Critical Reflection: My Mentoring Skills

Topics: Learning theory, Educational psychology, Learning Pages: 6 (3693 words) Published: June 29, 2015
Critical reflection on experiences as a mentor /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 perceptive I believe that selecting the right mentor is the answer to a flourishing working relationship this helps you connect as a mentor and mentee.

Mentors require the need to be sensitively and mentally equipped to devote time and effort to constructively assist another individual (Shea 1995).
Boreen, Niday, Johnson (2003) consider the importance of the mentor being supported by its organisation through peer mentoring, networking and training. Cunningham (2007) believes that structuring and nourishing communal respect and a good relationship has, from my understanding, verified to be fundamental in order to endorse open dialogue (Megginson, Clutterbuck 2005). In reflection to myself I have found it indispensable to situate my personal issues and feelings to a side before being competent to passively sustain and direct an individual. In opposition, this can be very complex to achieve in an intense and challenging atmosphere of teaching. I have come to that it is not always possible to enclose all the responses, being able to consign on with approval, (Boreen, Niday, Johnson 2003) as this is an imperative act, in order to circumvent uncomfortable situations as disturbing situations require the need of vigilant and receptive handling if ones position of reliance is to be preserved.

Productive responses from previous mentees' have verified to be central, as it has allowed me to reflect on myself using the double loop learning (Brockbank 2006). One of the disparagements made

were that on some occasions I appeared to be too busy which resulted to my mentee feeling uncomfortable and feeling as though I had not provided him/her with the support and assistance which they required. This was an cataleptic behaviour which I failed to recognise, however through the feedback I received from my mentees' alterations were made in order in order to prevent this from happening again. I modified the situation by meeting with my mentees' in a more quiet and private area. These...

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.
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