Focus Group Research Paper
Focus Group Reflection Paper
December 23, 2013
Focus Group Reflection Paper
Effective coaches or mentors may perceive themselves as responsible for growth and change with a mentee. Achieving the work and utilizing the expectations of characteristics and types of support will help the mentor or coach focus on the effectiveness of the mentee. This paper will include the types of support offered by an effective coach or mentor.
Qualities and Beliefs
Finding a good mentor that will match the characteristics of the mentee who shares the same thought process can lead to conflict in the process. The mentor or coach should have an equal balance among the groups. The coach or mentor should have a passion for ongoing development and learning. He or she should be committed to continuous improvement and embodies a moral purpose. …show more content…
Never telling the mentee what he or she wants to hear. Allow the mentee to think through their challenges and use brain storming techniques. Let the mentee have his or her own personal opinions and develop his or her own self-confidence. Mentoring opens the mind for areas of improvement.
Techniques
Building trust with the mentee will takes time.
Plan on what the mentor or coach will do to gain the mentee’s trust. Additional techniques to assist with building healthy mentoring is setting the foundation for mutual respect, and trust. Write down a list of questions that the coach or mentor will have for the mentee, prepare a list of set goals for mentee, research your mentee’s knowledge background to help assist in the trust.
The mentor or coach will help the mentor to become part of a team. The mentor or coach should work effectively with teachers and principals. The mentor or coach should be respected by his or her peers and have patience for the learning process.
Skills
Getting to know the mentee early on can assist with overcoming difficulties. Providing effective listening skills and an open line of communication. The mentor or coach needs to use effective questioning skills. He or she needs to understand and employ a specific reflection process. The mentor or coach may need to allow for support to the mentee so that he or she can practice his or her own thoughts that show a genuine
interest.
Expertise
For an effective coach or mentor he or she should be skilled in instructional planning. Have strong organization and classroom management. Maintain flexibility to help resolve conflicts and to identify areas that need immediate attention. Mentor or coach should be able to provide multiple methods of delivering information and demonstrate his or her success in their work. The coach or mentor will possess and apply in-depth knowledge of the content and research instructional decisions.
Confrontation
Consider working with adults and years of experience will help the mentor or coach with challenges that could be presented when mentoring. Address challenges early on and maintain expectations of the classroom setting. Allow for the mentee to communicate freely and express his or her own opinion. Providing expectations can avoid confrontation which can lead to hostility among people.
Effective Instruction
Mentoring is a learning process not only for the mentee but for the mentor as well. Mentors or coaches are always learning something new. Keep the mentee engaged and focused. Provide various strategies in the classroom keeping the mentee aware of the challenges that may be presented. Included strategies like group conversations, team learning, and collaborative learning.
Support
There are non-classroom follow-up support ways that a mentor or coach should develop in his or her own setting. Email or phone the mentee for immediate responses, using a web-site or electronic bulletin board to communicate changes in the training. Provide refresher sessions, conference, and planning sessions and examine the mentee’s work (2013, Becoming). Classroom follow-up support will help demonstrate, observation, and action research to the mentee to offer feedback that can be essential.
Conclusion
Conversation is a natural interaction between humans. Conversation is part of a mentoring or coaching session. Providing tools, techniques, and skills to increase the effectiveness of the interaction. A mentor or coach having passion for ongoing development and learning will help benefit the trust for the mentee. The expertise of a coach or mentor should demonstrate success and articulates his or her practice. Coaching and relationship skills will build effective communication for listening and understanding the mentee. Supporting the mentee and developing a relationship will provide a good balance within similarities and differences among the mentor and mentee.
References
McCauley, S. (2013). Mentor/Coach and Educator with Novant Health
VanDuyne, T. (2013). Mentor/Coach and Educator with Novant Health.
(2013), Becoming an Effective Coach. Retrieved from: http://ts1.mm.bing.net/th?id=H.4510550141174402&pid=15.1&w=190&h=126&p=0
December 23, 2013
Focus Group Reflection Paper
Effective coaches or mentors may perceive themselves as responsible for growth and change with a mentee. Achieving the work and utilizing the expectations of characteristics and types of support will help the mentor or coach focus on the effectiveness of the mentee. This paper will include the types of support offered by an effective coach or mentor.
Qualities and Beliefs
Finding a good mentor that will match the characteristics of the mentee who shares the same thought process can lead to conflict in the process. The mentor or coach should have an equal balance among the groups. The coach or mentor should have a passion for ongoing development and learning. He or she should be committed to continuous improvement and embodies a moral purpose. …show more content…
Never telling the mentee what he or she wants to hear. Allow the mentee to think through their challenges and use brain storming techniques. Let the mentee have his or her own personal opinions and develop his or her own self-confidence. Mentoring opens the mind for areas of improvement.
Techniques
Building trust with the mentee will takes time.
Plan on what the mentor or coach will do to gain the mentee’s trust. Additional techniques to assist with building healthy mentoring is setting the foundation for mutual respect, and trust. Write down a list of questions that the coach or mentor will have for the mentee, prepare a list of set goals for mentee, research your mentee’s knowledge background to help assist in the trust.
The mentor or coach will help the mentor to become part of a team. The mentor or coach should work effectively with teachers and principals. The mentor or coach should be respected by his or her peers and have patience for the learning process.
Skills
Getting to know the mentee early on can assist with overcoming difficulties. Providing effective listening skills and an open line of communication. The mentor or coach needs to use effective questioning skills. He or she needs to understand and employ a specific reflection process. The mentor or coach may need to allow for support to the mentee so that he or she can practice his or her own thoughts that show a genuine
interest.
Expertise
For an effective coach or mentor he or she should be skilled in instructional planning. Have strong organization and classroom management. Maintain flexibility to help resolve conflicts and to identify areas that need immediate attention. Mentor or coach should be able to provide multiple methods of delivering information and demonstrate his or her success in their work. The coach or mentor will possess and apply in-depth knowledge of the content and research instructional decisions.
Confrontation
Consider working with adults and years of experience will help the mentor or coach with challenges that could be presented when mentoring. Address challenges early on and maintain expectations of the classroom setting. Allow for the mentee to communicate freely and express his or her own opinion. Providing expectations can avoid confrontation which can lead to hostility among people.
Effective Instruction
Mentoring is a learning process not only for the mentee but for the mentor as well. Mentors or coaches are always learning something new. Keep the mentee engaged and focused. Provide various strategies in the classroom keeping the mentee aware of the challenges that may be presented. Included strategies like group conversations, team learning, and collaborative learning.
Support
There are non-classroom follow-up support ways that a mentor or coach should develop in his or her own setting. Email or phone the mentee for immediate responses, using a web-site or electronic bulletin board to communicate changes in the training. Provide refresher sessions, conference, and planning sessions and examine the mentee’s work (2013, Becoming). Classroom follow-up support will help demonstrate, observation, and action research to the mentee to offer feedback that can be essential.
Conclusion
Conversation is a natural interaction between humans. Conversation is part of a mentoring or coaching session. Providing tools, techniques, and skills to increase the effectiveness of the interaction. A mentor or coach having passion for ongoing development and learning will help benefit the trust for the mentee. The expertise of a coach or mentor should demonstrate success and articulates his or her practice. Coaching and relationship skills will build effective communication for listening and understanding the mentee. Supporting the mentee and developing a relationship will provide a good balance within similarities and differences among the mentor and mentee.
References
McCauley, S. (2013). Mentor/Coach and Educator with Novant Health
VanDuyne, T. (2013). Mentor/Coach and Educator with Novant Health.
(2013), Becoming an Effective Coach. Retrieved from: http://ts1.mm.bing.net/th?id=H.4510550141174402&pid=15.1&w=190&h=126&p=0