This is too cool. Playing with my EndNote and trying to work on some 507 info, I stumbled upon this way to write directly to my blog while I'm in Word. Let's see how it works. I'm all about working smarter and not harder.
Wednesday, February 25, 2009
We Meet At Last!
It's funny mentoring someone at work because I'm also the tech coach; the difference might make my head spin. What I'm going to have to keep in mind is to reflect upon what I am supposed to get out of this reciprocal relationship. That should keep things balanced. I'm not really open-minded about this; HH likes to work fast and does not necessarily 'apply' the information that he's given...or at least he says he does but if you have a chance to see him in action, then you see that there is little follow through. However, he seems to be committed to this course of action because he's made it part of his professional growth; he wants to develop his teacher web page for his 'essential question.'
Mainly, I'll have to keep my eyes open to see what will be in this for me. Stay posted for future developments.
Mainly, I'll have to keep my eyes open to see what will be in this for me. Stay posted for future developments.
Friday, February 6, 2009
Time to Put on My Thinking Cap....
· Am I ready for a mentoring relationship?
When I was in the BTSA program, I thought that I’d like to be on the giving end of the relationship one day. I have had the opportunity this year to take a young colleague under my wing, at first because I wanted to help smooth their way and, lately, because she appears to be out of her depth. I’m finding that mentoring is very difficult. I get exasperated when my suggestions are not followed through with. It’s a tightrope act at times, keeping that careful balance between helping and hounding. I’m not her supervisor; I’m a peer, a colleague. I don’t have the authority to tell her what to do and when I see her not taking advantage of the help I’ve offered, I just want to throw up my hands and walk away. It’s draining to be in a difficult mentoring relationship but I wonder how much of my personality and attitude (self-righteous with a dash of overzealous) is part of the problem. Resentful of the time that this is stealing from my other duties, i must admit that I am not ready for a mentoring relationship in the midst of finishing iMet and trying to be a tech coach. Did I tell you that I’m teaching a 90-minute French 2/3 class too?
I ought to mention that I wrote the initial paragraphs (italicised) to each question before I had read the article- “The Role of Teacher as Mentor” by Lois Zachary (yes, yes, I wasn’t following directions!). What is interesting is that it highlights my own assumptions about the mentoring process. As I was reading the article, I was thinking back to these responses and found it very interesting to note differences that I would make AFTER reading the article.
In particular, I’m thinking about the colleague I mentioned above. I have been forced to mentor her and can see that I am resentful of the drain on my available time. Had we had a chance to discuss our expectations and worked to draft something together, then we might be having a more successful relationship. Right now I don’t feel that I am getting anything out of it and I’m sure that she feels pressured by it as well. Since we’ve never talked openly about it, perhaps she isn’t getting much or anything out of this relationship as well.
· What mentoring skills do I have?
I’m very happy to share ideas and resources. I listen well and am inventive. Coming up with strategies that lend themselves to the teaching style and class composition/strengths is a pleasure to me. I care greatly about my students, the ones I’ve had, the ones I have, the ones I will have...even the ones that my colleagues have. That’s why I’m happy to share.
I think that another one of my skills is that I’m flexible. I roll with the punches and can go with the flow.
· What mentoring skills do I need?
Patience and...patience. I get easily frustrated and irritated if I feel that my time is being wasted. I’m a professional and hold myself to a high standard. I won’t do a shoddy job but, if I feel that I’m throwing pearls before swine, well, it just makes my blood pressure rise.
After reading the article, I realise that the skill I really needed to utilise with my colleague was planning. While I was quite thorough in planning the curriculum, I never once thought to plan the mentoring path, never sat down and thought just what I’d need to go over with her in order to create a successful mentoring relationship.
· What are my personal development goals as a mentor?
This was the one question that I had absolutely no answer for before the article and even now I find it difficult to answer. I’m very visual; while I have great faith, I learn things better once I’ve seen it in action. I’m thinking that once I get started in a properly planned mentoring relationship, one where none of the phases is skipped, that I’ll know better what my answer to this question would be.
· How will I go about enhancing my skills?
Learning how to count to 10 before I speak. Listening to my thoughts before I turn them into utterances.
If I leave my preconceived notions at the door and truly allow for a reflective, reciprocal relationship, I think that my natural empathy will help me enhance my skills in order to be of more use to a mentee. This is another answer that I think needs quality mentoring experience beforehand in order for me to properly respond.
When I was in the BTSA program, I thought that I’d like to be on the giving end of the relationship one day. I have had the opportunity this year to take a young colleague under my wing, at first because I wanted to help smooth their way and, lately, because she appears to be out of her depth. I’m finding that mentoring is very difficult. I get exasperated when my suggestions are not followed through with. It’s a tightrope act at times, keeping that careful balance between helping and hounding. I’m not her supervisor; I’m a peer, a colleague. I don’t have the authority to tell her what to do and when I see her not taking advantage of the help I’ve offered, I just want to throw up my hands and walk away. It’s draining to be in a difficult mentoring relationship but I wonder how much of my personality and attitude (self-righteous with a dash of overzealous) is part of the problem. Resentful of the time that this is stealing from my other duties, i must admit that I am not ready for a mentoring relationship in the midst of finishing iMet and trying to be a tech coach. Did I tell you that I’m teaching a 90-minute French 2/3 class too?
I ought to mention that I wrote the initial paragraphs (italicised) to each question before I had read the article- “The Role of Teacher as Mentor” by Lois Zachary (yes, yes, I wasn’t following directions!). What is interesting is that it highlights my own assumptions about the mentoring process. As I was reading the article, I was thinking back to these responses and found it very interesting to note differences that I would make AFTER reading the article.
In particular, I’m thinking about the colleague I mentioned above. I have been forced to mentor her and can see that I am resentful of the drain on my available time. Had we had a chance to discuss our expectations and worked to draft something together, then we might be having a more successful relationship. Right now I don’t feel that I am getting anything out of it and I’m sure that she feels pressured by it as well. Since we’ve never talked openly about it, perhaps she isn’t getting much or anything out of this relationship as well.
· What mentoring skills do I have?
I’m very happy to share ideas and resources. I listen well and am inventive. Coming up with strategies that lend themselves to the teaching style and class composition/strengths is a pleasure to me. I care greatly about my students, the ones I’ve had, the ones I have, the ones I will have...even the ones that my colleagues have. That’s why I’m happy to share.
I think that another one of my skills is that I’m flexible. I roll with the punches and can go with the flow.
· What mentoring skills do I need?
Patience and...patience. I get easily frustrated and irritated if I feel that my time is being wasted. I’m a professional and hold myself to a high standard. I won’t do a shoddy job but, if I feel that I’m throwing pearls before swine, well, it just makes my blood pressure rise.
After reading the article, I realise that the skill I really needed to utilise with my colleague was planning. While I was quite thorough in planning the curriculum, I never once thought to plan the mentoring path, never sat down and thought just what I’d need to go over with her in order to create a successful mentoring relationship.
· What are my personal development goals as a mentor?
This was the one question that I had absolutely no answer for before the article and even now I find it difficult to answer. I’m very visual; while I have great faith, I learn things better once I’ve seen it in action. I’m thinking that once I get started in a properly planned mentoring relationship, one where none of the phases is skipped, that I’ll know better what my answer to this question would be.
· How will I go about enhancing my skills?
Learning how to count to 10 before I speak. Listening to my thoughts before I turn them into utterances.
If I leave my preconceived notions at the door and truly allow for a reflective, reciprocal relationship, I think that my natural empathy will help me enhance my skills in order to be of more use to a mentee. This is another answer that I think needs quality mentoring experience beforehand in order for me to properly respond.
Sunday, January 25, 2009
What Does It Mean to Be a Mentor?
In answer to my prior post, no. No, the job that I have this year as a technology coach is NOT the same as being a mentor.
The articles that we read clearly show that a mentor/mentee relationship is symbiotic, not a one-way street. While a mentor is using their position to impart knowledge or provide support, they need to be open to being on the receiving end as well, taking advantage of some self-reflection.
If you want this choice position
Have a cheery disposition...
Much like the letter that Jane and Michael Banks wrote to outline the requirements for a nanny, I could also list the skills that I would want a mentor of mine to have. Thinking back to those who have mentored me in the past, there have been both winners and losers. One of the best was Linda, my BTSA coach. While not the only person to work with me while I participated in that program, she offered an excellent balance of uplifting support while still being able to play the devil's advocate. With a few well chosen words, she could open my eyes to my shortcomings without making me feel defensive. Even better, she was always an excellent sounding board and never at a loss for offering suggestions and ideas that would improve my instruction.
What are common mentoring challenges and how can they be overcome?
If you won't scold and dominate us
We will never give you cause to hate us...
A mentor is not a coach, as I stated above. A coach's role is to direct someone, sometimes whether or not they want to go that way. Coaching connotes a position of authority. A mentor needs to create a safe environment for their mentee; they need to establish an aura of trust.
It might be challengie to sit and actively listen to a mentee at times; the urge to chime in and offer advice might make one squirm in their seat. Frankly, it is a bad trait of mine, interrupting. While my intent might be good ("I've got a really good idea I want to share with you!"), it demeans the person speaking. Showing respect by listening without interrupting is important. Taking notes to jot down brainstorms would be a good way to keep ideas in mind.
Another challenge might be convincing your mentee that you have something to offer them and that it would be worth their while to listen with an open mind. Once you have managed to earn their trust, you're on the right road.
What is the nature of the mentor/mentee relationship - How is it the same or different than other relationships (ie supervisor/subordinate, peer/peer, teacher/student)?
Like a supervisor, a mentor is the one who oversees the work of another; unlike a supervisor, a mentor doesn't manage that work. While it may offer a two-way exchange like that between peers, a mentor needs to think ahead and find ways to problem-solve for the mentee, or at least help them reach a positive solution. Teachers and students travel a one-way street while the mentor might find themselves being the one learning something in the interaction as well.
How will technology potentially strengthen or challenge the mentoring process?
The ease with which one can avail oneself of informational resources through technology is a definite strength. One possible 'danger' of trying to use technology to stay in touch with a mentee might be that one could be a little too distant or detached; regular face-to-face meetings would be necessary.
The articles that we read clearly show that a mentor/mentee relationship is symbiotic, not a one-way street. While a mentor is using their position to impart knowledge or provide support, they need to be open to being on the receiving end as well, taking advantage of some self-reflection.
If you want this choice position
Have a cheery disposition...
Much like the letter that Jane and Michael Banks wrote to outline the requirements for a nanny, I could also list the skills that I would want a mentor of mine to have. Thinking back to those who have mentored me in the past, there have been both winners and losers. One of the best was Linda, my BTSA coach. While not the only person to work with me while I participated in that program, she offered an excellent balance of uplifting support while still being able to play the devil's advocate. With a few well chosen words, she could open my eyes to my shortcomings without making me feel defensive. Even better, she was always an excellent sounding board and never at a loss for offering suggestions and ideas that would improve my instruction.
What are common mentoring challenges and how can they be overcome?
If you won't scold and dominate us
We will never give you cause to hate us...
A mentor is not a coach, as I stated above. A coach's role is to direct someone, sometimes whether or not they want to go that way. Coaching connotes a position of authority. A mentor needs to create a safe environment for their mentee; they need to establish an aura of trust.
It might be challengie to sit and actively listen to a mentee at times; the urge to chime in and offer advice might make one squirm in their seat. Frankly, it is a bad trait of mine, interrupting. While my intent might be good ("I've got a really good idea I want to share with you!"), it demeans the person speaking. Showing respect by listening without interrupting is important. Taking notes to jot down brainstorms would be a good way to keep ideas in mind.
Another challenge might be convincing your mentee that you have something to offer them and that it would be worth their while to listen with an open mind. Once you have managed to earn their trust, you're on the right road.
What is the nature of the mentor/mentee relationship - How is it the same or different than other relationships (ie supervisor/subordinate, peer/peer, teacher/student)?
Like a supervisor, a mentor is the one who oversees the work of another; unlike a supervisor, a mentor doesn't manage that work. While it may offer a two-way exchange like that between peers, a mentor needs to think ahead and find ways to problem-solve for the mentee, or at least help them reach a positive solution. Teachers and students travel a one-way street while the mentor might find themselves being the one learning something in the interaction as well.
How will technology potentially strengthen or challenge the mentoring process?
The ease with which one can avail oneself of informational resources through technology is a definite strength. One possible 'danger' of trying to use technology to stay in touch with a mentee might be that one could be a little too distant or detached; regular face-to-face meetings would be necessary.
Friday, January 23, 2009
Mentor...Mentee....is that what I do?
I'm intrigued. Sitting in my class, I've been given the perfect reason to return to blogging. Hip hip hooray for iMET's 286 course.
Friday, November 7, 2008
Another week, another batch of ruffled feathers....
It is interesting to be in the position of interacting with all of the teachers. I'm used to monthly meetings with my department, chatting in passing or during preps about trials, tribulations, testimonies, etc.
Now I'm on the outside. I still have my departmental pals but I'm an observer. Some appear to be jealous of the attention and , face it, the power that comes with the coaching job. Some are distant, as if they're waiting to be criticized ("What?!? You don't know what URL stands for?!?"). Others are dismissive, disdainful, appearing to think that I couldn't possibly be working as hard as they are since I no longer have students. A few, a vocal few, are thankful to have me in this position and it goes a LONG way toward making my job more enjoyable. This is STILL teaching; I'm just teaching some older kids, that's all....
This job is an action research spiral...as soon as I start moving forward, the same old questions, concerns, needs pull me back. I'm very thankful to have a tech liaison full time; it would be absolutely impossible to get anything done without his support. I added 'curriculum' to my card because I wanted them to stop asking me to hook up printers. However, I'm beginning to see that hooking up printers, if that is what is most important to them at the time, shouldn't be 'below' me, whatever I choose as my title. It's their current need and THEY won't be able to move forward and be receptive to new curriculum which embraces technology unless those needs are met.
Friday, October 31, 2008
I Miss the Kids
While I do enjoy getting to wallow in technology, I miss having students. Yes, I know that the teachers are my students but it's not the same. It's easier to deal with them one on one but in a group....oy vey! Yesterday's staff development was a fine example. There some of them were, exhibiting all the worst habits of the students they complain about. Next week I'll think it's hilarious but right now the frustration is still too close. I was curt with some of them but that's because that wasn't the time to get bogged down in what they wanted addressed at that particular moment in time.
In trying to create greater accountability at the school for our inventory and supplies, I'm treading on toes of those who like the way that things have been and don't feel the need to change (or just can't be bothered, perhaps). By asking them to be responsible and not allow students on computers that the teachers have logged on to, they feel I'm cramping their style. I could go on (bitterly) about that but I won't. Bottom line, you're an adult and you're here to teach and mentor, not to be 'liked.'
Ironically enough, I'm gaining a greater respect for 'the chain of command.' On Wednesday, a teacher tried to circumvent it in order to place a (false) complaint against my tech liaison. TL is a quiet fellow who is very knowledgeable about tech. He is extremely helpful, a hard worker as well as a proactive one. He is over-qualified for this position which is why I have mentally prepared myself for the day when he'll take another position. TL's already being courted by the district's tech services. Back to the complaint. The teacher's sense of self was offended when it was perceived that TL was being unhelpful. A call was then placed to the district office to lodge a 'formal complaint.' I was at the district office that day and walked in soon after she had called. Thankfully, the help desk had told her that this wasn't the venue for her complaint and to take it up with her administrator. I was also able to disabuse tech support of any false notion that TL was a problem. As soon as Miss High-and-Mighty makes it back to campus herself (oops- gave away the gender after having tried so hard for so long to keep it neutral).....let's just say that I'm going to straighten her out about the chain of command. Since it will be one on one, I'll be able to do the 'straightening' a little more diplomatically than I was able to do in yesterday's staff development. Funny, when I think back on yesterday, it was mainly from one department......perhaps I need to sit in on one of their meetings.
I'm seeing that if you really want to get something going in this position, at least 2-3 years of funding needs to be appropriated for it. At a school with high teacher turnover, you would want to get it going indefinitely because there will always be a rather significant crop of educators who need to be brought up to speed. The first year is a foundation year, a building year. You have to set up the infrastructure, evaluate the school's and teachers' needs before you can get to what the students need. You have to make sure that you have the supplies and support to start tackling it. Depending upon what has been established prior to that beginning, it could take a whole year before you've got the time to 'indulge' in what I think the beauty of this position is: creating curriculum.
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