Dimensions in Mentoring: A Continuum of Practice from by Susan D. Myers, Connie W. Anderson
By Susan D. Myers, Connie W. Anderson
This e-book offers practitioners, researchers, and people excited about mentoring actions perception into various different types of mentoring. It covers facets of mentoring with preservice academics, K-12 practitioners, academia, and pros in private and non-private sectors. different parts no longer ordinarily lined comprise carrier studying, school and graduate scholar writing and learn teams, undergraduate and graduate scholar mentoring teams, on-line courses for however qualified lecturers, formal mentoring courses for marginalized and underrepresented populations, educational mentoring for tenured college, and mentoring aid for directors in any respect degrees! a special method of mentoring, quite a few theoretical contexts and frameworks is gifted and proposals for discussions, assignments, and discussion possibilities are provided on the finish of every bankruptcy. those feedback are sensible purposes and implications for extending conversations between execs and are simply transferable to a number of specialist improvement actions. whereas basically meant for instructor educators, it's a whole consultant for these in public schooling who're drawn to specialist improvement actions. the themes addressed are precious to those that are new to the sphere of mentoring and to people who aid mentoring initiatives at any point.
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Extra info for Dimensions in Mentoring: A Continuum of Practice from Beginning Teachers to Teacher Leaders
Do academic enrichment for students in the classroom who could use more of a challenge. Planning for this should still fall under the responsibility of the student teacher with your guidance, but you can work with students on a daily basis (preferably outside the classroom). Consider using this time to tutor students in another classroom or grade level. Mentor students school wide on improving behaviors. Facilitate or initiate school wide initiatives. Be creative and become an instigator of improvement with the time that the student teacher is in charge of your classroom.
Discuss continuity and the best days of the weeks for the schedule specific to the classroom students. Agree upon a process for changing days and the accountability for time spent in the classroom. Allot time in weekly meetings to discuss what the student teacher observed, learned, and assimilated and answer any questions to facilitate a deeper understanding of roles and purpose of each division. Remember to include the “climate” aspects of your building – who and how to ask for help making copies, what to do if the copier jams, where the teacher workroom/lounge is, are teachers allowed food/drinks in the classroom, where to have lunch, etc.
Code of Ethics. org Pettigrew, T. F. (1998). Intergroup contact theory. Annual Review of Psychology, 49, 65–85. 65. Portner, H. ). (2005). Teacher mentoring and induction: the state of the art and beyond. Thousand Oaks, CA: Corwin Press. Rickes, P. C. (2009). Make way for millennials! How today’s students are shaping higher education space. Planning for Higher Education, 37(2), 7–17. Stringer, E. , Christensen, L. , & Baldwin, S. (2010). Integating teaching, learning, and action research: Enhancing instruction in the K-12 classroom.