• What are the expectations relating to the mentee completing follow-up tasks after a meeting? Here are five ways that mentors can build rapport with their mentees and ensure they get the most out of meetings: 1. Depending on whether you already know your mentee, and how well, it will be useful to find out some information from them. • be supported by strong evidence and expertise; • What are the timetabling requirements of the mentoring programme? Mentoring is goal-focused. • Who will be responsible for managing and co-ordinating the mentoring scheme, and developing the protocols and procedures in your school or institution? The Cambridge LMS (CLMS) is an online platform where you can ˜ nd content that is part of your Cambridge course. How often and for how long? 3. 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. Getting Started with Itematica. However, you do not necessarily need formal training in these skills, as the process of being a mentor helps to develop them. Mentors can also provide support to their mentees by offering acceptance, empathy and encouragement, and by demonstrating effective listening and questioning skills which support reflection. Mentees have the opportunity to grow and develop in their practice. 0000008408 00000 n How often will mentor meetings take place and how long will they be? Mentoring Guides for Students. Getting started with Mentoring – Enrichment (iv) Will: What will you do? Mentoring is the process by which an experienced and trusted colleague offers support, advice and guidance to another colleague. Mentors are guides. Make sure you share information about yourself with your mentee, as getting to know each other will help to build the relationship. They link what the research says with what happens in the classroom, and provide new ideas to help you get started. 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. Who is in the best position to be able to give this information? Am I trustworthy and can I respect confidentiality boundaries? The first meeting is an opportunity for the mentor and the mentee to get to know each other better and build a relationship. ... Undergraduate Research and Fellowships Mentoring Office 321 Boucke Building University Park, PA 16802 814-863-8199 | urfm@psu.edu The Standard for Teachers’ Professional Development. If the mentee is being mentored because they want to achieve a professional qualification, it is also important that you have an understanding of the qualification and the programme of study. Oxford: How to Books. Organisational outcomes For example, it could be for new teachers, staff completing professional development programmes, or all staff. Where? Contact between meetings They lead us along the journey of our lives. The mentoring relationship allows the mentee to reflect on what is going well and the ways in which they are moving towards their goals. 4. This might be after a specific number of sessions or when the mentee has reached a particular milestone. Mentoring may be old hat to most of the corporate world, but it's relatively new to warehouses and distribution centers. The leadership team can then make sure that the mentoring programme is in line with the school’s strategic vision. How will I promote the mentoring scheme and attract teachers who have the potential to be mentors? Confirming the agenda Getting Started with Mentoring . Mentoring supports mentees in developing their classroom practice. The mentee is able to find solutions, make decisions and solve problems. Before a mentoring session, it is important that the mentor removes any potential barriers to listening, distractions and sources of stress, and makes sure that the meeting area is physically comfortable so that they can practise active listening. 0000068538 00000 n Want to know more? MENTOR National and Affiliates will use the information you provide to better inform future publications and keep you up to date with advancements in the mentoring … Getting Started with Cambridge IGCSE® and O Level Economics: Grant, Susan: Amazon.sg: Books. 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. • What level of challenge is the mentee comfortable with? Regular mentor meetings are the foundation of the mentoring relationship. There are a number of things to consider here: Questioning mentoring definition: 1. the act or process of helping and giving advice to a younger or less experienced person…. The mentor helps the mentee to achieve specific tasks related to their goals and they model skills, share strategies and provide feedback on observations. Here is a printable list of interesting books, articles and websites on the topics that we have looked at. How will you raise staff awareness about mentoring? Greeting Why wait longer when you can be on your way to enjoying life without chaos! It is important to decide how mentoring will meet staff needs and so who mentoring will be offered to in the first year. 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. 0000025499 00000 n Getting started with Mentoring. 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. Feedback is most effective when it follows active listening. Mentoring enables each of us to grow, learn, transform, and accomplish goals in education, clinical practice, or research. Active Listening Tag: getting started with 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. Feedback and discussion Mentors also need to have excellent social skills so that they can build effective relationships with their mentees. What arrangements need to be made to allow lesson observations to take place? Coaching and mentoring can widen your portfolio when working with others and help you to … There is two-way discussion between the mentor and mentee and they plan together. 1. 0000001469 00000 n For example, ‘Knowing what you know now, how could you have done things differently?’. Mentoring gives the mentee tools and strategies to become a more independent, innovative and responsible learner. 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. 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. What's stopping you? Effective mentoring relationships are built on trust. Will there be a formal application process? There are different types of open questions, and the power of a good mentor lies in being able to ask the right question at the right time. Do I have evidence of having strong social and listening skills? Here are some practical things you can do to begin the process of setting up a mentoring programme in your school. Learn more. A mentor does pass on experience and expertise which can benefit the mentee, but they also help by providing an opportunity for the mentee to talk through their problems and be listened to. There are different aspects of a mentoring programme which can be monitored and evaluated. Throughout the unit, we will encourage you to reflect on mentoring and think about how you can use it in your own school. Having a mentor shows that you are willing to learn. Others may establish a system of meeting more informally between meetings or being available via email if the mentee has any problems or concerns. Getting Started Guide Training + Implementation Support View Our Catalogs Request a Quote or Product Sample CARES Act Funding and ThinkUp! Agreeing the details of the next meeting. The model is based on a four-stage cycle. This means that over time, mentees become more empowered in making their own decisions and solving their own problems. Mentoring develops the mentor’s leadership skills. Will the information you collect relate to the quality or the amount of mentoring provided, or a mixture of both? Mentoring helps a school to keep staff and identify new talent. 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. 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. 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 … While it is important that contact is maintained between meetings, the nature of that contact should be decided beforehand. 3. 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. Reels, Reels, Reels… It seems like Instagram’s Reels feature is taking over Instagram at the moment! 0000003256 00000 n 0000050031 00000 n Giving feedback It is also a good opportunity to establish the future contact the mentor and mentee will have. Getting started The first step is to speak to your Line Manager, Director, Head of Department/School or colleagues, to find out about existing or potential mentoring opportunities within your area. Here are some practical things you can do if you are going to begin mentoring. Meetings could take place every one or two weeks, and last for 30 minutes or an hour. 5. Mentors are valued by the mentee and by the school as a whole for the knowledge, skills and experience they possess. • Promote the mutual benefits for mentee and mentor alike: mentees learn the ropes, collect champions and confidants, and enjoy a greater sense of “fit” within their departments. Listen to these educators giving their views on the benefits of mentoring. Mentoring gives the mentee the opportunity to reflect and learn from the advice and experience of others. 3. Getting started with the Cambridge LMS Student guide. From this point, they reflect on and review the experience of the lesson. 1. Find event and ticket information. • Someone who is open and willing to share their experiences, both good and bad. Feedback is particularly effective when it is based on These interactive resources introduce and develop key areas of teaching and learning practice. Mentoring Getting Started • Ensure mentoring for assistant and associate professors. By mentally ‘switching hats’, a mentee can gain new perspective. Collaboration and reflection are key to effective learning. • be prioritised by school leadership. One example of this is de Bono’s Six Thinking Hats. 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. 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. 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. Mentoring gives the mentee support to allow them to identify and achieve their goals. It is important that feedback is balanced and constructive. Also, establish the principles of how you will work together and your expectations of each other. 0000056060 00000 n Working lives can be very busy, so it is important to be sure that you will be able to provide time and space away from distractions so that your mentee feels appropriately supported and listened to. 2. There are two main types of questions − open and closed. The circle continues in this way, with learning from a previous activity informing the next activity. Listen to these educators discussing what mentoring means for them. At what point (or points) in the programme will you ask for feedback? Mentoring helps a school to transform its teaching and learning. Here is an example of one part of an action plan for a mentoring programme. Getting started with mentoring - Not only is mentoring good in the workplace as it gives a new starter a great way to settle them in with the team, and then by keep mentoring them, they will grow in confidence and be a major asset to your business. In fact, feedback is a useful way that mentors can demonstrate they have been listening and check they have understood what the mentee is saying by either summarising (which is where the mentor repeats a shortened version of what has been said using the mentee’s own words) or paraphrasing (which is where the mentor uses their own words to convey the sense of what the mentee has said). The mentor also acts as a role model and source of inspiration for the mentee. To learn how to create your first assessment, click here. 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. 0000064649 00000 n Assessments may be created from a combination of questions and resources you create yourself and those pulled from our item bank. Problem solving techniques Building the relationship Write an action plan for introducing mentoring in the school or institution 4. 3. It is important to leave enough time between meetings for the mentee to be able to carry out their action plan. Since mentoring promotes self-reflection and problem-solving in the mentee, it is an excellent form of professional development. 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! There is detailed information about how to get to Cambridge by bus, train, car and plane on the college's Find Us page. Mentors draw on their own experience to give advice to mentees. The more the mentor and mentee understand about each other’s expectations at the beginning of the relationship, the more likely it is to be successful. Each different-coloured hat represents a different viewpoint about the situation. Brookfield’s Four Lenses model gives mentees the opportunity to explore different viewpoints and perspectives. Mentors are role models, but the most effective mentors are those who understand and demonstrate that we are all still learning. Watching someone grow in confidence, independence ... Getting started in a new role Learning a new skill or acquiring knowledge A specific challenge or Your Cambridge Consultant will work out the weight loss programme that best suits you and your lifestyle. 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. Write down the aims that you have for your mentoring programme in terms of what you want it to achieve. Before you say no to becoming a mentor, know this. %PDF-1.7 %���� 4. 0000004191 00000 n • Someone who is genuinely interested in developing themselves and others. 0000058709 00000 n 2 What is the Cambridge LMS ? Stage 1: The mentee is more dependent Harlow: Pearson Education. 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. Before the mentoring process begins, it is important that the details of the meetings are organised. 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 Mentors direct mentees towards activities and practices which promote self-reflection. 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’). ... as getting to know each other will help to build the relationship. The mentor can bring a different perspective, revealing traits the mentee may not be aware of (which are in their ‘blind spot’), and encouraging them to consider aspects of their personality that might be ‘unknown’, hidden in their subconscious or unconscious. ‘Only mentees benefit from mentoring’ Stages of mentoring At the end of the programme it is helpful to have a final conversation. 0000004077 00000 n Eventbrite - Oils and More presents Getting Started with Essential Oils - Cambridge - Tuesday, 10 November 2020 at The Varsity Hotel & Spa - Cambridge City Centre, Cambridge, England. • How will this person check that mentors and mentees are compatible in terms of styles and personalities? Find out from the mentor co-ordinator what their expectations are for the mentoring relationship. Do I have a high level of knowledge and experience in my role? For example, a neutral setting may be best, with the furniture laid out so that the mentor and mentee can sit together rather than on opposite sides of a desk. Only in the last couple of years have I started to take seriously the instructions found in Titus 2:3-4: 0000037250 00000 n Further reading • Kay, D and Hinds, R (2012) A practical guide to mentoring: using coaching and mentoring skills to help others achieve their goals. Mentoring challenges and how to deal with them 16 The GROW technique17 ... Relations, Cambridge Inter-Faith programmes. (i) Goal: What do you want? When matching mentors and mentees, it is important that it is relatively easy for the mentee to be able to make contact with the mentor. It is also important that the mentor does not have any line-management responsibilities for the mentee, as this would make it more difficult to build an atmosphere of openness and trust. Getting to College. In effective mentor meetings, listening goes beyond simple conversational listening to active listening. 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. Likewise, mentors are able to offer mentees exposure to aspects of school life that they would not otherwise gain experience of. Open questions are powerful tools for mentors. 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. ‘Effective mentors need to have all of the answers’ • be maintained over time; and 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. This will provide a record of the progress the mentee has made towards achieving their goals and draw out key learning from their experiences. Effective questioning is a very important part of mentoring. Other popular problem-solving techniques include: SWOT analysis, fishbone analysis, force field analysis and simple brainstorming or lists of pros and cons. The mentor provides this function through the different ways that they offer advice and guidance. This also means that students have the opportunity to learn more effectively and achieve better outcomes. 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. 0000003363 00000 n Stage 3: The mentee and mentor depend on each other This may not be as formal as the other meetings, but it is important to make sure that the mentee’s success is celebrated and that the mentor passes on any final feedback. 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. What protocols and procedures will need to be put in place to support the mentoring programme? Reviewing progress There are two main functions of the mentoring relationship. Under the guidance of an experienced Cambridge tutor, you will be working closely with other teachers to develop your understanding and share ideas and experiences. 0000019583 00000 n • What is the system for reviewing the meetings? Try. ISBN: 9781845284732 • Starr, J (2014) The mentoring manual: your step by step guide to becoming a better mentor. Will the feedback be provided at the end of the programme, during the programme or a mixture of both? The process of setting and achieving goals is empowering and builds confidence, which can transform the whole working environment. For example, ‘The way you explained the seating plan in your classroom shows that you really consider every student’s learning needs.’ From this point, the mentee is more empowered to move forward with how they might develop or improve. The aim is to create a variety of possible alternatives which have not previously been considered. • Are the mentor and the mentee expected to take notes? 0000013701 00000 n Donald Jacobson and Shelley Safian. 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..? It is a great opportunity for both people to reflect and gain fresh perspectives. During active listening, the mentor pays close attention to what is being said, but also considers the mentee’s tone, body language and facial expressions, and is aware of what is not being said. It also shows that you are open to new perspectives and eager to progress and develop professionally. The mentor encourages the mentee and builds trust and confidence. To do this it is vital that senior leaders support and even contribute to the programme, otherwise it will be harder to make it stick and to feel the long-term benefits of mentoring. Home » getting started with mentoring. This also means it is more likely that the mentor will be listening for much more time than they are talking. It is also important that you are able to keep the content of the discussions you have with your mentee confidential. They may be delivered to students online, via printable test booklets, or a combination of both. (iii) Options: What could you do? ‘Mentoring requires a greater time commitment than teachers can afford’ Visitors are allowed to use … Through their skills in listening and questioning, mentors can also help mentees to find their own answers. 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. Mentoring. The Johari Window relates to how mentees become more aware of themselves and others. Rsearcher Development support researchers in developing their coaching and mentoring knowledge, skills and understanding through providing a variety of opportunities. Mentors feel a greater 2. Take a look at the resources and Support available to you. This could be, for example, teaching a new lesson they have planned. During the mentoring relationship, both the mentor and the mentee benefit and learn from each other. How will you measure the effects of your mentoring programme? Skip to main content.sg. Mentoring is a developmental process which typically has three stages. 5. 0000004931 00000 n Mentoring shows a school’s commitment to staff development. How do their ideas about mentoring compare with yours? Once goals are clearly defined, mentors can help mentees to break down their goals into manageable steps so that they can be achieved. These, in turn, build trust. 3. The mentoring process is goal-oriented and solution-focused. 1. Which of the benefits are most relevant to you and your colleagues? Some departments and schools have very structured programs, whereas in … We will discuss the benefits of mentoring, look at some research that supports mentoring and consider ways that it can work in practice. How will I make sure that the mentoring scheme is supported by school leadership and the organisation as a whole? Stage 2: The mentee grows increasingly independent Benefits for the mentee 113 0 obj <> endobj xref No Comments. Benefits for the school or institution In the rest of the unit, we will look at the basics of mentoring in more detail. A successful mentoring relationship depends on strong communication and interpersonal skills, which are transferable to every aspect of life. Account & Lists Account Returns & Orders. Once the mentoring relationship is established, the typical agenda for a mentor meeting is based on the mentee’s goals. It’s definitely the hottest trend on the image-sharing platform right now, providing an easy way to create fun and engaging video content. Getting Started With Language Awareness £ 150.00. Setting boundaries also relates to the confidential nature of the relationship and any arrangements necessary to establish this. The ‘GROW’ Model How to Prepare and Get Started as a Mentor Make sure you fully understand the specific mentoring job you are undertaking. Plain English Campaign’s Crystal Mark does not apply to the diagrams in this document. 0000000016 00000 n Exercism is 100% free forever. The key characteristics of good leadership are all fundamental to the mentoring process. It is also a valuable way of highlighting the effectiveness of the mentoring relationship and anything that can be improved as the relationship progresses. Related products. Establish the aims and outcomes of mentoring in your school or institution 0000004303 00000 n Take Course. labor pool. Getting Started With Metacognition for Primary Teachers £ 150.00. This makes it more likely that they will have job satisfaction, as well as being ready for career-development opportunities when they arise. The mentee establishes the specific actions they will take to put their options into practice and take the next step towards their goal. • Hypothetical questions temporarily remove barriers to success to find new ways forward. Talk to the mentor co-ordinator 0000001599 00000 n Mentoring gives the mentors recognition as an expert Mentors may also develop new strategies as a result of helping a mentee to solve a problem that they are having. Having the right experience and expertise to pass on to mentees is important, but it is not the only factor to consider when deciding who should be a mentor. A number of adult learning theories contribute to a framework for mentoring in education. The first meeting Mentors become skilled in rapport building and active listening, which allows them to ask valuable questions and offer feedback. getting started with mentoring. When you join a class on the CLMS, your teacher will be able to … • improve and evaluate student outcomes; Mentoring develops the mentor’s communication and interpersonal skills. • What training and ongoing support will mentors need and how will this be provided? 2 What is the Cambridge LMS ? trailer <<12848142352D4CD2A09D773E8C929987>]/Prev 250127>> startxref 0 %%EOF 141 0 obj <>stream 3. The Standard for Teachers’ Professional Development also provides a useful framework to measure the outcomes of a mentoring programme. Programme processes Functions of mentoring Code Practice and Mentorship for Everyone. When will meetings take place? • Would the mentee prefer more guidance or more of a coaching style? Are there any members of staff who have previous experience of mentoring? Mentoring helps a school to create a positive working environment. (ii) Reality: What is happening?

getting started with mentoring cambridge

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