background preloader

Soumary

Facebook Twitter

Mary Sousa

freelance business English teacher

Www.dartmouth.edu/~hrs/profldev/mentor_exchange/mentoring_scenarios.pdf. Art lessons for life: How I became a longlife Learner | ROSE BARD – Teaching Journal. MY friend Cida who sat still for hours for me to practise basic skills back in 2007 One of the most important lessons I learned in my life during my art days was that it is essencial to master the basics before you move to more advanced endeavors. Nevertheless having someone to guide you through saves a lot of time and energy. Having someone to show you how to do things, to watch you do it and then give you constructive feedback. But above all who is willing to do it for as long as you need to. I was fortunate enough to have those especial people during my art time and my first year of teaching.

So, from time to time I like to reread the books, take lessons and brush up my teaching skills just as I would with art skills. Cida’s portrait was painted in the beginning of 2007, while the one below was delived in the end of 2006. At the city hall in 2006 with the mayor and vice-mayor. Learning and relearning/reviewing/reflecting is a wonderful thing. How I plan lessons I like your idea, Rose! Coaching & Scaffolding: Knowing What They Know | Thinking is Hard Work. In a recent post, I talked about the importance of scaffolding as a coaching/management technique. In this post, I’m going to talk a bit more about what scaffolding is and how to do it effectively. There are a couple of differences between scaffolding and traditional teaching.

First scaffolding requires the active involvement of the learner. Second, it is dependent (contingent) upon what the learner already knows and what he/she is capable of learning with assistance. Next, over time, the expert fades or reduces his/her support and transfers the responsibility for learning to the learner. Given that scaffolding is contingent on the needs, knowledge and abilities of the learner, the best place to start is with an assessment of their current knowledge.

Here are some possible questions for assessment (Holton & Clarke, 2006): What do you already know? The employee’s answers to these questions will help you determine what level of support is needed, if any. References Like this: Like Loading... ALIS - Tip Sheets. Mentoring: How to Be an Effective Mentor At some point in your career, you may be asked to become a mentor. If you’ve benefited from a good relationship with a mentor, you know that mentoring can make a positive difference in a person’s career.

You could be approached either by someone seeking a mentor (known as a mentee or protege) or through your organization’s mentoring program. As a result, you might be asking yourself if you have what it takes to be an effective mentor. What is mentoring? Mentors are experienced, trusted advisors or counsellors who have successful careers and proven track records. Mentors As a mentor, you don’t need to be in the same organization or even in the same field as your mentee. Mentoring is different than Why mentor? People become mentors for a variety of reasons.

Mentoring can help you stay current, re-energize yourself professionally and expand your network in new directions. Who will you mentor? Be cautious before you agree to mentor someone. Www.dartmouth.edu/~hrs/profldev/mentor_exchange/mentoring_scenarios.pdf. Www.fltpsid.info/files/Mentor_Scenarios_Session.pdf. Mentoring Scenarios | Teaching Commons.

Overview of Mentoring Scenarios What would you do? Imagine yourself in the following three scenarios. Scenario I: “My TA has some difficulty with the English language.” Mentor: You met with and observed your mentee’s teaching a week ago. You noticed that the TA had some difficulty with the use of the English language – grammar was sometimes incorrect, his/her accent was difficult to understand, and explanations were not always clear. Mentee: You have just arrived in the US to start grad school and have been TA’ing for about 3 weeks. Things seem to be going well, except you are not quite sure how much material to plan for during section. What’s going on here? International TAs may be unfamiliar with both the language and the teaching culture of the US.

What’s there to do about it? Practice is often one of the best ways to overcome nervousness and improve language skills. Scenario II: “Students couldn’t get a word in edgewise.” Find out the TA's goals for teaching. Reconsider Scenario II. How Would You Handle These Mentoring Situations? As in everyday life, uncomfortable situations occasionally arise between a mentoring pair. The following scenarios are interesting food for thought if you are taking part in or will be taking part in a mentoring relationship in the future. These discussions may also prove a great topic for a group mentoring session.

How would you handle these mentoring situations? Directions: The scenarios below represent examples of what can happen between a mentor and his/her mentoree. You are asked as a member of a group to share how you, AS A MENTOR, would resolve the issues involved in each of the scenarios. Scenario A: You have been working with your mentoree for about four months in developing his/her skills in two specific areas: (1) increasing his/her expertise in managing a team in the area of quality control and, (2) negotiating more effectively with peers in gaining better cooperation. . • What is your first reaction? • What are you going to do? • What if your strategy doesn’t work? Scenario B: