My Mentorship Experience

I’ve never really thought of myself as having a mentor, I mean yeah I have my family, friends, and all of the people that care for me around me, but when I really think about it Terry would have to be my mentor. Terry has help me through so much! My track career and has made me a better thrower, and a better person. He always gives off a really good vibe and he treats all of his kids like one of his own, and as me coming in as a freshman it really helped not having one awkward moment in this track year because of Terry.

I want to be a mentee because the Mentorship program is a fantastic way to familiarize with the school and meeting people with other background. Obviously, as an incoming freshman, I do not know much people, so the Mentorship program as a chance to break the ice and to make connections in school and among peers. Also, I am not familiar with the state of Michigan, so the program also serves as an opportunity to get accustomed with the new environment, the new climate, and the new culture. I was born and raised in Taiwan, and moved to California five years later; I realize the difference from one place to another. Michigan is a whole new place and it is imperative that I learn how to adjust and behave in an appropriate way. Through the program,

The issues I have decided to address are the lack of formal in group mentors and mentorship opportunities available for female students, faculty, and staff of color. The University has been intentional about recruiting students, faculty and staff of color. Despite these efforts our women of color who work as faculty or staff are the few available mentors available for students. Unfortunately, they are burdened with few professional growth opportunities while juggling work, mentorship requests, as well as providing the minority voice on committees throughout the campus. Subsequently, these women do not have in group mentors to support their growth. While some research shows, professionals who have been mentored are more likely to engage in mentoring, this does not seem hold true for women in general, it is especially untrue for women of color (Wright and Wright 1987). Increased professional expectations, distress and demands are likely the reasons for this difference. With all this, it is clear that women of color are at a significant disadvantage for finding mentors on this campus, and in most male dominated fields.

As a postgraduate student, I had a clinical tutor we nicknamed “ the reaper ”. He would stand across the room dressed in a sombre suit with his hands crossed, either glaring or writing copious notes which he never shared. In addition, it was apparent to the whole clinic including the patients that he to love his position of authority and revelled in every opportunity to exercise his power around. Obviously, he was more knowledgeable, more experienced but it never seemed to occur to him that was there to facilitate trainees learning, build their confidence and guarantee that patients had the best possible experience from their treatment appointment. What is more, this was an ongoing uncomfortable and challenging atmosphere, an experience that did little my clinical learning or confidence. For example, personally, I felt disempowered by his bullying behaviour.

I have more experience of being mentored than mentoring someone. Before I ask someone to mentor me, I always ask God for confrontation. I have found each of my mentors helped me in a different session of my life. One of my mentors helped me to experience the love of Jesus when I was a teenager, the other mentor who taught me how to listen to the voice of God while I was studying at Bible School, and another mentor who helped me overcome some life issues. God has used each mentor to help me grow in different stages of life. The common theme of all the mentors is love, patient, and encouragement. My life would be miserable without those mentors. God has placed the right mentors in my life to empower me and bringing closer to God.

To learn and gain from a mentor is the ability to have a connection and understanding between the mentor and mentee. Having a connection with a person allows trust, respect, and admiration to develop and will result in the positive experience that thrives the mentee into a mentor. A mentor that creates an atmosphere where they show the positive and negative side of situations that will bring a perspective to the mentee on how life is. To become a mentor, one should have or had a mentor at one point where they were a mentee. I have had multiple mentors throughout my life by having a mentor in my church, school, and in friends. The most important mentor in my life at this time is my good friend Rachel Fallin, who I have looked up to for guidance

Mentoring is a development method which tends to focus more fully on the expertise, experience, and network that mentors can share with their mentees, professionals who are often younger and less experienced than the mentor. The usefulness of mentoring is achieving information and connections that may help the mentees to establish themselves in the professional world. In general, the mentoring relationship is less formal than the coaching relationship and its desired outcomes are more abstract. However, the potential power of a good mentoring relationship is

Mentor character: as it can be either negative or positive way that you like to be mentored and it is an educational skills involving with learning and challenging process for everyone. I recalled when I mentor individual or in a group, I provided with information and my teaching skills to share with an individual, who is in needs to be comforted. My job requires to be responsible, as being mentor is to meet and help a child’s needs through inspiring them to achieve their goals by encouraging and guiding them. I always prepare myself to be aware, to give respect and to be sensitive myself when communicate with an individual. I enjoy being around with children and staff too.

During my first set of volunteering opportunities I helped at the annual Fort Worth Independent School District College Fair where I worked as an Informational Guide by directing families and answering any questions about the event. I worked at the Walk to End Alzheimer 5K as a volunteer where my job description was helping those who weren’t registered register for the race, set up and clean-up of the event, and passing out the flowers. While I was working for the Academy 4 mentoring program as Dagget Elementary School in Fort Worth I.S.D. I was assigned a fourth grader where we went over the lesson and story tied in to our theme topic to help better prepare her sharpening her social and leadership skills through planned activities and acting more a guide. The Alzheimer 5K and College Fair only lasted a day, while, the Academy 4 mentoring program will last the whole school year; where we will meet once a month. The Walk to End Alzheimer had the biggest impact on me.

I have had several inspiring mentors during my academic career that have greatly influenced my teaching philosophy. These mentors exemplified not only an enthusiasm for teaching, but also care for their students. My teaching philosophy is that I, as a teacher, help my students learn how to find the correct steps for solving problems rather than provide them solutions. This maintaining this philosophy helped me to develop three key points of teaching: providing a positive learning atmosphere, setting clear and suitable goals and standards, and making a concentrated effort in my own improvement.

Nursing Management of a Patient with Raised Intracranial Pressure after Traumatic Brain Injury and Dealing with Family Anxiety.

I can still remember the talk with my friends before September when I told them how scared I was to take this course since I could not imagine me, myself, to handle a 90-minute class on my own. When I was informed that I was assigned to an ALI level 6 class, I was shocked. I could not help thinking about that I was actually a level 6 student last year and how could I teach students that had the same language proficiency as I did. I was anxious, panic, confused and unsure about myself before my first observation. I kept emailing my supervisor and told her how I was not confident about myself; I remember I failed to speak English fluently for the beginning few weeks since I noticed that my mentor and my students were judging me while I was speaking; I rewrote my lesson plan for more than three times to meet my mentor’s expectations… my voice might be a little bit shaky when I was first observed. And I kept talking to make the class more teacher-centered so that I could control the class better. It is so magic that as soon as I accomplished my first class being observed, I felt released and I felt that I learned something. It cannot be expressed verbally, but I could feel it. I gained confidence and much more.

In today’s volatile business world, it is vital for organizations to engage employees both intellectually and emotionally. Through mentoring, employees identify themselves as a vital part of the organization while creating a heightened level of ownership. Mentoring programs are of great value to any company. In most cases, these programs are considered essential. By developing and implementing a mentoring program, the learning process for employees is accelerated. It is said that mentoring “can accomplish things that training cannot” (Johnson). Even though, developing a mentoring program is not an easy task, the benefits outweigh the challenges. A mentoring program will help alleviate high employee turnover and assist in building a pipeline of diverse employees.

Mentorship a concept that has been widely defined in various fields is an important one for the improvement of performance and expertise in various areas/disciplines. Mentorship is a concept which has been defined by Blackwell (1989,p.9) as a

“Only a few more blocks to go,” I vividly remember telling my friend Keith and Robert at the time. It was a breezy, sunny Saturday morning in October and we were walking from block to block picking up any trash in sight. Giving up a Saturday morning if watching the cartoon to help keep the neighborhood as clean as possible felt good. There was no other group of young men I would rather spend my time with. When I was in 6th grade my counselor, mentor, and basketball coach at the time, Roshaun Bowens, started a mentorship program in the school by the name of Young Men’s Group (YMG). YMG was a mentorship group that founded in order to teach life values to a group of inner-city kids at the school, who may otherwise not receive those valuable lessons elsewhere. My time spent in YMG was incredible, and giving up a couple of Saturdays to clean up the neighborhood was where my service started but it wasn't what shaped my perspective on service.