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Recommended: Reflection On Mentoring
My philosophy of student mentoring is to help students finding their true interest, setting their future career goal, instill the belief in themselves and guide them through to achieve the goal. Mentoring students provides them with guidance and insights from the faculty’s collective experience. These insights lead students to discover new avenues of study, explore potential arenas for work experience and develop research interests. I believe mentoring is an integral part of a faculty. They are the advocate for students. I would like to be useful resources for students and use my intellect and experiences to guide students.
I mentor student in a collaborative way. Thus, I can figure out student’s weakness and strength form their input, which helps me to guide them in a efficient way for their future success. As a mentor, I value, respect, and care students’ opinion and feedback. I make sure that students feel comfortable and open to express their opinion, mistakes and suggestions. I also motivate and guide them in a proactive and engaging way so that they can be an independent decision maker either in their study, research or career.
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One particular student was Guy Chappellaz, for whom I designed and supervised a research project. The other students I guided his research is Mohammad Rafat Sadat, who recently graduated from the Department of Civil Engineering of the University of Arizona. He was working in the experimental field and expressed his desire to work in the computational field. I explained various aspect of computational sciences, help him in learning them, suggested him for an appropriate (official) supervisor for computational materials science. The other students, whom I partially mentored on their computational works are Stefan Bringuier, Diana Bolser and Abdul-Jabbar
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 part of a couple mentoring programs, both as a mentee and as someone working behind the scene. My mentors helped me transition into a new stage of my life and they helped shape who I am today. The T.E.A.M Mentor Program has positively affected my time at Bucknell University. I would love to be part of the program and help guide incoming students in their transition into the Bucknell community.
As mentors, they make time for there students, checked student performance, set boundaries for the shift, knew what students were learning, explain what they were doing, asked questions and challenged students and acted as positive role models.
Peer mentors are there to offer helps to the student who need it, even the simplest question like how to use the print smart website and to make them feel more comfortable to ask questions or if the student needs help they would go to them without making a second thought because they already been in their shoes and are willing to help them. Building this kind of relationships help to establish positive first year experiences, improve morale, and foster a stronger connection to, and engagement with the campus community. The faculty can understand each other because they all share the same experience and think or trained to think and act the same way. ( Swales,The concept of discourse community
To understand how coaching and mentoring will be implemented we must understand what types of these programmes can be used. There are many types within both but as certain developmental needs have been identified within your organisation through performance reviews, we should focus on three types for both mentoring and coaching that can help develop better customer care and IT skills. The BREFI group (2015) gives us a few different types below:
Mentoring is a one to one relationship between a more experienced senior person (mentor) and a new entrant or less experienced person commonly refereed to as the Protégé. The benefits of mentoring include enhanced performance not only for the individual but also for the mentor and the organization.
Mentoring is a strong educational tool and is very useful especially within the New York City Department of Education. It is a great way for experience teachers to pass down information. The one and one interaction is more lasting than reading it from a book. This method will allow a smooth transition for new teachers. There are a lot of procedures that are confusing to beginners and mentors can uncoil those kinks. Beginning teacher will also get the opportunity to experience different teaching styles and also decide what will work for them and what will not. Mentoring is a valuable asset in guiding person’s development.
Mentoring has changed over time, in the past mentoring could be defined as the transferring of knowledge from mentor to mentee, whereas now it is more of an exchange of ideas and skills. The mentor can serve as a “door opener” and help the mentee see different ways of doing things. The text also talks about co-mentoring, which is more of a collaborative building effort, than an individual mentor mentee relationship. Rather than one mentor, multiple people serve in the role of mentor which creates a very positive climate and culture. This can be established by the principal setting the tone and creating a mentoring atmosphere.
Mentoring is to help and urge individuals to deal with their own particular learning all together that they may expand their potential, build up their abilities, enhance their execution and turn into the individual they need to be. Mentoring is a capable self-awareness and strengthening tool. It is a compelling method for helping individuals to advance in their professions and is getting to be noticeably expanding well known as its potential is figured it out. It is an association between two individuals (mentor and mentee) typically working in a comparative field or having comparable encounters. It is a useful relationship in view of shared trust and regard.
Coaching and mentoring is a constant process that occurs all throughout a future teacher’s journey. While attending a university, it is common while in the teacher preparation program to undergo several coaching sessions and mentoring periods, which is great! Normally this continues through the first year of teaching, but something happens after that first year. If a relationship isn’t built, encouraged, and made intentional, the coaching stops. For teachers, this is strange. We are taught to constantly coach, encourage, mentor, and teach our students, but when it comes to our peers, those under us, etc., we assume that each teacher has suddenly “made it” as if someone who can make it through their first year is automatically “good to go” and will not encounter any hiccups along the way to becoming a veteran. In some instances, the teaching community is a selfish profession for the fact that you do what needs to be done for you and the students you serve, but not for your peers. You do not share your lessons, ideas, concerns, etc. Some teachers are still under the impression that if they are struggling, they are doing it wrong or they are not a “good” teacher. This is a fallacy that needs to be talked about. There is a reason that peer coaching
While graduate school is an extremely stressful process, our program has several programs in place that help alleviate some of that stress. In my opinion, one of the most beneficial programs is the mentorship experience that occurs during the Supervision and Consultation class, as it allows third year students to share their knowledge (i.e., mistakes and successes) with second or first years to hopefully make their lives a little easier. Therefore, the following will highlight my mentee experience as a second year student, and then my mentor experience as a third year student. About a year ago when I arranged to meet with my mentor to discuss the internship process, I remember thinking it was way to early to start thinking about internship.
be a MS service mentor? I have gone through the Middle School servive programs and I really enjoyed them, but there were definitely areas where we could have done more. I think the most exciting part for me is that it’s really open ended and the projects and service we do is up to the students. That means I would have to opportunity to show people what I love about service and learn about what others love about it.
A mentor must be able to encourage a meaningful conversation among students without judgement. I would encourage student’s to step outside their comfort zones and meet people with different ideas and perspectives on life. As future engineers, cultural competencies are a key part of future success in the
Also, mentoring is a way of passing on help you received from leaders as you grew within an organization. When a leader coaches you, he builds your abilities to perform well in a current position. This coaching is essential to achieving your goals and garnering favorable evaluations. Finding a quality mentor is beneficial toward developing a satisfying, long-term career. As a NABA student, coaching can be derived from an instructor at the institution the student attends.
My first experience as a leader was in 2002, when I got an opportunity to work for Adecco as a people coordinator in a project for IBM in Brazil, as a vendor. As a vendor coordinator, I had to manage the shift scale in a project 24/7 for 150 vendors, besides layoffs, vacation, and payroll. I was also responsible for organizing the administrative procedures.