Student-Teacher Relationships in Teacher Program Education s

The Stanley and Clinton set out to expound on the virtues of mentorship. The premise of their argument is that leaders need to finish with a strong legacy. Therefore, leaders need to be mentored as well as mentor people under them. Stanley and Clinton define a proper understanding of mentoring, as well as, detail four types of mentoring relationships: intensive mentoring, occasional mentoring, passive mentoring, and peer mentoring, all of which will assist a leader in leaving a lasting legacy for future generations.

One of the great things about mentoring is that it is something that has been around for ages. In fact, its origins can be traced back to the Greeks and is even found in the ancient legend of Odysseus. Mentoring occurs when one person elects to pass their knowledge onto another person.

Mentoring relationships require mutual respect in order to be successful. The mentor’s role is varied and includes amongst others being a guide, a role model, and a confidante. The relationship is a longer during a mentorship and requires a large amount of commitment from both parties, from the mentor as needs to be prepared to offer support when it is needed, therefore they need to remain flexible and accessible. Because it is likely to be longer there can be no clearly defined outcome as in comparison to coaching the journey can be far longer and cover a range of subjects.

Oftentimes, new teachers are provided with little to no professional guidance, and because of that, nearly fifty percent of teachers leave the classroom within the first five years. This turnover rate not only has an impact on kids, since they lose the person they were connected with, but it also costs the nation roughly 7.4 billion dollars a year. This video, which focuses on the Hillsborough County Public School System, in Tampa, Florida, brings to light the importance of mentor teachers for first and second year teachers. Through the gathering of evidence and classroom observations, these mentor teachers provide the passion for new teachers and help to unlock their potential. Since the implementation of the mentor program their retention of new teachers has gone from 72% to 94%.

For example, as a first year educator, I was told I would receive a mentor for “induction and integration strategies” during my first year of teaching because “novice teachers encounter numerous challenges and demands when beginning their teaching careers in unfamiliar schools” (Rikard & Banville, 2010). I recall on many occasions that my mentor would tell me to come see her if I encountered any instructional challenges. As a new teacher, I expected my mentor to share how she developed her skills through role modeling and providing one-on-one sessions for lesson planning. Yet, this informal practice by teacher mentors reflected an internal norm that was often overlooked by administrators. According to Ingersoll (2003), “46% of all teachers in public schools will leave the profession within their first five years of teaching” (Rikard & Banville, 2010, p. 245)… “due to poor administrative support, difficult teaching loads, feeling powerless and isolated” (Ingersoll & Smith, 2003; Liston, Whitcomb, & Borko, 2006; McCormack & Thomas, 2003a; Rikard & Banville,

Darling (1984) discusses 14 roles of a mentor including; an energiser, an investor a feedback giver and a roe model (Gopee, 2008). Suggesting that a mentor should have a motivational attitude, willing to give their time, knowledge and experience freely thus aiming to teach at every given opportunity (Casey and Clark, 2011; Gleeson, 2008). Moreover, the mentor should uphold the highest of standards and be someone who is held in high regard by their peers and students, this will become effective when giving constructive feedback to the student and facilitating reflection (Kinnell and Hughes, 2011). Goppe (2011) supports Darling’s work stating that a mentor is a allocated person who gives time and knowledge to helping a student learn and develop. The NMC (2010) state that at least 40% of a placement should be under the direct supervision of the allocated mentor.

The author discusses the importance of mentors in education and the qualities that they demonstrate. She reflects back on some of the formal and informal mentors she had. Ultimately she states, “Having mentors who help you manage the grind of everyday struggles and the challenges of education are crucial to new and early teachers.”

Relation to my own experience as an educator. My mentoring experience, which is still ongoing, is with the opposite gender (as well as opposite sexual preference). I was never uncomfortable with my married mentor, even when I was single. Consequently, this article provides me a unique perspective from my own.

As education continues to evolve teachers must be prepared to evolve with it, educators must participate in programs that will enhance their abilities to educate their pupil’s. Furthermore, an educator must continue to work on their craft and new techniques to keep their students engaged in their daily lesson. However, if the federal government continues to provide funding for each state public education, state will continue to provide incentives and mentorship programs for educators in their state. These invectives have proven vital to educator’s overall success in their classroom. Each state should develop a mandatory mentorship program which requires new teachers to participate in for the first few years of their career. As far as the more

Mentoring Overview "Leadership mentoring is the formal and informal social construction of professional performance expectations developed through the purposeful interactions between aspiring and practicing principals in the context of authentic practice. This interactive mentoring develops collegial relationships, fosters reciprocal learning between expert and novice, expands leadership capacity and creates a community of practice in which steadily improving role performance is the ultimate goal"(Browne-Ferrigno and Muth, 2006, p. 276). Mentoring focuses more on the informal role in which the mentor provides feedback to the student based on future career planning, interpersonal growth for future success. One-on-one mentoring has been documented as playing a significant in advancing leadership development capabilities in mentees. "[Managers] often motivate their students, unlock previously unrealized skills, and help them achieve world-class levels" (Arnove, 2010, p.47). Mentorship is a personal development teachers have with their students. Mentoring relationships are relatively easy to establish, but keeping the mentee motivated and letting them know long term it's a great transition into young adulthood.

Mentoring is a skilled mindfulness and reinforcing instrument. It is a capable strategy for peopling to progress in their occupations and is getting the opportunity to be growing predominant as its potential is made sense of it. It is a relationship between two people (mentor and mentee) ordinarily working in a near field or having similar experiences. It is a helpful relationship based upon shared trust and respect.

Due to Brian Tracy- an American author - to build a positive and productive mentoring program, one should bear in their mind that this is not a one-way relationship. Whether being in the position of a mentor or a mentee, there are few key points that might be useful in order to make the mentoring relationship successful.

In this article, Eugene C. Roehlkepartain talks about how important relationships in regards to mentoring. He talks about how relationships can help improve a mentee’s education level as well as build a sense of self. Relationships need to always be evolving as the mentor and mentee evolve. There should also be different relationships for different things. Then, he mentions the Institute’s Developmental Relationships Framework in which five elements are present. They are: express care, challenge growth, provide support, share power, and expand possibilities. In which, he adds actions that relate to that element and what does actions really mean. These five elements need to go in order. He also reveals how parents typically have the strongest

The text’s greatest weakness can be found in its inability to look at mentoring relationships cross-culturally. The authors are inherently biased towards applying their methods to American culture. Consistently, Stanley and Clinton reference ‘Western individualism’ as the enemy of successful mentoring relationships. Therefore, their approach neglects to help people from a collective culture recognize the impact of forming special empowering relationships. This is a weakness because it limits the audience that Stanley and Clinton can reach.

This essay will start by defining mentoring, and giving a brief understanding of mentoring. This essay will then go on to identify and evaluate a number of key factors that may influence the effectiveness of a mentoring relationship. This essay will focus on the example of mentoring within schools and a learning mentor to be more specific.