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Reflection on mentorship
Reflection on mentorship
Reflection on mentorship
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Mentor Goals and Expectations
A peer mentor is an individual that will build trust by providing encouragement, support, and guidance. This will enhance the character and competence of the mentee. The following is a list we urge our mentors to adhere to in improving the student’s collegiate experience.
Be on time. You should honor a student’s time when you schedule a tutoring session. You may be the only person they can rely on for their academic and personal growth.
Be consistent. Consistency builds trustworthy relationships. Therefore you must be a reliable source for the mentee.
Be Respectful. As a mentor, you should develop a student’s aptitude for conflict resolution, greater patience, better study habits, improve organizational and communication skills.
Be Challenging. Make the tutored subject more engaging
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Belittling and voicing dissatisfaction will only devalue the peer mentoring relationship. As a result, you should continually be optimistic and identify the mentee’s strength and weakness to support their emotional well-being.
Be an Active Listener. Empathy without being judgmental is crucial in building a mentee’s confidence. Therefore, a mentor must strive to listen to their mentee while maintaining eye contact and a composed posture. Provide Feedback. Feedback helps an individual to determine their weakness and strengthen their potential. It is essential for a mentor’s personal growth and career development.
Mentee Roles and Responsibilities
By building self- awareness, values, empathy, and capacity for respect from mentors, a mentee can enhance their personal, academic and professional growth through constructive dialogue.
Be on Time. You should honor a mentor’s time when you schedule a tutoring session. This applies to returning phone calls or texts in a prompt manner.
Be an Active Listener. Allowing your mentor to take the lead at times while listening them as this will build your social skill by assessing the context of the
Mentoring can be that hand that reaches down and pulls you out of the pit. Mentoring can change lives forever and create permanent relationships. Mentoring can help a child get on the right track if they do not have someone else to help them. Whether they have grown up without active parents, have gotten into trouble from time to time, or even if they are a straight A student, the youth needs mentoring. It will build a country that has a solid foundation in which the current youth of America will one day lead. Mentoring proves that “regardless of background, [all children] are equipped to achieve their dreams” (Bruce and
I have been a mentee in three mentoring programs and I understand from firsthand experience how important mentors have been in my life. Each relationship was very different; one of my mentors was about two generations older than me, while my two more recent mentors have been only a few years older than me.
In addition, for some mentors, mentoring was a burden or workload issue that often went unnoticed by others. Mentees, too, were concerned by a lack of mentor interest and training and a host of problematic mentor attributes and behaviors (e.g. critical or defensive behaviors). Professional or personal incompatibility or incompatibility based on other factors such as race or gender was also seen by both mentors and mentees as impediments to the success of the relationship. Organizations, too, were confronted with difficulties arising from mentoring programs. Lack of commitment from the organization, lack of partnership and funding problems were reported in some studies, while in others, cultural or gender biases meant that some mentees’ experiences were not
Both formal and informal coaching and mentoring activities occur in workplaces on a regular basis and are key aspects of workplace learning that enable individuals to develop their skills , understanding, experience and knowledge bases.
Coaching and mentoring are not about learning to do something the right way, but are about helping to lead an individual to find their own way of doing it practically and efficiently. Coaching and mentoring sessions are guided with theoretical models, which help focus both the coach and the coachee in attaining desired outcomes for problem situations. However, even with the aid of theoretical models not everyone can coach another person. The first and far most important attribute of a coach is the ability to build relationships with the coachee in that the coachee feels safe and trusting towards the coach, without the capability to interact with the client there may be a lack of progress or motivation. Another important skill of a coach is not to judge.
review in T. D. Alen & L. T. Eby (eds.). Blackwell handbook of mentoring: A multiple
“If possible, get a mentor.” -Although Laura reached out many times seeking a mentor/mentee relationship, she was never successful. But this disillusionment has not translated into discouragement. Laura is still a strong advocate for having a mentor and believes many things can be learned through this relationship.
I work with high school students on Saturdays trying to educate them more on different scientific concepts like heart anatomy or blood typing. I have gone a step further in this activity by mentoring an 11th grade student. This one-on-one mentoring allows me to establish a more personal rapport with my mentee. I encourage him to go onto college, tutor him with his ACT/SAT, and talk to him about ways that he can grow as a human being within his own community. His dream is to become a pediatrician, so I keep him updated on my progress through the pre-medical education process. I talk to him about the mistakes I have made going through college, hoping he will not make the same mistakes.
There are many benefits of mentoring, not only for the mentee but also the mentor.
In order to achieve this, I always emphasize the relationship between me and Mr. S during the learning session. This is because, according to Wilkes (2006), the judgment of a student’s competence depend on the working relationship between the mentor and student. Therefore, I have always held a meeting after he finished the procedure. It is intended to get feedback from him every time he completes a task. Feedback and assessment of student performance during placement learning have become an increasingly important (Fitzgerald et al, 2010). When the discussion was going on, I asked a lot about the problems he encountered during performing the procedure. I also give a clear and appropriate to every question asked by him. This is intended to build confidence in himself and to build a closer relationship so that he feels comfortable to share the problems during the learning session.
In the Mentoring for Success program I was able to monitor the effect of mentoring on a student’s academic progress and ability to transition to college by administering regular assessments. But perhaps the best method in determining a good mentor-mentee match was observing how they interacted with one another in program meetings and outings. It was pleasing to see mentors and their mentees work as a team to excel on the health quiz and applaud each other for hitting their target number of steps in the pedometer
Even though they may be willing and able to help their children, parents are usually not given the chance. Other children simply don’t have their parents around to use as a resource. These are great reasons for seeking out a mentor. Mentors can act as a go-between for parents and their students, and actually enhance the relationship. Here are some ways that mentors help parents: Peace of Mind - Every parent worries about their children constantly, so any time they don’t have to worry is a blessing.
So far the first few weeks of mentoring have gone well. I am enjoying mentoring and my mentees enjoy and look forward to seeing me. I’m starting to get into a routine of preparing myself for mentoring. For example, if I had a long night before or am having a long day, I will mentally prepare myself for mentoring so that I am present and energetic by the time I see my mentees. Also, I am learning a lot about my kids; from their hobbies, their home life and their academic needs.
During my time at Arizona State University, I was given the opportunity to mentor freshman students. This position allowed me to lead incoming freshman that were interested in the School of Life Sciences. I provided them with insight toward succeeding in curricula, assistance in course registration, and information on how to find volunteer, research and work experiences. In the beginning of my mentorship, I was teaching in an authoritative manner, but I wasn’t receiving a positive reaction how I anticipated. I tried several approaches which targeted different personalities and behaviors. I discovered that being mindfully present is essential to engaging my mentees toward improved performance in life. Most of the mentors I spoke with agreed
Being a mentor has taught me many things such as how to deal with different problems in life, help others, keep conversations going, being in charge of a group and being a role model. All these things have helped me in not only school but also my social life. They helped me with life problems because when I get stuck in a sticky situation and I don't know what to do I think of the advise I would give others and rely on my own decisions not anyone else’s. Mentoring helped me become more responsible and be more confident in my own decisions. If I wouldn’t have been apart of the mentor program this year I don’t think I would be half as mature as I am now. I appreciate all the opportunities the program gave me like making new friends, building more relationships with different people and helping me become more accepting. I now am able to keep a conversation in a group going when things seem to get awkward or quite. I feel like this is an important trait to have because depending on