Mentor Reflection

This is my reflective account of my performance as a mentor in a clinical setting, assessing the learning environment and the strategies used for teaching and assessing a newly qualified theatre nurse.

As an experienced writer and copyeditor at a well known publishing company for 6 years my expertise will meet your departments needs and wants. As a Production Coordinator and Content Project Manager at Cengage Learning, coordinating revisions was one of my main job priorities. Attending team meetings for each book I worked on, going through revisions and drafts with my fellow team members and sending notes to the author on a regular basis on changes and updates that needed to be made. This was done on a weekly and bi-weekly basis depending on deadlines that needed to be met on our timeline. Organization and attention to detail is one of many strengths that I possess and is a critical attribute to doing my job. There is a lot of material

The aim of this essay is to discuss on how the reflection on mentorship will be undertaken, how and why the model of reflection will be used and the importance of confidentiality. I will reflect the mentorship by ensuring that the mentee during clinical practice is put at ease throughout the learning experience of four weeks (Quinn, and Hughes 2007, p. 29). Also, I will use the principle of Kolb’s learning cycle as my model of reflection because reflecting is an essential element of learning. As I am the mentor, I will follow this cycle in a clockwise direction with Jude, so she would have to reflect on the skills learnt by reviewing the whole situation (Kolb’s learning cycle 1984 in Rose and Best 2005, p.129). This would enable Jude to

As an aspiring Educator, I strongly believe that having an assigned mentor for new teachers would be a significant benefit to the newly hired educators and the students in the classroom. Teaching is not an easy position and requires plenty of hard work and dedication in the classroom. A mentor would definitely enhance a new teacher’s experience by providing support, building morale and assisting with academic support for students in the classroom.

In the Navy and Marine Corps providing feedback and counseling to Sailors and Marines is a critical skill that every leader must possess. For this assignment, I was tasked with providing counseling and guidance to a struggling 3/C Midshipmen in my company on how they could improve in meeting the standards with regards to morally, mentally, and physically. For the counseling, I chose 3/C Burns who was struggling academically with a D at six weeks in Thermodynamics, a major course in his matrix. With this Midshipman struggling to meet the mission mentally, I was keen on attacking the issue before it developed into a major problem by providing advice, counseling, and a personal story of being in his place before.

After completing a year with FYE in AIS and UPM, I've learned a lot, not only as a peer mentor, but as a leader on campus. I feel like I can better connect with freshmen student through the experiences I've had so far. For example, dealing with students that are shy during meetings, don't come to class, are struggling academically, and even those who are doing well and just need tips on their next steps! This summer term, I want to utilize the things I've learned, but also continue to grow as a peer mentor, so I can be even better for the incoming Class of 2022 in the fall semester.

I am an incoming international student this Fall 2016 at Princeton Theological seminary, but since my Master of Divinity days I have been actively serving as part of the leadership team of the AAR-SBL Women’s Caucus for the past three years. Since 2013, I have been involved in planning the Women’s Caucus sessions for the AAR-SBL annual conferences as well as prepare the minutes of our monthly leadership meetings and annual business meetings. I am a recent member of AAR, but I have been participating in the past four years at the AAR-SBL annual meetings and mostly found myself engaged more with AAR people. My membership at SBL since 2012 was due to its international coalition initiatives. At last year’s AAR-SBL annual conference, I successfully

I had a meeting with Darin on Friday, March 11 to present him the following document which outlined the feedback received from Child Welfare Program Managers and my own observations as his administrator. After meeting with HR earlier in the week it was agreed that a clear plan for Darin going forward was needed and that the credibility and work performance issues needed to be addressed by using the already established letters of expectation and reprimand as a guide. Regrettably, Darin was not responsive to the coaching and opportunity to discuss resetting the future FCO role, but instead was accusatory, demeaning and questioned my personal credibility and integrity. This is not the first time he has done so – Naomi was present for

Mentoring is the process of guiding or coaching less experienced individuals, especially in areas requiring adequate skills and hands-on capabilities. In some practice, the word mentorship is being used as a professional relationship between a mentor (a person or a group, who are directly assigned to provide specific information or knowledge regarding specific field of interest) and a mentee (the one requiring guidance and mentoring). The practice of mentoring has been used for a long time that its essence has been an important part of employee development especially in the field of management. Considering that mentoring is based mostly on informal relationship between a mentor and a mentee, the process is mostly based on type of communication which most of the time is transferred informally as the situation requires. In the process of mentoring, the mentor and the mentee undergo a certain relationship that makes mentoring important. It is also during this stage wherein mentorship can be seen effective or not.

In September of 2016 I was made aware of the Peer Mentorship program and my high school and immediately knew that I wanted to become a mentor as being able to help others has also been a desire of mine. I have since been tutoring a handful of my peers in math, biology, chemistry and physics at all high school levels. While I don't have an undeviating schedule, I typically have a few sessions (anywhere from 30 minutes to an hour) per week. My experience as a mentor up until now has given me an increased level of consciousness regarding the intricacy, significance, and benefits of teaching others. Being presented with the opportunity to teach others has prompted me to amplify my communicative skills. I have also gained self-confidence. Being

I have a confession, I love being an educator almost as much as I love being a community-engaged public health scientist. There is this happiness that comes from knowing that that research I contribute impacts health and there is joy that comes from knowing that my students will one day serve the greater community. As a child, I played school often with my stuffed animals trying to mimic my favorite teachers as well as my mother who was a high school teacher. Fast forward to adulthood and my first experience teaching at the college level occurred when I was a doctoral student. That experience changed my approach to inspiring students to learn using the research as a primer to motivate students into discussions about changing their communities. The purpose of this essay is to share reflection from two different experiences

As part of my introduction, I would like to mention that my research project is about mentoring where I have chosen ‘questioning’ as my strategy. In this report, I will discuss in detail about my ‘Mentoring through Questioning’, which is a key for my research project report. Here, I will cover the project’s context in which it was set, my aims and focus of the project, my justification on why I have chosen mentoring through questioning and the types of questions being used during this project, in support of the relevant literature. And then eventually, I will mention about the interactive sessions between a mentor and mentee, the reflection or the perspectives, specifying the self-analysis as well as the required feedback from mentee as part of the research strategy. Later, I will conclude this report by mentioning about the effectiveness of mentoring sessions and the future actions planned for my skills development.

Yesterday, I was not feeling well and had an upset stomach so I was unable to come in to work. It was an exhausting Monday to say the least and I would not have been able to work or be productive. I am not 100% today but I am going to make sure that does not show and that I remain ready to work. Today, started out with a staff meeting where agenda items were discussed such as changes in the website and go over things that happened during the month. In the meeting a short presentation was given on becoming a mentor at MD Anderson. There are only 300 mentors for 21,000 employees so there is a huge gap to fill. Vikki and her coworker are looking to have 100 mentors by the end of August sign up. After the meeting Cathy asked me to send her a list of all of the events and things I have done. I think she needed it in order to complete the mid-term

When you search for information on Round Lake Area School District 116’s mentor/induction plan you come up empty and that is because there is currently no mentor plan. They do have a five day new teacher orientation that provides new teachers information on what is going on in the district; curriculum, school improvement plans, and the opportunity to meet with administrators that are in the building that they work at. In this essay I will discuss key things that I think should be incorporated into the new mentor program.

As an educational leader, I have encountered several new and existing school policies. I never thought deeply about the various processes and the stakeholders involved in policy formulation and implementation. This semester I am engaged in the course Managing Educational Policy as School Leaders (EDLM 6005). This is Semester III, 2016/2017. My course coordinator is Dr. Timar Stephenson. Dr Stephenson was my course coordinator once before and was very helpful whenever I needed clarification or when I had a difficulty. I am thrilled to embrace the new ideas and learning opportunities embedded in this course since it teaches issues which I experience at work. Dr Stephenson, during his introduction reminded his entire class that success in this course would only be realized through hard work, dedication, and commitment. Therefore, it is imperative that I have the right attitude as I navigate this course. The course involves seven weeks of intense work. I am pleased to have a wonderful group facilitator by the name of Rhonda Joseph who has already given us a BBC to explain the requirements of the course and our first two modules.