“To get the most from their relationship, a mentor
and a mentee need to plan together to determine goals that they will work
toward. They should be realistic about the time they have and explicit about
the things they want to work on." p. 124
After having a dialogue with my mentee and planning an action plan, I realized how important it is for me to take the time to discuss what she has on her mind in regards to teaching. Even just from the short conversation we had, she expressed how excited she was that we were doing this and how she thinks it will help her so much to become a better teacher. I could see the sense of relief on her face after the meeting because she feels understood and excited for new improvements.
“There are times when mentors may not be sure
of what they are accomplishing or whether their long hours and exhausting
efforts are bearing results.” p.
154
I already can relate to this because being a teacher can sometimes feel like this. I can relate to this also because I am already feeling a little overwhelmed by the level of commitments we planned out for the rest of the year. There are a lot of meetings to be had and a lot of lessons to be observed outside of my normal teaching responsibilities. I know that I will work hard, but I also know that by doing all of this will provide a much better year for my mentee and she will not have to go through what I had to go through my first year of teaching.
Sunday, November 25, 2012
Monday, November 19, 2012
Surviving and Partnering
Ch 4 & 6
"Thus, an effective mentor should not only understand the fears of a beginning teacher but also review the basics of teaching required at all levels of experience and be prepared to assist the mentee with suggestions and support."p. 56
Beyond providing a understanding ear, a good mentor should also be able to provide a certain level of advice and concrete suggestions for improvement. It is important that a mentor is experienced and is willing to relate.
"The distance between theory and reality is greater when it comes to classroom management than for any other single area of teaching." p. 66
How true!!! I found this to be the most difficult thing when beginning to teach and I was upset that I wasn't prepared to handle 30+ students. How can you teach someone to have classroom management without being able to work with them directly in the classroom?
"... encouraging the mentee to become independent." p. 103
This is key in a mentoring relationship. Being able to provide a positive relationship for the mentee in such a way that they feel prepared to move on and be successful by themselves. As a mentor, I tend to think that my job is never done and they will always need help, but I need to transition my mind to think about how they will be successful when I am no longer available.
"Thus, an effective mentor should not only understand the fears of a beginning teacher but also review the basics of teaching required at all levels of experience and be prepared to assist the mentee with suggestions and support."p. 56
Beyond providing a understanding ear, a good mentor should also be able to provide a certain level of advice and concrete suggestions for improvement. It is important that a mentor is experienced and is willing to relate.
"The distance between theory and reality is greater when it comes to classroom management than for any other single area of teaching." p. 66
How true!!! I found this to be the most difficult thing when beginning to teach and I was upset that I wasn't prepared to handle 30+ students. How can you teach someone to have classroom management without being able to work with them directly in the classroom?
"... encouraging the mentee to become independent." p. 103
This is key in a mentoring relationship. Being able to provide a positive relationship for the mentee in such a way that they feel prepared to move on and be successful by themselves. As a mentor, I tend to think that my job is never done and they will always need help, but I need to transition my mind to think about how they will be successful when I am no longer available.
Monday, November 12, 2012
Remembering the First Days
Ch 1 & 3
"Nationwide, 30% of beginning teachers leave the profession within two years, another 10% leave after three years and more than half leave within five to seven years." p. 5
First off, it amazes me every time I hear statistics like this! It is almost amazing that I have made it this far and have not been too stressed out to quit yet. Teaching most definitely is a challenging career and out of my four years teaching I have gone to school for three. If we are able to create better work environments for our teachers in their first years, I would hope that this number would decrease, and my hope is that it will.
"Studies show that a other desirable qualities in a mentor include wisdom, caring, humor, nurturing and commitment to the profession." p. 11
I first entered into my program, Instructional Leadership, because I wanted first year teachers to never have to go through what I had to go through in my first year of teaching. It was just too difficult and I am relieved that I have these desired qualities in a mentor. I am not perfect in them and it will require effort and practice to make sure that this qualities only develop so that I will be more of a support for first year teachers.
In chapter 3, there was so much research that brought me back to my first year teaching and the one that struck me the most was focused on time management.
"First-year teachers are often overwhelmed by the amount of work that needs to be done in a day; om the beginning, they spend up to 70 hours per week on school work." p. 47
In my first year, I was so overwhelmed and I didn't know how to spend my time effectively. What to do first? Grade? Lesson Plan? Cry? Sleep? It truly was hard to know. Now that I am no longer a first year teacher, I find that these simple decisions come more naturally. In order to be a good mentor it will always be important for me to remember this time in my life, so that I will be able to relate to my mentee so that she will feel understood and not judged for having a hard time.
"Nationwide, 30% of beginning teachers leave the profession within two years, another 10% leave after three years and more than half leave within five to seven years." p. 5
First off, it amazes me every time I hear statistics like this! It is almost amazing that I have made it this far and have not been too stressed out to quit yet. Teaching most definitely is a challenging career and out of my four years teaching I have gone to school for three. If we are able to create better work environments for our teachers in their first years, I would hope that this number would decrease, and my hope is that it will.
"Studies show that a other desirable qualities in a mentor include wisdom, caring, humor, nurturing and commitment to the profession." p. 11
I first entered into my program, Instructional Leadership, because I wanted first year teachers to never have to go through what I had to go through in my first year of teaching. It was just too difficult and I am relieved that I have these desired qualities in a mentor. I am not perfect in them and it will require effort and practice to make sure that this qualities only develop so that I will be more of a support for first year teachers.
In chapter 3, there was so much research that brought me back to my first year teaching and the one that struck me the most was focused on time management.
"First-year teachers are often overwhelmed by the amount of work that needs to be done in a day; om the beginning, they spend up to 70 hours per week on school work." p. 47
In my first year, I was so overwhelmed and I didn't know how to spend my time effectively. What to do first? Grade? Lesson Plan? Cry? Sleep? It truly was hard to know. Now that I am no longer a first year teacher, I find that these simple decisions come more naturally. In order to be a good mentor it will always be important for me to remember this time in my life, so that I will be able to relate to my mentee so that she will feel understood and not judged for having a hard time.
Sunday, November 4, 2012
Culturally Cognitive
"As educators, our use of the inside-out approach initially involves examining our own values and behaviors and learning how to adapt to meet the needs of diverse groups of learners." (pg. 25)
It is always important to be able to aware of one's own self in order to be able to help others identify what is important for themselves. If we cannot recognize our own values and behaviors then it will be extremely difficult to try and and relate to those in which we are trying to help.
"Cultural Proficiency is a state and process of becoming[…]one does not magically become culturally proficient. Cultural Proficiency is a journey, not a destination." p. 34
How true? We are always on a journey to discovering more of who we are and therefore who others are as well. There are vast amounts of cultures in the world and even more people within them. It will be important for us to be patient with ourselves and recognize that we will always have more to learn about others and their cultures.
Sunday, October 14, 2012
Resolving Problems: The Third Coaching Map
Ch 9
"Another tip for crafting goal statements is to listen for the expression of three universal goals. After the basic needs of food, water, shelter, and sex, humans desire three goals: identity, connectedness, and potency." This chapter highlights the importance of being able to identify goals for coachees. If the coachee and the coach are both having a difficult time coming up with a clear need, it is always possible to go back to universal goals and develop a need that all humans have.
"In pacing, the coach paraphrases for empathy and content, probably several times, then tested a goal statement, and finally offered the pathway: "So you are looking for a way to do that." One thing that I have heard over and over again about cognitive coaching is the ability to paraphrase back to the person everything that they are saying so that they are able to understand and reflect more deeply about the issues they are having and then are able to see resolutions and ways to improve their teaching abilities. As coaches it will be important to pick out key ideas such as "content" so that the conversation stays focused.
How do we know when this type of conversation is over? "Observations of physiological changes will often provide cues." Essentially, if you see that the coachee is feeling satisfied and are acting as such then the conversation has reached it ends. The chart on pg. 211 clearly shows what sort of things we might look for. "Internal locus of control, broader and alternative of control, specificity and elegance, awareness of self and others, and connection to and concern for community," are all go cues to look for in regards to the five states of mind.
"Another tip for crafting goal statements is to listen for the expression of three universal goals. After the basic needs of food, water, shelter, and sex, humans desire three goals: identity, connectedness, and potency." This chapter highlights the importance of being able to identify goals for coachees. If the coachee and the coach are both having a difficult time coming up with a clear need, it is always possible to go back to universal goals and develop a need that all humans have.
"In pacing, the coach paraphrases for empathy and content, probably several times, then tested a goal statement, and finally offered the pathway: "So you are looking for a way to do that." One thing that I have heard over and over again about cognitive coaching is the ability to paraphrase back to the person everything that they are saying so that they are able to understand and reflect more deeply about the issues they are having and then are able to see resolutions and ways to improve their teaching abilities. As coaches it will be important to pick out key ideas such as "content" so that the conversation stays focused.
How do we know when this type of conversation is over? "Observations of physiological changes will often provide cues." Essentially, if you see that the coachee is feeling satisfied and are acting as such then the conversation has reached it ends. The chart on pg. 211 clearly shows what sort of things we might look for. "Internal locus of control, broader and alternative of control, specificity and elegance, awareness of self and others, and connection to and concern for community," are all go cues to look for in regards to the five states of mind.
Saturday, October 6, 2012
Inquiring Into the Knowledge Base of Teaching and Learning
Ch 8
On the very first page I was struck by this quote, "only accomplished teachers know the unspoken knowledge and perceptions that guide their work in the classroom." This struck me because it made me feel as though teachers truly are a professional group of people that take the time to learn their trade in order to teach young minds. Not everyone is able to become an accomplished teacher, this takes a lot of time and dedication as well as others around you who are able to promote the right choices and support you in this career path.
I could relate to the section about "teachers as continuing learners" because there was a section about the standards of teachers. It says that the standards require, "a holistic conception of career development, essential efforts in teaching, regardless of the grade level or students being taught, the standards are performance-based and the current views of what students should know and be able to do and learn challenge subject matter" (p. 183). I related to this section because I want to me a life-long learner who strives to continually better myself as an educator. I felt as though these things described me but because they describe me, there will always be room for improvement.
On the very first page I was struck by this quote, "only accomplished teachers know the unspoken knowledge and perceptions that guide their work in the classroom." This struck me because it made me feel as though teachers truly are a professional group of people that take the time to learn their trade in order to teach young minds. Not everyone is able to become an accomplished teacher, this takes a lot of time and dedication as well as others around you who are able to promote the right choices and support you in this career path.
I could relate to the section about "teachers as continuing learners" because there was a section about the standards of teachers. It says that the standards require, "a holistic conception of career development, essential efforts in teaching, regardless of the grade level or students being taught, the standards are performance-based and the current views of what students should know and be able to do and learn challenge subject matter" (p. 183). I related to this section because I want to me a life-long learner who strives to continually better myself as an educator. I felt as though these things described me but because they describe me, there will always be room for improvement.
Sunday, September 30, 2012
Reflective Convo
Appendix A (part 2)
This second part of the appendix was more familiar than the planning conversation because we had already had a chance to practice this style of cognitive coaching.
I was reminded of the importance to ask open-ended questions, summarize and paraphrase what the teacher would say, and probe for more specifics. In this particular example conversation, I liked that the coach was able to refer back to the planning conversation to recall different concerns.
One important thing I would like to note on this reflective conversation is that the coach didn't ever reveal any sort of opinion about how the lesson went. She only presented the facts and when it came time to reveal the facts, she asked the teacher if she wanted to hear them, rather than just "dumping" it on her. This will be important for me to remember during my reflective conversation because I tend to want to share my thoughts and feelings on most things.
This second part of the appendix was more familiar than the planning conversation because we had already had a chance to practice this style of cognitive coaching.
I was reminded of the importance to ask open-ended questions, summarize and paraphrase what the teacher would say, and probe for more specifics. In this particular example conversation, I liked that the coach was able to refer back to the planning conversation to recall different concerns.
One important thing I would like to note on this reflective conversation is that the coach didn't ever reveal any sort of opinion about how the lesson went. She only presented the facts and when it came time to reveal the facts, she asked the teacher if she wanted to hear them, rather than just "dumping" it on her. This will be important for me to remember during my reflective conversation because I tend to want to share my thoughts and feelings on most things.
Monday, September 24, 2012
Planning Conference
Appendix A
It is important to have the basic skills and vocabulary in
order to master Cognitive Coaching but it is also just as important to be able
to observe it in action. In this appendix, readers have the option to read a transcript
of a planning conference as well as the coaches language skills that were used,
areas of planning and any other comments that would be important for readers to
be able to understand what specifically is intended for each comment.
A lot of the language that the coach used in this conference
was paraphrasing and probing. This is a skill that I have already had a chance
to practice and it is easier than I had originally thought and I am confident
that I will be able to do it again. Another language skill that the coach used
was his use of very specific questions that were intended to allow the teacher
to clarify things for herself and her practice.
The only thing I am wasn’t too sure about was the phrase, “
positive presuppositions.” I will need to clarify this for myself during
tomorrow nights class.
Friday, September 14, 2012
States of Mind
Ch. 6
"One goal of Cognitive Coaching is to develop each individual's capability to accept and then work to realize that he or she is simultaneously a whole and a part" (p. 123). A whole and a part? As a teacher we need to realize that not only that we need to be our whole-selves, someone who continually strives for the betterment of his/herself, and someone who is, in a sense, a team player. This team player works within a community and needs to be a part of this community so that the community can be a success.
There are five states of mind that are important within Cognitive Coaching and they are: efficacy, flexibility, craftsmanship, consciousness and interdependence. I feel as though there are definite areas that I am successful in already and some that I have room to grow in.
First, as I read through the characteristics of efficacy I was able to identify with them. Someone who has efficacy either teaches math or middle school kids, is organized, changes over time, self-assesses, achieves professional development, modifies instruction, creates learning communities, optimistic, less stressed, perseveres through difficulty, high achiever, self-actualizing and self-modifying. Although I am not all of these things, many of these characteristics are ones that I would like to think describe me.
Second, and lastly, I need to improve on my flexibility. Someone who is flexible is able to view situations from different perspectives, change, adapt and expand. As I transition into a new teaching position this year, I struggle with the schedule with the junior high school. I am not longer able to run my day for myself and for my students. I now have to work with other teachers to maintain the switching of classes and not to mention my principal also will through in a couple of curve balls in there to keep things exciting. I need to work on being flexible and rolling with the punches. If I am able to be more flexible here then this will only transfer over to make me a better coach.
"One goal of Cognitive Coaching is to develop each individual's capability to accept and then work to realize that he or she is simultaneously a whole and a part" (p. 123). A whole and a part? As a teacher we need to realize that not only that we need to be our whole-selves, someone who continually strives for the betterment of his/herself, and someone who is, in a sense, a team player. This team player works within a community and needs to be a part of this community so that the community can be a success.
There are five states of mind that are important within Cognitive Coaching and they are: efficacy, flexibility, craftsmanship, consciousness and interdependence. I feel as though there are definite areas that I am successful in already and some that I have room to grow in.
First, as I read through the characteristics of efficacy I was able to identify with them. Someone who has efficacy either teaches math or middle school kids, is organized, changes over time, self-assesses, achieves professional development, modifies instruction, creates learning communities, optimistic, less stressed, perseveres through difficulty, high achiever, self-actualizing and self-modifying. Although I am not all of these things, many of these characteristics are ones that I would like to think describe me.
Second, and lastly, I need to improve on my flexibility. Someone who is flexible is able to view situations from different perspectives, change, adapt and expand. As I transition into a new teaching position this year, I struggle with the schedule with the junior high school. I am not longer able to run my day for myself and for my students. I now have to work with other teachers to maintain the switching of classes and not to mention my principal also will through in a couple of curve balls in there to keep things exciting. I need to work on being flexible and rolling with the punches. If I am able to be more flexible here then this will only transfer over to make me a better coach.
Sunday, September 9, 2012
Developing and Maintaing Trust
Ch. 5
Trust. How important is trust in everyone's life and how easily it can be lost with little chance of being restored? In order to be an effective coach there are many levels of trust that are important. First, we need to trust in ourselves. We need to have the confidence that will allow us to step into these mediating conversations. We also need to have trust amongst individuals. We need to be seen as someone who is worth trusting. We will not go far in helping others if we are not credible and show that we are a trustworthy person. We will also need to provide an environment that is safe and allows them to trust it as well as a healthy trusting coaching relationship.
Tools. We will need trust and rapport. Rapport can only come from a place of genuine concern and motivation to help this person. If we are insincere in our efforts, it will be apparent and therefore trust is out the window. We will need response behaviors, such as acknowledging, paraphrasing, clarifying, providing data and resources, and structuring. By allowing these things to exist in these conversations our mentess will feel a sense of peace knowing that we care and these tools will help us reach that point. For me and perhaps you as well, it will be another challenge to be patient with ourselves so that our mentees will problem solve effectively.
Trust. How important is trust in everyone's life and how easily it can be lost with little chance of being restored? In order to be an effective coach there are many levels of trust that are important. First, we need to trust in ourselves. We need to have the confidence that will allow us to step into these mediating conversations. We also need to have trust amongst individuals. We need to be seen as someone who is worth trusting. We will not go far in helping others if we are not credible and show that we are a trustworthy person. We will also need to provide an environment that is safe and allows them to trust it as well as a healthy trusting coaching relationship.
Tools. We will need trust and rapport. Rapport can only come from a place of genuine concern and motivation to help this person. If we are insincere in our efforts, it will be apparent and therefore trust is out the window. We will need response behaviors, such as acknowledging, paraphrasing, clarifying, providing data and resources, and structuring. By allowing these things to exist in these conversations our mentess will feel a sense of peace knowing that we care and these tools will help us reach that point. For me and perhaps you as well, it will be another challenge to be patient with ourselves so that our mentees will problem solve effectively.
Mediator's Toolbox
Ch. 4
Paralanguage: I find that this concept is most intriguing. I feel as though I somehow knew about this concept before but was never given the essential tools to know how to use it. Paralanguage involves being able to mirror the same body language and spoken language back to the person. These things include: posture, gesture, inflection, pitch, volume, rate a speech, language choices and breathing. I would have thought before that if a person was frantic about a problem they were having it would be better to respond with calmness rather than matching their frantic behaviors. I am interested to see if I will be able to respond to my mentees in this way.
I am finding the mediative questioning section to be very insightful and practical. The questions in which we are suggested to try will help the mentees get to that place where they can draw their own conclusions. It will be important to ask in plurals (ex. goalS, ideaS, outcomeS, and alternativeS), words that express tentativeness (might, may, or hunch) as well as using invitational stems that will encourage your mentee to continue to think about a solution (As you think about..., as you consider...).
"Mediators are clear about their purposes and intentionally employ certain verbal and nonverbal tools with others to help transform and empower their cognitive functioning" (p. 91). The smallest tool in the tool box is the most important. While we need the power drill and the the hammer, the stud finder will be the most helpful in hanging the shelf on the wall. We need to be attentive to our mentees needs and not our own. We will need to be able to step outside of ourselves and be a reflecting mirror so that they can see the solutions without anyone telling them to do so.
Paralanguage: I find that this concept is most intriguing. I feel as though I somehow knew about this concept before but was never given the essential tools to know how to use it. Paralanguage involves being able to mirror the same body language and spoken language back to the person. These things include: posture, gesture, inflection, pitch, volume, rate a speech, language choices and breathing. I would have thought before that if a person was frantic about a problem they were having it would be better to respond with calmness rather than matching their frantic behaviors. I am interested to see if I will be able to respond to my mentees in this way.
I am finding the mediative questioning section to be very insightful and practical. The questions in which we are suggested to try will help the mentees get to that place where they can draw their own conclusions. It will be important to ask in plurals (ex. goalS, ideaS, outcomeS, and alternativeS), words that express tentativeness (might, may, or hunch) as well as using invitational stems that will encourage your mentee to continue to think about a solution (As you think about..., as you consider...).
"Mediators are clear about their purposes and intentionally employ certain verbal and nonverbal tools with others to help transform and empower their cognitive functioning" (p. 91). The smallest tool in the tool box is the most important. While we need the power drill and the the hammer, the stud finder will be the most helpful in hanging the shelf on the wall. We need to be attentive to our mentees needs and not our own. We will need to be able to step outside of ourselves and be a reflecting mirror so that they can see the solutions without anyone telling them to do so.
Coaching as Mediation
Ch. 3
"Rather than give advice to or solve problems for another person, a mediator helps he colleague to analyze a problem and develop her own problem-solving strategies" (p. 58). What a challenge this will be for me! I have been mentoring the new 5th grade teacher for about a month now and while many of her questions and concerns are logistical, I have found myself telling her straight out how to do things and what I used to do in the past. I think that this will be a great tool to have so that she will be able to then problem solve on her own and become a more reflective and self sufficient teacher.
As an individual and as a teacher, I have developed a mindset that I know best. The way I have mastered things is the way others should master the same thing. In this chapter, I was reminded that we all work differently and that our way a coming to an answer will most likely be from a very different approach. "Conscious of these differences, Cognitive Coaches strive to be flexible communicators. They recognize their own style preferences and seek to overcome these habits when interacting with someone who operates from a different style" (p. 66). This will also be a challenge for me but I am convinced that this will be the better way to go.
"The shift is from teaching other to helping others learn from situations; from holding power to empowering others; from telling to inquiring; and from holding on to finding strength in letting go. Changing one's identity requires patience, stamina, and courage" (p. 71). While this chapter is full of challenges for me to face, it also is motivating to think that after mediating for others they will have learned so much more than me telling them what to do.
"Rather than give advice to or solve problems for another person, a mediator helps he colleague to analyze a problem and develop her own problem-solving strategies" (p. 58). What a challenge this will be for me! I have been mentoring the new 5th grade teacher for about a month now and while many of her questions and concerns are logistical, I have found myself telling her straight out how to do things and what I used to do in the past. I think that this will be a great tool to have so that she will be able to then problem solve on her own and become a more reflective and self sufficient teacher.
As an individual and as a teacher, I have developed a mindset that I know best. The way I have mastered things is the way others should master the same thing. In this chapter, I was reminded that we all work differently and that our way a coming to an answer will most likely be from a very different approach. "Conscious of these differences, Cognitive Coaches strive to be flexible communicators. They recognize their own style preferences and seek to overcome these habits when interacting with someone who operates from a different style" (p. 66). This will also be a challenge for me but I am convinced that this will be the better way to go.
"The shift is from teaching other to helping others learn from situations; from holding power to empowering others; from telling to inquiring; and from holding on to finding strength in letting go. Changing one's identity requires patience, stamina, and courage" (p. 71). While this chapter is full of challenges for me to face, it also is motivating to think that after mediating for others they will have learned so much more than me telling them what to do.
Saturday, September 8, 2012
The Basics
Ch. 2
"Self-discovery is a process of reflection that is built into coaching as a learning habit... It is designed around a set of questions that the person must think through and react to with concrete responses" (p. 39). As a coach, I will need to be able to make this process of reflecting in my own daily life so that I will be able to easily create that same environment for those whom I will coach in the future.
I was not surprised when I read that coaching others requires trust and focus on the teacher's goals but I found it to be interesting when the chapter mentioned that coaching requires "detailed mental rehearsal of the lesson." I thought I was the only one who rehearsed conversations in my head. This means that when I go into coaching in the future, that it cannot be blind sided. I need to go into the conversation prepared.
"Self-discovery is a process of reflection that is built into coaching as a learning habit... It is designed around a set of questions that the person must think through and react to with concrete responses" (p. 39). As a coach, I will need to be able to make this process of reflecting in my own daily life so that I will be able to easily create that same environment for those whom I will coach in the future.
I was not surprised when I read that coaching others requires trust and focus on the teacher's goals but I found it to be interesting when the chapter mentioned that coaching requires "detailed mental rehearsal of the lesson." I thought I was the only one who rehearsed conversations in my head. This means that when I go into coaching in the future, that it cannot be blind sided. I need to go into the conversation prepared.
Exploring the Meanings of CC
Ch. 1
What is Cognitive Coaching all about? At its root, Cognitive Coaching's goal is to allow those whom we are mentoring to arrive at their own conclusions and solutions to their problems and situations by allowing them the space to share their thoughts and feelings. As a mentor, using this strategy, you would then reflect back to them, using the same body language and tone, what they are stating. In this way the mentee will see their situation in a new light and be able to problem solve independently. Using this strategy, will give mentees the skills they will need to become self-directed.
In this chapter, I felt motivated to become a mentor who uses this strategy because the author wrote, "Few educational innovations achieve their full impact with out a coaching component" (p. 24). Teachers need other teachers to be there to listen and understand the struggles everyone goes through within their first years of teaching and even when they make a grade switch. I am currently going through a transition and if it wasn't for the patient and listening ears of a few of my fellow teachers, I would not be going to work with the right mindset.
What is Cognitive Coaching all about? At its root, Cognitive Coaching's goal is to allow those whom we are mentoring to arrive at their own conclusions and solutions to their problems and situations by allowing them the space to share their thoughts and feelings. As a mentor, using this strategy, you would then reflect back to them, using the same body language and tone, what they are stating. In this way the mentee will see their situation in a new light and be able to problem solve independently. Using this strategy, will give mentees the skills they will need to become self-directed.
In this chapter, I felt motivated to become a mentor who uses this strategy because the author wrote, "Few educational innovations achieve their full impact with out a coaching component" (p. 24). Teachers need other teachers to be there to listen and understand the struggles everyone goes through within their first years of teaching and even when they make a grade switch. I am currently going through a transition and if it wasn't for the patient and listening ears of a few of my fellow teachers, I would not be going to work with the right mindset.
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