stress and help their mentees prioritize their schedules to focus more time on essential teaching tasks and less time on extraneous activities. REFER TO … Needs Assessment for Beginning Teachers