Process
Mentor-mentee conversations are not chit-chats but purposeful reflective dialogues. These conversations are critical for quality mentoring outcomes.
This assessment requires you to participate in a mentoring conversation with peer. The peer, as mentee, must be an adult and have full acknowledgement of the conversation and its requirements. Follow the process below carefully to ensure you understand the process of the assessment task.
Process
- Identify an area that you believe you have knowledge in to successfully mentor a less skilled/knowledgeable other. This preferably should be a professional educational topic such as mathematics teaching or assessment design, but in consultation with your lecturer, can be a personal topic such as playing football or completing crossword puzzles.
- Next identify a mentee you are able to work with for a period of 20-30minutes. This mentee should be an adult (18 or over) and be able to give full permission to partake in the mentoring discussion. Preferably this mentee is interested in your chosen topic and would benefit from engaging in mentoring conversation.
- Approach the mentee and explain the assessment task and topic. Permission form is available on the Model site for your mentee to sign as approval to participate. This form must be submitted as part of the assignment but please remember to void the mentee’s name for anonymity reasons. Assure the mentee that they will not be identifiable in the assessment submission. You must use pseudonyms.
- Identify a suitable time to meet your mentee. This may be (preferably) face to face but could also be virtually via Skype etc. The time set should be outside of work hours to avoid any disruption to a mentees professional life. Set aside20-30 minutes to participate in a mentoring conversation.
- Using literature and strategies associated with effective mentoring, write a semi-structured script. Whilst, as a mentor, you must be flexible and responsive to your mentee, you should also be prepared with carefully crafted questions and prompts that will support you and your mentee to move forward the chosen topic. Your script should include questions and prompts, in the order that you will ask them and any additional mentoring skills you will utilize.
- Complete your mentoring conversation with your mentee. This must be recorded (audio-visual).
- after the mentoring conversation, transcribe your mentoring conversation. The transcription should be submitted as part of the assignment.
- Finally write a reflection on the mentoring conversation. Reflect on:
- The preparation leading up to the mentoring conversations
- The environment of the mentoring conversation
- The skills you utilized/ didn’t utilize in the conversation
- Further personal goals you identify for yourself as a mentor.
Structure of assignment- All sections must be submitted as one document
- Signed permission form from mentee
- Semi-structured script of mentor questions/prompts (2-3 pages)
- Transcribed mentoring conversation (you do not need to submit the audio)
- Reflection (1000 words)
- Clear and succinct mentoring script that shows deep evidence of the skills
Required in a mentoring conversation
- Clear transcript using appropriate written conventions
- Deep reflection that clearly articulates both reflection and future goals.
- Appropriate use of references including referencing style
Mentor questions
Why did you create interest in teaching?
What qualifications do you have in the field of teaching?
Do you have any experience?
When did you finish your college?
Do you know anything concerning teacher-student relation?
– In case of a serious case, how can you handle it/- students are sometimes arrogant and can plan to strike. How can you handle such a case?
What are the duties of a teacher?
What kind of students do you aspire to teach?
How do you deal with lazy students?
How are you supposed to behave in front of students?
How can you be a better leader and a role model?
Is teacher –student relationship easy?
What do you think when you see other teachers misbehaving? How can you handle such a case?
How can one avoid peer pressure?
Assuming that you have interacted with students before. How can you help the students to better their performance?
A school is an institution that is designed for performers. How do you deal with the students who do not perform well?
How can you handle parents’ cases?
Given a chance to advise the students, what can you tell them?
Motivation is a program that has been included in the system of education. How can you motivate the student?
Mentees questions/answers.
I have dealt with students for a couple of years, which is a three-year experience. Have therefore experienced much.
Teacher-student relationship is quite challenging since students are grow-ups and are free to decide what to do. They therefore know what is right and what is wrong.
Peer pressure is common with students and can therefore be easy to notice
Other teachers can still have issues, but one is always free to stay out of their issues if they do not concern him or her.
In mentoring field, I can share my success story with the students since my success story is a challenge itself.
Required in a mentoring conversation
Daily interaction with the students gives one some morale, and time to learn of their movements day by day.
In the field of bettering the lives of the students, the poor performers are encouraged to keep a good studying company with the best performers.
Field study including field trips are good and can also change the environment of the students. They should therefore be encouraged to participate in any field trip, or contests which will boost their knowledge.
Dealing with parents is sometimes easy than dealing with the students themselves. It is therefore important to ask them of the progress of their children, and how they behave during short and long vacations.
Parents should however be respected since others are elderly. Who need patience, kindness and understanding? Their views are important too, and should be considered.
Teacher- student relationship is not easy since students are different. It can however grow and develop with time, depending on how you handle the students.
As teacher we meet students of different categories. Where students are notorious, teachers should advice them in way such that the advice does not probe violence, since students are grown ups and can decide on their own (Wang, Odell, and Schwille, 2008). Teachers should therefore not apply corporal punishment to solve problems of notoriety in students, as this trigger violent between teachers and students.
Teachers should ensure that all students are actively participating in class. This can either be done through asking questions on an already studied chapter. Ensuring all students participate actively in class by asking the students to explain where they have understood after teaching (Nevins, Stanulis, and Floden, 2009). This can also be done by giving them random and continuous assessment tests and also engaging the students in group discussions.
Teachers should engage student in field trips. Field trips expand the minds of student. Field trips expands student’s knowledge (Hobson, Ashby, Malderez and Tomlinson, P. D. (2009. It also enables students to have experience of class work in reality. Engaging students in field trips breaks the monotony of class room, hence reducing boredom among students. Field trips are very important to students especially during examination period. It enables students to easily answer questions, since they already have more experience from the field trips they had attended. Field trips open up the minds of students, and this enables them to understand well in class when being taught.
Mentor questions
Teachers should avoid peer pressure by staying focused and looking forward to achieve their set goals. They should not follow ignorant teachers who are not willing to attend classes. Lazy teachers have a tendency of not attending their duties, and can opt to waste time idling about in the staffroom. Teachers should therefore be responsible enough to attend to their duties appropriately without supervision or with minimal supervision (Barrera, Braley and Slate, 2010). A school cannot produce performing students with bright future if the teachers are not responsible and serious with their duties.
The teachers should also seek knowledge from the experienced teachers, since they were also students someday. They should be ready to get correction in all the subjects of life, which include teacher-student relationship, and teacher-teacher relationship. The associations are also important since they open up the minds of the teachers to greater levels, where they make it possible for them to think at a higher level.
Teachers should train their train their students to be responsible, as this prepares them as future adults (Ingersoll and Richard,2009 ). By being responsible, students will be accountable of themselves. Teacher who train their students to be responsible are respected in the schools and also in the society. They act as good role models and can also act as mentors to their students. Responsible student can produce good grades and this can lead to teachers’ promotion.
Teachers should not only teach students class work but should also teach the students core curricular activities (Boreen, 2009). Teachers should ensure that all students attend games and participate actively. Games break the monotony of classroom and also reduces boredom. Games gives students a chance to exercise their bodies which is good for their health. During games, some students discover their skills, which may not have been discovered when the students were not involved in core curricular activities, hence teachers should engage their students in core curricular activities.
Teachers should ensure that their students have a conducive environment for their learning. Conducive environment enables learning and understanding hence good performances. A conducive learning environment enable concentration among students. Students are most likely to understand well in a conducive environment, rather than an unconducive environment. Therefore, teachers who expect good performance from their students must ensure that the students have a conducive learning environment.
Teachers should not be mean in sharing their knowledge with other teachers (Long, 2009). When other teachers ask you to coach them on a certain area of study where you are having good knowledge in, it is good to do so as this expands your mind as a teacher. A teacher who is not mean is able to deliver a good grade in his or her subjects through good performance of his or her students.
Carelessness should be avoided in as much as relationship with students is concerned. Careless mistakes should be avoided since they may mature and lead to bigger mistakes which may be serious in the future. Students are the ones who hold the future, and therefore potential leaders (Carter and Francis,2008). They should therefore be taught the ways to follow, and what to do to avoid being misled by other people in and outside school. They should always be advised on the worth of education and what educated people do, and have the potential of doing in the future.
References
Barrera, A., Braley, R. T., & Slate, J. R. (2010). Beginning teacher success: An investigation into the feedback from mentors of formal mentoring programs. Mentoring & tutoring: partnership in learning, 18(1), 61-74.
Boreen, J. (2009). Mentoring beginning teachers: Guiding, reflecting, coaching. Stenhouse Publishers.
Carter, M., & Francis, R. (2008). Mentoring and beginning teachers’ workplace learning. Asia-Pacific Journal of Teacher Education, 29(3), 249-262.
Hobson, A. J., Ashby, P., Malderez, A., & Tomlinson, P. D. (2009). Mentoring beginning teachers: What we know and what we don’t. Teaching and teacher education, 25(1), 207-216.
Ingersoll, Richard M, (2009). “Mentoring on Beginning Teacher Turnover.” American Educational Research Journal 41.3 681-714.
Long, J. (2009). Assisting beginning teachers and school communities to grow through extended and collaborative mentoring experiences. Mentoring & Tutoring: Partnership in Learning, 17(4), 317-327.
Nevins Stanulis, R., & Floden, R. E. (2009). Intensive mentoring as a way to help beginning teachers develop balanced instruction. Journal of Teacher Education, 60(2), 112-122.
Wang, J., Odell, S. J., & Schwille, S. A. (2008). Effects of Teacher Induction on Beginning Teachers’ Teaching A Critical Review of the Literature. Journal of teacher education, 59(2), 132-152.
Order an Essay Now & Get These Features For Free:
Turnitin Report
Formatting
Title Page
Citation
Outline
