Pedagogical Mentorship

Lewis (2009) offers the important areas to consider in the first session with a mentoree. It helps to shed light on how a journey of mentoring looks like. “The purpose of the first meeting is simply to get to know each other a little better, to get a sense of each other’s heart and values, and to discover an approach to mentoring which appeals to both people.” (Lewis, 2009, p. 97). The first communication with the mentoree will give the first hints of how the journey is going to be like. This is because, as Lewis says, mentoring is a journey and at the beginning nobody knows how it will be like.

Sowing is dominant although the details explored may not be understood or accepted by the Protege at first but will make sense and have value when the job expects it. Mentor decide sow the beginnings of going forward for legal instruction, fluid analyzation, responsibility, organizational abilities accompanied by a effective ethical right scope within its legal assistant Proteges to ensure that they prosper in their respective practice areas. Catalyzing or inspiring the learner during critical levels of pressure which will allow learning to escalate. The mentee will adopt changes, a different way of thinking or a reevaluation of priorities or values. Mentor will catalyze and inspire their Proteges which will empower them to proceed with limitless

For the purposes of clarity and in order not to digress, the student opines that leaders are made- are a result of experience, grounding through formal study of key management and leadership principles (such as those acquired in this module) and through observation. This assertion plays heavily in distinguishing between successful leaders and less notable ones (the former probably deriving success through innate qualities that feature in arguments of proponents of leaders being born). In congruence to the student’s suggestion, Jago lends credence by stating that leadership is a never ending process and that to be a good leader, one ought to study, learn, experience and act to perfect it (Jago,

It involves the mentee taking action and therefore putting the acquired knowledge into practice which allows the mentor to evaluate their abilities and identifying the areas that need further development. There must be a balance between theory and action in order to ensure stable learning. Once the program ends, the mentor provides the mentee with detailed information regarding the process, an evaluation of KSAs (Knowledge Skills and Attitudes) acquired and developed (Poulsen,

Drawing on the existing definitions, mentorship can be defined as a relationship between the experienced mentor and a less experienced student teacher, whose main goal hinges on developing professional skills via sharing knowledge (either practical or theoretical) with each other and reflecting on the obtained experience. Mentoring relationships evolve as hierarchical at the beginning, accompanied with the mentor’s careful guidance and support toward the mentee, who gradually turns into a full-fledged autonomous teacher, thereby altering the hierarchical model into a non-hierarchical

I don’t have any confidence in standing in front of many people. But this Practice teaching faced me in reality. “Teaching doesn’t measure how smart the mentor is; instead it is about how she will touch her students’ lives through her profession”. During the period of my practice teaching I realized so many things. One important thing that I learned was that, teachers don’t just need to teach based on the book.

Zachary,Mentoring can be divided four distinguished phases process.The mentoring begins with the preparing and negotiating,followed by enabling and closing phase.At first,in the preparation phase,the both mentor and mentee must introduce and take time to know each other which provide them to identify points of connection.After that discuss what is mentoring then they could clarify what is expected and their roles.The crucial points in this phase is that determine and establish mentee’s overall goals so that they are able to work effectively in following phases.Secondly,while the mentoring agreement is being discussed make

Introduction Ethics is an integral part of coaching. John Wooden (2001) reflected that knowing you did the very best that you could gives self-satisfaction. He also said don’t try to be better than someone else. How does this fit into coaching and ethics? Simply because ethics is necessary to successfully coach someone; additionally, coaching is about helping someone to do the best they can with the situation, challenge, or job at hand.

John Dewey is well known to be the most influential educational philosopher who believed in progressivism. The progressivism is a philosophical approach that provides an enjoyable learning environment where they can freely explore and inquire new subjects. I agree with his philosophical approach because students have the most powerful educational experience from their own inquiries. The quote “Teachers a guide on the side rather than sage on the stage” (What are the philosophical foundations of American education pg.302) claims that obligation as a teacher is to assist students to reach their goal. I, as a progressivist, wish to help students to well prepare for their life but not only for their colleges or workplaces.

Considerations about personal development often stems from either a clear or muddled indication in ones life that lends to a bit of self evaluation. Ensuring that your personal development is in par with the goals, responsibilities and relationships you hope to maintain and nurture is extremely important. Taking responsibility for your decisions and being truthful with yourself is such an important part in your quest to becoming a better person. After all, if you can't be honest with yourself, you will not be able to move forward successfully. You are in control of the person you were meant to be, so take control of your situation and you are one step closer to being that person.