A personal opinion on teachers as mentors

Other appropriate mentors could include other students, more-advanced postdoctoral associates, and other faculty in the same or other fields. Quality programs take the necessary precautions to avoid using veteran teachers who have lost their positive outlook.

Committed mentors show up for, and stay on, the job. Coaching requires hours of practice and observation by the trainer, as well as learning about the theory and practice.

Such training helps mentors value description over interpretation in the coaching process; develop multiple methods of classroom observation; employ research-based frameworks as the basis for reflection; and refine their conferencing and feedback skills. The mentor training program should equip mentors with the knowledge, skills, and dispositions prerequisite to effective coaching.

They teach and enroll in graduate classes. No one benefits when a mentor is too "possessive" of a student. They Simply Believe," Lasley argues that the crucial characteristic of mentors is the ability to communicate their belief that a person is capable of transcending present challenges and of accomplishing great things in the future.

Veteran teachers unwilling to participate in a quality training program are often indicating their lack of dedication to the role.

The good mentor is committed to the role of mentoring. A good mentor is approachable and available. The Mentoring Leadership and Resource Network has five main purposes: The good mentor is a model of a continuous learner.

You might have to increase the mentor-student distance. This belief is not grounded in naive conceptions of what it means to be a mentor.

Rather, it is anchored in the knowledge that mentoring can be a challenging endeavor requiring significant investments of time and energy. But such record-keeping devices should keep paperwork to a minimum and protect the confidentiality of the mentor-mentee relationship. In academics, mentor is often used synonymously with faculty adviser.

Basic concepts for the helping professions. Finally, we need to give mentors and mentees time and opportunity to participate in the preconferences, classroom observations, and postconferences that lead to quality clinical support.

First, good programs require formal mentor training as a prerequisite to mentoring. Such commitment flows naturally from a resolute belief that mentors are capable of making a significant and positive impact on the life of another.

It will attract teachers who demonstrate their hope and optimism for the future by their willingness to help a new teacher discover the same joys and satisfactions that they have found in their own career.

Coaching v mentoring: what works best for teachers?

For example, if you are a faculty member advising a physics student who would like to work in the private sector, you might encourage him or her to find mentors in industry as well.

When you think you have understood a point, it might be helpful to repeat it to the student and ask whether you have understood correctly. Just as good teachers adjust their teaching behaviors and communications to meet the needs of individual students, good mentors adjust their mentoring communications to meet the needs of individual mentees.

Even a student who is doing well could need an occasional, serious conversation. Adviser, Teacher, Role Model, Friend: Try through regular contact-daily, if possible-to keep all your students on the "radar screen" to anticipate problems before they become serious. The National Academies Press.

This is the opposite of mentoring as the coach does not evaluate, judge or set targets, and the person being coached is in full control of the discussion. Accepting mentors do not judge or reject mentees as being poorly prepared, overconfident, naive, or defensive.

Most of all, show by your own example what you mean by ethical conduct. Most important, they share new knowledge and perplexing questions with their beginning teachers in a collegial manner.

For more information, visit the mentoring Web site http: Responsible Conduct in Researchalso available on line. Advise them to begin with you, other faculty acquaintances, and off-campus people met through jobs, internships, or chapter meetings of professional societies.

All beginning teachers are not created equal, nor are all mentor teachers. For example, if you are a faculty member advising a physics student who would like to work in the private sector, you might encourage him or her to find mentors in industry as well.

They teach and enroll in graduate classes. A student who is doing well might require only "check-ins" or brief meetings. In long-term relationships, friendships form naturally; students can gradually become colleagues. Training exercises that cause mentors to thoughtfully revisit their own first years of teaching in light of such research-based and theoretical perspectives can help engender a more accepting disposition toward beginning teachers regardless of their age or prior life experiences.

The characteristics of a helping relationship. Adviser, Teacher, Role Model, Friend: On Being a Mentor to Students in Science and Engineering.

The Good Mentor

Washington, DC: The National Academies Press. doi: / mentoring is a personal, as well as, professional relationship. An adviser might or might not be a mentor, depending on the quality of the relationship.

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A mentoring relationship. A Reflective Guide to Mentoring and being a teacher-mentor. 2.

The Good Mentor

3 to be a teacher. Mentors play an important supporting approaches to supporting my personal growth and wellbeing. In our discussions, Pa and Barry always made me feel they had time for me, time.

The good mentor is committed to the role of mentoring. The good mentor is highly committed to the task of helping beginning teachers find success and gratification in their new work.

Committed mentors show up for, and stay on, the job. The Role of Teacher Mentoring in Educational Reform Teacher mentoring programs are now perceived as an effective staff develop-ment approach for beginning teachers.

By establishing teacher mentoring programs, the district serves two In addition to personal and profes-sional traits. Why New Teachers Need Mentors.

By David Cutler. January 20, Image credit: Veer. I'm 23, almost fresh out of graduate school when I move to Miami to teach American history at Palmer Trinity, an independent school in Palmetto Bay.

I have no friends or family nearby, and I'm completely unfamiliar with my surroundings. Eight Qualities of a Great Teacher Mentor. By Kimberly Long September 30, by being a mentor you have also become my personal life coach.

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A personal opinion on teachers as mentors
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