Reflection Paper On Lts Mentor

I have been mentored at several stages in my career and to great effect. I received prerequisite training in leadership early when I joined the Air Force. My civilian career path led me to partner with and mentor several groups of employees who were direct reports. Simultaneously I was receiving training of different types in a variety of areas, such as, Sigma Six, The 8 Habits, and instruction in projects management, employee guidance, customer service, contract negotiations, even Site Start-up and Equipment transitioning. By far the largest project i have overseen logistically was while I was at Mayer Brown. I oversaw the replacement of all copiers and related equipment for all 14 floors of the Law Firm and its sister site located in the

I have not yet worked in a school setting, but I have worked in several agencies and offices where collaboration with colleagues was present. One agency I have worked in was a domestic violence shelter, which housed up to forty-five women and children. In addition, we ran a twenty-four hour crisis hotline, provided individual and group counseling services, and educated those out in the community about domestic violence. It took a lot of collaboration with colleagues to have the agency run smoothly and effectively. When issues arose with clients staying in the shelter, my colleagues and I would met to discuss the issues and how we were going to work together to solve them. Together we were able to discuss all of these factors and agree upon

A classmate recently characterized the first semester at F&M as a roller coaster ride. During the first week including orientation, every incoming student is excited to start class and tries to make friends in this new setting. Then classes start and all of a sudden everything starts moving at a rapid pace as a roller coaster. Some students adapt to this change quickly while others get overwhelmed and start looking for help. I was lucky enough to be one of the students who adapted quickly, and I consider my MA played a significant role in acclimatizing me to F&M. I believe I can be a great mentor to my peers especially in academic matters that are missing from orientation. During my orientation, faculty and HAs talked about alcohol consumption,

First, I learned that I need further development or additional polishing in numerous facets of becoming an effective communicator, and these aspects are audience analysis and strategy, oral communication, team communication, and corporate communication. After completing the Communication Development Plan, I am beginning to learn how to analyze audiences and develop a thorough communication strategy efficiently. Also, I am learning how to deliver impromptu or planned presentations efficiently, and I am starting to become more comfortable and less hesitant in giving presentations. After analyzing the Communication Development Plan and through class assignments, I have become more creative and relaxed in the team situations. Additionally, I have gained insight on how to effortlessly communicate in a corporate environment, and that I can apply what I learned in this class to my workplace. Lastly, I gained valuable knowledge and insight that can aid my professional growth.

Program participants will meet regularly with the mentoring/outreach coordinator to discuss barriers to program goals and participation. The coordinator will use community volunteers, peers and family to mentor and the business community provide transitional employment and training. These sessions will be small group discussions with individual encounters as required.

I thought my day at Kings University College was pretty awesome, probably because it was my first time at the campus. I felt they were really welcoming and the food there was so good. To be honest, I thought this trip would be very boring, however, I was totally wrong and I thoroughly enjoyed the whole day. I was really glad that I took part in this because the trip provided me with a lot of valuable information. When the two mentors, Fisher and Chirag told us about their experiences with international students, I felt like their experiences were valuable for young mentors like us. I learned how mentorship is a mutual relationship as both the mentor and the mentee benefit from this relationship. The tour around the campus was the one of the

“If life always went according to plan, we wouldn’t have met each other.” This may sound like a line from a romantic comedy, but this is actually a phrase said to me by my mentor, Leah Thompson. Besides inspiring me to continue my education in the highest degree possible, Leah has also empowered me to take risks in my life that have ultimately allowed me to achieve positions I never believed I could hold.

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

At this stage of my career, it makes sense that I enroll in the Collegewide Leadership Development Program because I’ve performed many administration and management tasks such as, but not limited to: Chairing the collegewide AET/CMT curriculum redesign, provided leadership as President of the Faculty Senate for two years, acquired articulation agreements with senior institutions, and provided Blackboard and mentorship support to adjuncts.

I will set up a plan to talk to each of my professor at least three times during the semester. I think talk to the professor could make me more confident in the class, and point out my weak point and guide me on the right track of studying. The earlier I know where my problem is, the more time I can spend on improving. It’s more effective than figure things out by myself. I think talking to the professor will also give me motivation to get good grades on the class. Knowing there is a connection between the professor and me, and knowing the professor have expectation on me will motivate me to work hard.

In the beginning of this project we were required to get someone to be our mentor. The requirements of the mentor is to help us with our information and to help us add depth to our paper and powerpoint. During the semester that we were given to make our project we had to meet with our mentor two times and communicate through email.

My experience as an instructor and mentor for the year 2014-2015 has been at both the institutional level and at the academy for new recruits. I was selected to teach both custody and non-custody at both High Desert State Prison and Tonopah Conservation Camp in Prison Rape Elimination Act were I accrued over 40 hours of instructor time. I have also taught the following classes with the amount of hours to follow. AR and OP 405 Use of Force 10 hours, Searches in Correction 8 hours, Inmate Property 8 hours, Interpersonal Communications 8 hours, Hand Cuffing and the different type of restraints use by High Desert 8 hours, Critical Incident Command 8 hours, and Chain of Command 8 hours. I have also conducted over 10 hours of on the job training

I have observed that each student is treated on a student to student basis. Some students within the class have access to instructional assistants as they do their work, whether it’s a day treatment teacher, a student teacher, or myself. For example, I am normally instructed to help one student in particular as we work on assignments and worksheets within the class. This shows that the teacher is aware that the student may need help understanding some of the material and may need personal support throughout the day. Not only do some students receive support from other instructors, but also some students may have accessed to modified assignments to help them further understand. Mr. Conway understands that not all students can learn in the same way and it is important to have different alternatives available to his students. By doing this, the students tend to be more willing to try to understand the topic in one of the two or three ways since

In general, over the course of the lesson during the learning segment, students were formatively assessed multiple times. The first formative assessment during the direct instruction (first clip) is using choral responses when I am constantly asking them questions. For example, the first question I asked them at the beginning of the first clip was “How many drawings does Mrs. Higashi have per wall?”. The students responded with “19” in a choral unison. Throughout both clips I asked the class questions constantly to keep them engaged intellectually in understanding the mathematical concept of modeling division. By using choral responses, students were responding chorally which allowed me to check for my student’s comprehension and understanding

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.