What is reflection in mentoring?
Reflection is a critical part of the process for mentoring pairs and for people who manage mentoring programs. The reflexive mentor not only critically reflects after mentoring conversations but has the ability to detect and use their own feelings and thoughts in the moment, whilst in a mentoring conversation.
How reflective practice can be used in the mentoring process?
Reflective practice is the conscious processing and application of learning from an experience in a structured way. In mentoring, it enables someone who mentors to develop themselves, their practice and their model of mentoring.
Why is mentoring important for teachers?
Mentors can help new teachers in many ways. They assist new teachers to adapt to the school climate and culture. They also guide the new teachers with curriculum, teaching strategies, and communication skills. Having a mentor means there is someone to supervise and provide suggestions so that improvements can be made.
What is teachers reflection?
Reflective teaching means looking at what you do in the classroom, thinking about why you do it, and thinking about if it works – a process of self-observation and self-evaluation. Reflective teaching is therefore a means of professional development which begins in our classroom.
Why is reflection important in mentoring?
The reflective practice has huge benefits in increasing self-awareness, which is a key component of emotional intelligence, and in developing a better understanding of others. It can help you in the development of or the enhancement of critical thinking skills and encourages active engagement in work processes.
How does reflection connect to teacher induction and mentor programs?
Reflection and using data are two key practices to improve instruction, and mentors should have a lot of experience with both. Reflection helps teachers at any level of their career build understanding, change practice, set goals for improvement, and engage in continuous discovery.
What is the role of a teacher as a mentor?
Mentors bring protégés into their “community of practice,” a group of teachers committed to their students and teaching. Members interact regularly and share their teaching practices—reflecting and refining, sharing stories, and problem-solving together.
How mentoring of teachers improve strategies in teaching?
Typically, mentoring programs pair novice teachers with more experienced teachers who can ably explain school policies, regulations and procedures; share methods, materials and other resources; help solve problems in teaching and learning; provide personal and professional support; and guide the growth of the new …
What do teachers look for in a mentor?
The teachers’ responses to the pre-established questions on the characteristics and types of support offered by a mentor or a coach corresponded with slight differences in the mentor’s approach to the mentoring process. The teachers, for example, agreed that a mentor must be a person of integrity who is honest and ethical in the mentoring process.
What is the purpose of classroom observations in mentoring?
There are generally three purposes for classroom observations in a mentoring process. 1. To stimulate and initiate new practice. Beginning teacher observes an experienced teacher in action, to learn more about a specific technique or own practice. 2. To develop current practice.
How can a mentor support the beginning teacher in collecting evidence?
The mentor can support the beginning teacher to understand why and in what circumstances they may want to capture evidence and what this evidence might help them to understand or decide.
What is the purpose of a reflection paper?
The purpose of a reflection paper is to demonstrate what I have learned about the principles of coaching and mentoring…. The Introduction to Coaching and mentoring course has given us the opportunity to share the knowledge, thoughts and overview of the basic required elements in coaching and mentoring ….