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getting started with mentoring cambridge

3. 2. ‘Mentoring moments’, which are moments where the mentor’s input and support make a significant difference to the mentee, can happen in formal, planned moments or more informally. These include: developing, enabling and influencing others, team work, communication skills and problem solving. Getting Started with Cambridge IGCSE® and O Level Economics: Grant, Susan: Amazon.sg: Books. Brookfield’s Four Lenses model gives mentees the opportunity to explore different viewpoints and perspectives. Mentoring helps a school to create a positive working environment. 0000038545 00000 n Brookfield suggests that the goal of the critically reflective teacher is to gain awareness of their practice from as many different viewpoints as possible − their own, their students’, their peers’ and through engagement with theoretical literature. Programme processes Only in the last couple of years have I started to take seriously the instructions found in Titus 2:3-4: The mentoring process is goal-oriented and solution-focused. Functions of mentoring %PDF-1.7 %���� Questioning This is important so that the mentee feels that they can be open and share concerns or difficulties with you that they may feel less comfortable sharing with other people or their managers. This could be, for example, teaching a new lesson they have planned. 0000003400 00000 n Mentoring gives the mentee tools and strategies to become a more independent, innovative and responsible learner. 4. The mentee establishes the specific actions they will take to put their options into practice and take the next step towards their goal. Each different-coloured hat represents a different viewpoint about the situation. Mentees have the opportunity to grow and develop in their practice. As well as observing lessons, mentoring involves mentors meeting regularly with their mentees, but these meetings do not have to be long and can involve as little time as 30 minutes every week or fortnight. 3. Are there suitable places to meet? As well as reviewing what has been achieved after each meeting, it is also important to establish routines for providing scheduled feedback during the mentoring process. 0000002668 00000 n Mentoring Guides for Students. 0000000876 00000 n ISBN: 9781845284732 • Starr, J (2014) The mentoring manual: your step by step guide to becoming a better mentor. This may include things such as whether the mentor and the mentee are expected to take notes, follow-up tasks and feedback, as well as more formal contracts such as confidentiality agreements. This might be after a specific number of sessions or when the mentee has reached a particular milestone. Listen to these educators discussing what mentoring means for them. • What are the timetabling requirements of the mentoring programme? The ability to develop others so that they can reach their potential is an important skill in leadership as well as in mentoring. For example, ‘If there were no limits to resources, what would you do?’, Reflective questions draw on knowledge a mentee already has. Mentoring gives the mentors recognition as an expert Mentors should not be chosen for their age but for their expertise and experience and their ability to build relationships, listen, and share what they know effectively. With Cambridge Weight Plan you won’t be getting your support from a faceless person on the other end of the phone or buying your products online. Benefits for the school or institution Age and experience; Balancing your work and lifestyle; Building your mentoring team; Changing mentors or advisers; ... Getting started; Learn about what mentors can offer; The mentoring experience; Changing mentors or advisers; Home. Here are five ways that mentors can build rapport with their mentees and ensure they get the most out of meetings: 1. Benefits for the mentor It is important to decide how mentoring will meet staff needs and so who mentoring will be offered to in the first year. Closed questions are generally not helpful in mentoring as they restrict a mentee’s responses, often to simple ‘yes’ or ‘no’ answers, and do not require a mentee to think deeply about their response. Mentoring gives the mentee encouragement to become more confident in their abilities and more involved in school life. It is important to leave enough time between meetings for the mentee to be able to carry out their action plan. Do I have a genuine interest in developing others? Here is an example of one part of an action plan for a mentoring programme. Here are some practical things you can do to begin the process of setting up a mentoring programme in your school. The leadership team can then make sure that the mentoring programme is in line with the school’s strategic vision. What protocols and procedures will need to be put in place to support the mentoring programme? Eventbrite - Oils and More presents Getting Started with Essential Oils - Cambridge - Tuesday, 25 August 2020 | Saturday, 24 April 2021 at The Varsity Hotel & Spa - Cambridge City Centre, Cambridge, England. It is also likely that the mentor’s self-confidence will improve as they reflect on the experience they have to share. Home » getting started with mentoring. Others may establish a system of meeting more informally between meetings or being available via email if the mentee has any problems or concerns. There are two main types of questions − open and closed. The second function is the ‘psychosocial function’, which focuses on the ways in which the mentoring relationship improves or strengthens the mentee’s confidence and personal growth. This is a process which helps them to reflect on their own successes as they share them. Stage 3: The mentee and mentor depend on each other The Johari Window relates to how mentees become more aware of themselves and others. What arrangements need to be made to allow lesson observations to take place? Code Practice and Mentorship for Everyone. Mentoring helps a school to transform its teaching and learning. The mentor encourages the mentee and builds trust and confidence. 2 What is the Cambridge LMS ? 0000031374 00000 n • What is the system for reviewing the meetings? Active listening takes lots of practice, but it is very rewarding. Problem solving techniques 0000003363 00000 n 2. Active Listening Learn more. Getting started with research - Volume 8 Issue 2 - Heidi Probst, Rachel Harris Skip to main content We use cookies to distinguish you from other users and to … How will mentoring partnerships be established? These, in turn, build trust. Want to know more? It is important that feedback is balanced and constructive. The process of setting and achieving goals is empowering and builds confidence, which can transform the whole working environment. For example, ‘How do you know this is right for you?’, ‘How will you look back on this?’ Who is in the best position to be able to give this information? When you join a class on the CLMS, your teacher will be able to … We trust them because they have been there before. Donald Jacobson and Shelley Safian. This review leads to learning and an action plan for future activities, which can then be tried out. labor pool. The mentee explores where they currently are in relation to their goal, including the positive things that can help them to move towards it and any potential barriers. The mentee becomes more reflective and relies less on the mentor. What other paperwork will be necessary to keep a record of discussions? The mentoring relationship can only be successful if understanding and trust are built between the mentor and mentee. Mentoring enables each of us to grow, learn, transform, and accomplish goals in education, clinical practice, or research. (i) Goal: What do you want? Agreeing the details of the next meeting. It also shows that you are open to new perspectives and eager to progress and develop professionally. The Cambridge LMS (CLMS) is an online platform where you can ˜ nd content that is part of your Cambridge course. Mentoring develops the mentor’s communication and interpersonal skills. At what point (or points) in the programme will you ask for feedback? Assessments may be created from a combination of questions and resources you create yourself and those pulled from our item bank. As well as effective questioning strategies, there are a number of problem-solving techniques that can help a mentee to consider their situation from different perspectives, making a discussion more productive and focused. Mentors are guides. • Hypothetical questions temporarily remove barriers to success to find new ways forward. Reviewing the meeting Mentoring develops the mentor’s leadership skills. You don’t have to wait until you get here to start using the IT services the University provides for you. The mentor also acts as a role model and source of inspiration for the mentee. How often and for how long? Mentors draw on their own experience to give advice to mentees. Getting started with IT @ Cambridge How to get your Cambridge login, set up your @cam email and download your free software University Information Services (UIS) Summer 2019..? How will I promote the mentoring scheme and attract teachers who have the potential to be mentors? 0000001599 00000 n It is also important to decide whether staff will be recommended for mentoring or whether they can volunteer to be mentored. • Someone who is open and willing to share their experiences, both good and bad. ‘Having a mentor is a sign of weakness’ There is two-way discussion between the mentor and mentee and they plan together. Watching someone grow in confidence, independence ... Getting started in a new role Learning a new skill or acquiring knowledge A specific challenge or By mentally ‘switching hats’, a mentee can gain new perspective. Write an action plan for introducing mentoring in the school or institution How will the effects of the mentoring scheme be monitored and evaluated? This might include evidence of the perceived value of the programme by both the mentor and the mentee, levels of trust felt by the mentor and the mentee, job satisfaction and career progression over time. • Someone who will respect the boundaries of confidentiality in the mentoring relationship. ... as getting to know each other will help to build the relationship. Aims are the overall intentions for the mentoring programme and outcomes are what will happen as a result of it. The first meeting • Someone who is able to offer encouragement as well as provide useful feedback in a non-judgemental way. Getting Started. When will meetings take place? 0000004077 00000 n Here are some examples of different kinds of open questions. For example, ‘What are you hoping to gain from this?’ A number of adult learning theories contribute to a framework for mentoring in education. • What level of challenge is the mentee comfortable with? 0000025499 00000 n If you are new to being a mentor and want to decide if it is right for you, it will help to ask yourself the following questions. The mentor helps the mentee to achieve specific tasks related to their goals and they model skills, share strategies and provide feedback on observations. Stages of mentoring Mentoring is goal-focused. • be prioritised by school leadership. Are there any members of staff who have previous experience of mentoring? It is important to consider how far the mentoring programme is fulfilling its intended outcomes, while making sure that the evaluation process does not become an opportunity to assess and report on a mentor’s performance or reveal the content of discussions in the mentoring meetings. 1. Feedback is most effective when it follows active listening. Most fellowship applications will require a personal statement, transcript, resume, and a minimum of two recommendation letters. Depending on whether you already know your mentee, and how well, it will be useful to find out some information from them. Whether you're considering becoming a mentor or mentee, it is beneficial for both parties to gain an understanding of the key things to consider before getting started. The mentor also gains personal and leadership skills which are valuable for their own career development, and they can gain a real sense of achievement in knowing they have made a difference to the mentee’s professional development. t:.uk/ ts eam:.uk 2999 The University’s IT Service Catalogue lists other IT services you can get at Cambridge: https://www.itservices.cam.ac.uk This should include personal information such as contact details, as well as professional information such as their career background and what role they currently have. During the mentoring relationship, both the mentor and the mentee benefit and learn from each other. Closed questions begin with phrases such as ‘Do you…?’, ‘Have you…?’, ‘Is there…?’ Mentors should avoid closed questions (along with leading questions) as they restrict a mentee’s ability to speak freely. Will this include a statement about confidentiality? Listen to these educators giving their views on the benefits of mentoring. Mentoring Getting Started • Ensure mentoring for assistant and associate professors. Effective mentoring relationships are built on trust. When considering a mentoring programme it is important that you consider how you will make sure a culture of mentoring is at the heart of your institution. How to Prepare and Get Started as a Mentor Make sure you fully understand the specific mentoring job you are undertaking. Kolb’s Theory of Experiential Learning is useful when mentees encounter a new experience. Find event and ticket information. It is also important at this point to establish the boundaries of the relationship, such as how personal issues will be dealt with and discussed if they are affecting the mentee’s performance at work, as well as situations where others, such as the mentee’s line manager, may be involved in the process. Will there be a formal application process? Once goals are clearly defined, mentors can help mentees to break down their goals into manageable steps so that they can be achieved. To learn how to create your first assessment, click here. Coaching and mentoring can widen your portfolio when working with others and help you to … This might include evidence of a pattern of regular contact over the agreed term, commitment of mentors and mentees to the programme and levels of satisfaction with the programme. 0000044814 00000 n Likewise, mentors are able to offer mentees exposure to aspects of school life that they would not otherwise gain experience of. (iii) Options: What could you do? Decide when and where you will meet, and also how often meetings will be held and how long they will last. Account & Lists Account Returns & Orders. At this point, it is also useful to find out what the mentee wants to gain from the mentoring experience and the key areas which you can provide support in. Mentoring is a developmental process which typically has three stages. Getting started with the Cambridge LMS Student guide. Mentoring allows the mentor to reflect on and develop their own practice. They embody our hopes, cast light on the way ahead, interpret arcane signs, warn us of lurking dangers and point out unexpected delights along the way. Mentoring is a valuable way of sharing best practice. getting started with mentoring. 3. While it is important that contact is maintained between meetings, the nature of that contact should be decided beforehand. No Comments. • Is the mentor available between sessions? Where? This will provide a record of the progress the mentee has made towards achieving their goals and draw out key learning from their experiences. The mentor questions the mentee and offers options, as well as directing the mentee to self-reflective practices which will help them evaluate their own progress. Skip to main content.sg. For some mentoring pairs, the mentor may feel comfortable inviting the mentee to contact them at any time. Harlow: Pearson Education. However, you do not necessarily need formal training in these skills, as the process of being a mentor helps to develop them. Qualities of a good mentor that you may want to consider include the following: Do I have a high level of knowledge and experience in my role? Follow these four steps below to get your UIS Password and email account so that you'll receive any pre-arrival messages your College or Department may send. Also, mentoring sessions are a great opportunity to gain new perspectives on work and to re-establish priorities, which can mean that both the mentor and the mentee work more effectively. 7. The mentoring relationship is based around regular communication in the form of mentor meetings, as well as informal communication between meetings. 0000068538 00000 n 2 What is the Cambridge LMS ? It is important to consider where the meetings will be, making sure that the location will always be available, and that it is private and contributes to a positive mutual relationship being built. In order for the mentoring programme to become part of the school’s or institution’s strategic vision, it is important to create an action plan. The ‘GROW’ Model Throughout the unit, we will encourage you to reflect on mentoring and think about how you can use it in your own school. 3. Some departments and schools have very structured programs, whereas in … 5. Exchange details with your mentee and find out what they want to achieve from mentoring For each part of the programme this should include aims and objectives, actions, dates, support and resources needed, success criteria and the person responsible. You could also ask for some initial background information about your mentee, why they have been selected for mentoring and what the intended outcomes of mentoring are for the mentee. Reviewing progress Setting a new action plan and targets The mentor could use this tool to guide their mentee to consider different aspects of their personality and disposition, for example what they know about themselves and share with others (‘open’) and what they know about themselves but keep concealed (‘hidden’). Plain English Campaign’s Crystal Mark does not apply to the diagrams in this document. Feedback is particularly effective when it is based on Mentor meetings Open questions are powerful tools for mentors. Setting boundaries also relates to the confidential nature of the relationship and any arrangements necessary to establish this. 0000008408 00000 n Am I trustworthy and can I respect confidentiality boundaries? Getting Started With Language Awareness £ 150.00. They will provide ongoing advice, helping you achieve the best results at a rate that suits you. How will you measure the effects of your mentoring programme? They link what the research says with what happens in the classroom, and provide new ideas to help you get started. It is also a good opportunity to establish the future contact the mentor and mentee will have. 113 0 obj <> endobj xref Mentoring is the process by which an experienced and trusted colleague offers support, advice and guidance to another colleague. • Someone who is credible in their role and able to act as a role model. There are different aspects of a mentoring programme which can be monitored and evaluated. Contact between meetings Mentors direct mentees towards activities and practices which promote self-reflection. If the level of challenge is too high, the mentee will not feel that they can achieve expectations and if the level of support is overbearing, it becomes impossible for the mentee to develop skills and knowledge of their own. For each for these five points, outline how your school’s mentoring programme will fulfil the standard. Further reading • Kay, D and Hinds, R (2012) A practical guide to mentoring: using coaching and mentoring skills to help others achieve their goals. These interactive resources introduce and develop key areas of teaching and learning practice. Published on August 23, 2018 December 21, 2019 by Sara Brunsvold 3 Comments. Mentoring shows a school’s commitment to staff development. The topic for discussion is established and the mentee explores their ideal outcome and what they want to achieve by the end of the session in relation to this outcome. • Will there be a formal mentoring agreement? evidence and linked to the mentee’s strengths. 3. Talk to the mentor co-ordinator 0000004191 00000 n • Someone who has effective listening and questioning skills. ‘Effective mentors need to have all of the answers’ Getting Started With Metacognition for Primary Teachers £ 150.00. It could include the following: Mentoring supports mentees in developing their classroom practice. Mentor Memos. • Would the mentee prefer more guidance or more of a coaching style? However, in order to make these moments more likely to happen, it is important that mentor relationships and meetings are successful. 0000064649 00000 n Will the feedback be provided at the end of the programme, during the programme or a mixture of both? Mentoring may be old hat to most of the corporate world, but it's relatively new to warehouses and distribution centers. Stage 2: The mentee grows increasingly independent • Someone who is genuinely interested in developing themselves and others. There are two main functions of the mentoring relationship. Try. ‘Mentoring requires a greater time commitment than teachers can afford’ mentoring definition: 1. the act or process of helping and giving advice to a younger or less experienced person…. Getting started mentoring guide for mentors and mentees This is a getting started mentoring guide for mentors and mentees so even if it’s your first time to be introduced to the platform or you’re finding out a little more on what you can do – check our the rest of this guide! 2. This also means that students have the opportunity to learn more effectively and achieve better outcomes. What criteria will you use to identify potential mentors? trailer <<12848142352D4CD2A09D773E8C929987>]/Prev 250127>> startxref 0 %%EOF 141 0 obj <>stream In effective mentor meetings, listening goes beyond simple conversational listening to active listening. • be supported by strong evidence and expertise; The aim is to create a variety of possible alternatives which have not previously been considered. In some mentoring relationships, arrangements may not be as formal as having set times for meetings, but it is important that the level of structure is established at the beginning of the relationship so that both the mentor and the mentee are clear about the expectations. • include working with others and expert challenge; • improve and evaluate student outcomes; • Wisdom-accessing questions establish motivation. Tag: getting started with mentoring. Here, the mentor switches off both internal and external distractions to allow them to focus more carefully on what the mentee is saying. Take Course. It is also a valuable way of highlighting the effectiveness of the mentoring relationship and anything that can be improved as the relationship progresses. Although a mentor may be older than the mentee, this does not have to be the case. 113 29 0000001469 00000 n Mentors must recognise that we are all still learning and be able to look at a mentee’s potential problems as opportunities to grow and learn. (iv) Will: What will you do? 6. Colleagues at every stage of the learning process can benefit from mentoring and in many workplaces, mentoring will involve multiple relationships that span a mentee’s whole career. Exercism is 100% free forever. This also means it is more likely that the mentor will be listening for much more time than they are talking. Do I have evidence of having strong social and listening skills?

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