How The Six Respositions Of A Mentor

"Mentoring is a special quality, skill set and attitude," she says. "The benefits are not only between the mentor and mentee, but the future generations."

Learning mentors tend to work on a one to one level or in small numbered groups, a learning mentor must be a good listener, be able to encourage and motivate and act as a role model and encourage the build up of a mutually respectful relationship (Hayward, 2001).

CM received a call from Myra Sanchez (mentor) in regards to a follow-up on mentor session from Saturday, 3/11/17. Mentor reported that youth became verbally aggressive during session and wanted mentor to leave the home. CM and mentor discussed youth’s background; mentor stated youth requested a male mentor due to her past experiences with females and believes a male would be beneficial to her needs. Mentor explained she tried to challenge youth in regards to her behaviors towards her father; youth then became really upset and started to tear apart old pictures of the family. Mentor noted she stayed at the home for approximately five hours conversing with caregiver regarding youth’s current situation. Mentor will not return

My mentor provided me with both positive and negative feedback and opportunities for me to discuss and clarify whatever I was having difficulty with she was always there to help. She instilled confidence, motivation, and an overall sense of empowerment with any task

To be the best mentor possible, there are a few key elements to consider. Being a good listener is important. When you listen to and understand a mentee’s perspective, you can better help him or her adjust that perception. Identify your and the mentee’s feelings so you can process the meanings behind these feelings and move forward. Listen to what motivates the mentee, what excites him or her, what makes eyes light up and speech confident. Focus on these areas to improve these strengths. When you offer feedback, make sure you are always productive in your confrontation of a weakness. Providing this appropriate information encourages your mentee in areas of weakness and strength. (Shea, 2002) When you have the opportunity, delegate authority

Being a mentor has a special meaning for me. Ten years ago I was sitting outside my high school principal’s office having given up convinced that I would never graduate. There were a lot of factors that led up to that, but two were not having a place to live and having a learning disability. Someone with a Cream Cheese bagel covered in Hot Cheetos was in the office that day and asked me if I wanted some. That started a series of conversations that changed my life. Honestly, it probably saved my life. Being a mentor gives me an opportunity to pay that forward. Recently, a student shared with me his story and conviction about attending college. Aspects of his story were very similar to mine, including protecting and setting an example for his

A mentor however has to understand his role and not get caught up with his mentee too personally and possibly emotionally as this can affect his judgement in giving out advice to the mentee in vital situations.

In this spring semester, I have a great mentoring experience with Dr. Richard Brundage. Dr. Richard Brundage has a unique background in pharmacy world because he owns Doctor of Pharmacy degree as well as Doctor of Philosophy in pharmaceuticals. He is now a professor at University of Minnesota, College of Pharmacy, Department of Experimental and Clinical Pharmacology (ECP). His research interests are pharmacometrics, pharmacokinetics, and pharmacodynamics. I am familiar with pharmacokinetics and pharmacodynamics, but pharmacometrics is a new concept and area to me. And Dr. Richard Brundage explains his research interest to me with a great passion and proud. Pharmacometrics is a field where people use different mathematics

Granted, I made the most of my adversities but, there were defining moments where I was encompassed, with self-doubt, depression and dubiety. The three being the: diagnosis of my disabilities; end of my athlete's life and the greatest and transition to college. I had no control over these events but my attitude has been preparing me to resilient, successful and to aid others, especially my mentee's.

I believe that being a good mentor means really engaging with your mentee. By engaging with the mentee you really get to know who they are; their personalities, likes, dislikes, goals, fears, etc. You can develop a bond and a mutual respect for each other when you can understand each other. When a mentor can truly take an interest in the relationship that is when success with an individuals goals can be achieved. I think being a leader is a little different from being a mentor. As discussed above a mentor/mentee bond is focused on the relationship and investing in a bond to achieve success together. A leader is defined by their own personality traits. Some of this important traits include, someone who is driven, flexible, patient, and a good communicator. A leaders focus is making sure the job gets done in a way that makes everyone happy or content with the results. It takes patience and flexibility. Not everyone will always be willing or available and a leader needs to be able to work within the boundaries given to them. I think the most important part in this is being a

It takes a lot of commitment to be a mentor, an appropriate meeting time needs to be discussed between mentor and mentee so that it doesn't conflict with family, school, and/or social life. Mentors are usually provided for: troubled teens, young children with busy parents that work, children or teens with special needs such as Autism or ADHD, or anyone under or over the age of 18 who needs to have one on one time with someone they trust and can talk to confidentially.

Mentoring is effective when the mentor’s words match their life choices. This is a necessary trait. These non-bifurcated mentors “are the same inside the classroom as they are outside the classroom;” their lives are “genuine,” “authentic,” “true,” and “consistent”. The truth that is taught in church is also the truth that is in their hearts.

As a mentor, you pass on valuable skills, knowledge and insights to your mentee to help them develop their career. This also helps you build on the leadership competencies that have been described. Similarly, as a mentee you must take in the skill and knowledge passed on by your mentor to improve your performance, reputation and credibility, relationships, visibility, and ability to manage conflict. The development process is a benefit for both parties and even external beneficiaries of the mentoring relationship if administered properly.

He is not just and evaluator but also a confidant, a confidence builder, and an observer. As a confidant, mentors should know how to let a teacher open up without hesitation or fear. If a teacher freely expresses himself to his mentor, he will be an effective teacher producing successful students. Trust is an essential factor in mentoring. The mentor and the teacher should relentlessly cultivate trust in their relationship. By doing so, the mentor can give great advice and guidance every time, and the teacher would always take note of the wisdom he acquires from his mentor. They should always be attentive to each other’s needs for a better professional learning (Cutler,

In my respective, while mentoring is listening and believing that the mentee can achieve their goal by allowing me to show them my positive roles, responsibility and learning skills than given greatly increased on how much learning can improved their independently toward different people, styles, and culture setting. So they can accomplish their better learning development and social approaches