Critical Reflection: My Mentoring Skills
Critical reflection on experiences as a mentor ukessays.com /essays/education/critical-reflection-on-experiences-as-a-mentor-educationessay.php
Throughout this report I will critically reflect on my mentoring skills as a student mentor to students at
Post 16 Education and clarify how learning theories can be employed in conjunction with mentoring/coaching models and stress the significance of adhering to boundaries and ethics. A selected journal article will also be critically analysed, with the promotion of professional development through mentoring.
Section 1 'A mentor (in mentoring) is a dignified procedure whereby a more knowledgeable and experienced individual stimulates a accommodating position of control and promoting reflection and learning within a less experienced and conversant individual, so as to assist that individuals profession and personal development '. (Roberts, 2000:162)
With the experiences as a mentor, to students in Post 16 Education it has been a very gratifying experience. The learning route between myself as a mentor and my mentees ' has been a two fold learning process (Brockbank 2006) in the sense that I have been able to expand on my abilities and also on those of my mentees ', through assistance and support and giving them the confidence to identify and enhance on their individual abilities and personal provenances (Wisker et al. 2008).
Furlongs, Maynard (1995) observe mentoring as a resource of authorization to another individual In order for them to be able to achieve something proficiently. Egan (1990) states that communicating visibly, keenly paying attention and simplifying issues are all indispensable virtues if mentoring is to be effective. Boreen et al (2000) asserts that a mentor is someone who is competent in being able to confidentially assign concerns and practices and have the courage to compose learning at a more personal level and someone who is able to facilitate and develop the mentees ' understanding.
From my
Throughout this report I will critically reflect on my mentoring skills as a student mentor to students at
Post 16 Education and clarify how learning theories can be employed in conjunction with mentoring/coaching models and stress the significance of adhering to boundaries and ethics. A selected journal article will also be critically analysed, with the promotion of professional development through mentoring.
Section 1 'A mentor (in mentoring) is a dignified procedure whereby a more knowledgeable and experienced individual stimulates a accommodating position of control and promoting reflection and learning within a less experienced and conversant individual, so as to assist that individuals profession and personal development '. (Roberts, 2000:162)
With the experiences as a mentor, to students in Post 16 Education it has been a very gratifying experience. The learning route between myself as a mentor and my mentees ' has been a two fold learning process (Brockbank 2006) in the sense that I have been able to expand on my abilities and also on those of my mentees ', through assistance and support and giving them the confidence to identify and enhance on their individual abilities and personal provenances (Wisker et al. 2008).
Furlongs, Maynard (1995) observe mentoring as a resource of authorization to another individual In order for them to be able to achieve something proficiently. Egan (1990) states that communicating visibly, keenly paying attention and simplifying issues are all indispensable virtues if mentoring is to be effective. Boreen et al (2000) asserts that a mentor is someone who is competent in being able to confidentially assign concerns and practices and have the courage to compose learning at a more personal level and someone who is able to facilitate and develop the mentees ' understanding.
From my
Cited: in Wallace & Gravells, 2005: 59). (Megginson, Clutterbuck 2005). Mentoring is described as a voluntary affiliation, both parties contribute equally to discussions, and work mutually based upon communal respect which consider the moral dynamics when making a decision on the appropriateness of multiple relationships, Sonne (2005) and Younggren and Gottlieb (2004) situated questions which could be Trust is considered as an additional and an essential element which develops at some point during a successful working relationship (Gormley 2008) mentee (Megginson, Clutterbuck 2005) hence promoting mentee comfort, control and ownership of the mentoring situation In the same way it is imperative to recognize matters surrounding accountability, as advocated by Page & Wosket in their Cyclical Model of Mentoring (1994) Making, Sonne (2005) delineates some motives as to why mentors should refer undesirable or disturbing behaviours relationship if the mentor feels they are out of their depth as Rogers (2004) adds by stating that mentors are not trained councillors.