MentoringMentoringWest Seneca Central School DistrictWest Seneca Central School District

Carolyn KickCarolyn KickKristin Kurtzworth-KeenKristin Kurtzworth-Keen

West Seneca Central School DistrictWest Seneca Central School District

Carolyn KickCarolyn KickKristin Kurtzworth-KeenKristin Kurtzworth-Keen

“Produce great people, the rest will follow.”

“Produce great people, the rest will follow.”

E. HubbardE. Hubbard E. HubbardE. Hubbard

Peer Coaching/MentoringPeer Coaching/Mentoring

Program GoalProgram Goal To build a collegial relationship with an To build a collegial relationship with an

exemplary educator to reach the standards of exemplary educator to reach the standards of tenure.tenure.

Program GoalProgram Goal To build a collegial relationship with an To build a collegial relationship with an

exemplary educator to reach the standards of exemplary educator to reach the standards of tenure.tenure.

Your Responsibilities as a Mentor Your Responsibilities as a Mentor Advise the mentee on lesson planning, Advise the mentee on lesson planning,

teaching strategies and classroom teaching strategies and classroom managementmanagement

Provide guidance and assistance in Provide guidance and assistance in establishing routines in the classroom and establishing routines in the classroom and the schoolthe school

Provide information and guidance on Provide information and guidance on building/district level process, procedures building/district level process, procedures and routinesand routines

Advise the mentee on lesson planning, Advise the mentee on lesson planning, teaching strategies and classroom teaching strategies and classroom managementmanagement

Provide guidance and assistance in Provide guidance and assistance in establishing routines in the classroom and establishing routines in the classroom and the schoolthe school

Provide information and guidance on Provide information and guidance on building/district level process, procedures building/district level process, procedures and routinesand routines

What is a Mentor?What is a Mentor?

A mentor is a master teacher who models A mentor is a master teacher who models exemplary instruction and knowledge in a exemplary instruction and knowledge in a supportive mannersupportive manner

A mentor responds to a mentee’s needs as A mentor responds to a mentee’s needs as they are identified by both the mentee and they are identified by both the mentee and the mentorthe mentor

A mentor is a master teacher who models A mentor is a master teacher who models exemplary instruction and knowledge in a exemplary instruction and knowledge in a supportive mannersupportive manner

A mentor responds to a mentee’s needs as A mentor responds to a mentee’s needs as they are identified by both the mentee and they are identified by both the mentee and the mentorthe mentor

The Goal is Student AchievementThe Goal is Student Achievement

Encouragement and effective feedback is Encouragement and effective feedback is provided to the mentee through proactive provided to the mentee through proactive and collaborative activitiesand collaborative activities

The mentor/mentee relationship is The mentor/mentee relationship is confidential and confidential and non-evaluativenon-evaluative

Encouragement and effective feedback is Encouragement and effective feedback is provided to the mentee through proactive provided to the mentee through proactive and collaborative activitiesand collaborative activities

The mentor/mentee relationship is The mentor/mentee relationship is confidential and confidential and non-evaluativenon-evaluative

ConfidentialityConfidentiality

What happens between a mentor and their mentee…remains What happens between a mentor and their mentee…remains between a mentor and their menteebetween a mentor and their mentee

You are not an evaluatorYou are not an evaluator

You are not part of their professional reviewYou are not part of their professional review

The degree to which you hold true to confidentiality….is the The degree to which you hold true to confidentiality….is the degree to which trust exists in your relationshipdegree to which trust exists in your relationship

What happens between a mentor and their mentee…remains What happens between a mentor and their mentee…remains between a mentor and their menteebetween a mentor and their mentee

You are not an evaluatorYou are not an evaluator

You are not part of their professional reviewYou are not part of their professional review

The degree to which you hold true to confidentiality….is the The degree to which you hold true to confidentiality….is the degree to which trust exists in your relationshipdegree to which trust exists in your relationship

Advocate

Role-model

Performance coach

Critical friend

ReflectivePartner

Subject expert

guide

Confidante’

The Role of the Mentor The Role of the Mentor Many different roles fit together to Many different roles fit together to

support the menteesupport the menteeMany different roles fit together to Many different roles fit together to

support the menteesupport the mentee

Mentor/Mentee Log

Mentor/Mentee Log

Relationships with your mentee should be:Relationships with your mentee should be:

ProfessionalProfessionalFlexibleFlexibleTrustfulTrustfulFrequent contactFrequent contactBased on mutual education goalsBased on mutual education goals

ProfessionalProfessionalFlexibleFlexibleTrustfulTrustfulFrequent contactFrequent contactBased on mutual education goalsBased on mutual education goals

Factors that cause entry level difficulties:Factors that cause entry level difficulties:

Difficult work assignmentsDifficult work assignmentsUnclear expectationsUnclear expectationsInadequate resourcesInadequate resourcesIsolationIsolationReality shockReality shockKnowledge without applicationKnowledge without application

Difficult work assignmentsDifficult work assignmentsUnclear expectationsUnclear expectationsInadequate resourcesInadequate resourcesIsolationIsolationReality shockReality shockKnowledge without applicationKnowledge without application

Frequent New Teacher ConcernsFrequent New Teacher Concerns Classroom disciplineClassroom discipline Motivating studentsMotivating students Addressing individual differences/needsAddressing individual differences/needs Assessing student workAssessing student work Relations with parentsRelations with parents Classroom organizationClassroom organization Unfamiliarity with people and materialsUnfamiliarity with people and materials Individual student problemsIndividual student problems District procedures and policiesDistrict procedures and policies Terminology- acronymsTerminology- acronyms Time ManagementTime Management

Classroom disciplineClassroom discipline Motivating studentsMotivating students Addressing individual differences/needsAddressing individual differences/needs Assessing student workAssessing student work Relations with parentsRelations with parents Classroom organizationClassroom organization Unfamiliarity with people and materialsUnfamiliarity with people and materials Individual student problemsIndividual student problems District procedures and policiesDistrict procedures and policies Terminology- acronymsTerminology- acronyms Time ManagementTime Management

“The most valuable gift you can give to a colleague is a good example”

“The most valuable gift you can give to a colleague is a good example”

-V. Estrem 1993-V. Estrem 1993 -V. Estrem 1993-V. Estrem 1993

Effective Classroom Management- Techniques for:Effective Classroom Management- Techniques for:

Positive managementPositive managementGroup workGroup workDesk workDesk workInquiry methodInquiry methodHow to set up and run a labHow to set up and run a labTechnology use…Technology use…

Positive managementPositive managementGroup workGroup workDesk workDesk workInquiry methodInquiry methodHow to set up and run a labHow to set up and run a labTechnology use…Technology use…

Classroom Structure and ActivityClassroom Structure and Activity

Furniture placementFurniture placementSelf-serve areasSelf-serve areasStudent duties and rolesStudent duties and rolesMaterial storageMaterial storageRoutines and rulesRoutines and rulesTransitionsTransitions

Furniture placementFurniture placementSelf-serve areasSelf-serve areasStudent duties and rolesStudent duties and rolesMaterial storageMaterial storageRoutines and rulesRoutines and rulesTransitionsTransitions

Take a minute and list all the names of district or building forms you think a new teacher will need to know about-

Take a minute and list all the names of district or building forms you think a new teacher will need to know about-

IEP/CSE/504 plan/ testing modificationsIEP/CSE/504 plan/ testing modificationsTeacher handbookTeacher handbookTeacher Center catalog and ARO formsTeacher Center catalog and ARO formsConference request formConference request formSubstitute call in directionsSubstitute call in directionsPhone directionsPhone directions

IEP/CSE/504 plan/ testing modificationsIEP/CSE/504 plan/ testing modificationsTeacher handbookTeacher handbookTeacher Center catalog and ARO formsTeacher Center catalog and ARO formsConference request formConference request formSubstitute call in directionsSubstitute call in directionsPhone directionsPhone directions

And that’s not all…And that’s not all…

StandardsStandardsPerformance indicatorsPerformance indicatorsPre-conference goal setting formPre-conference goal setting formReferral formsReferral formsDiscipline incident…Discipline incident…Report cards and gradesReport cards and gradesParent conference formsParent conference forms

StandardsStandardsPerformance indicatorsPerformance indicatorsPre-conference goal setting formPre-conference goal setting formReferral formsReferral formsDiscipline incident…Discipline incident…Report cards and gradesReport cards and gradesParent conference formsParent conference forms

Being proactive and communicating well are the keys to a successful relationship for both the mentor and the mentee!

Being proactive and communicating well are the keys to a successful relationship for both the mentor and the mentee!

You are just the person to do it!You are just the person to do it!You are just the person to do it!You are just the person to do it!

““No one knows better No one knows better than teachers what than teachers what

teachers need to become teachers need to become skillful practitioners.”skillful practitioners.”

““No one knows better No one knows better than teachers what than teachers what

teachers need to become teachers need to become skillful practitioners.”skillful practitioners.”

Chase, 1988

Creating a ConnectionCreating a Connection

It’s up to It’s up to youyou to establish rapport to establish rapport It’s up toIt’s up to you you to start building trust to start building trust

(refer to handout on FIRST YEAR PEER (refer to handout on FIRST YEAR PEER MENTOR INTERVIEW GUIDE - a suggested MENTOR INTERVIEW GUIDE - a suggested guideline to get to know your mentee)guideline to get to know your mentee)

It’s up to It’s up to youyou to establish rapport to establish rapport It’s up toIt’s up to you you to start building trust to start building trust

(refer to handout on FIRST YEAR PEER (refer to handout on FIRST YEAR PEER MENTOR INTERVIEW GUIDE - a suggested MENTOR INTERVIEW GUIDE - a suggested guideline to get to know your mentee)guideline to get to know your mentee)

PLANNING FOR SUCCESSPLANNING FOR SUCCESS

Failing to Plan……….Failing to Plan……….Is Planning to Fail.Is Planning to Fail.

Failing to Plan……….Failing to Plan……….Is Planning to Fail.Is Planning to Fail.

Clarity of PurposeClarity of Purpose

Both the mentee and the mentor need a framework Both the mentee and the mentor need a framework to determine which aspect of teaching requires to determine which aspect of teaching requires their attention their attention

Charlotte Danielson’s Charlotte Danielson’s Enhancing Professional Enhancing Professional Practice- A Framework for TeachingPractice- A Framework for Teaching is the is the framework we are using in the district!framework we are using in the district!

Both the mentee and the mentor need a framework Both the mentee and the mentor need a framework to determine which aspect of teaching requires to determine which aspect of teaching requires their attention their attention

Charlotte Danielson’s Charlotte Danielson’s Enhancing Professional Enhancing Professional Practice- A Framework for TeachingPractice- A Framework for Teaching is the is the framework we are using in the district!framework we are using in the district!

No matter how skilled an educator or how experienced you may be…you will not be a successful mentor/coach if your communication skills are not effective.

No matter how skilled an educator or how experienced you may be…you will not be a successful mentor/coach if your communication skills are not effective.

COMMUNICATION IS KEY...COMMUNICATION IS KEY...

Effective Communication exists..Effective Communication exists..

When the receiver interprets the sender’s When the receiver interprets the sender’s message in the same manner the sender message in the same manner the sender intendedintended

When both parties strive for the highest When both parties strive for the highest possible degree of accuracy in interpretation possible degree of accuracy in interpretation of intentions and meaningof intentions and meaning

When the receiver interprets the sender’s When the receiver interprets the sender’s message in the same manner the sender message in the same manner the sender intendedintended

When both parties strive for the highest When both parties strive for the highest possible degree of accuracy in interpretation possible degree of accuracy in interpretation of intentions and meaningof intentions and meaning

Improving Your Facilitation SkillsImproving Your Facilitation Skills

“ “Be the Guide on the Side…Be the Guide on the Side… Not the Sage on the Stage”Not the Sage on the Stage” “ “Be the Guide on the Side…Be the Guide on the Side… Not the Sage on the Stage”Not the Sage on the Stage”

The Dirty Dozen -Analyzing the BarriersThe Dirty Dozen -Analyzing the Barriers

#1 Criticizing#1 Criticizing

Making a negative evaluation of the novice.

#2 Name CallingPutting down or stereotyping

the novice.#3 DiagnosingAnalyzing why the novice is behaving the

way that he or she is……playing amateur psychiatrist

The Dirty Dozen -Analyzing the Barriers -cont.The Dirty Dozen -Analyzing the Barriers -cont.

#4 Praising evaluatively#4 Praising evaluatively #4 Praising evaluatively#4 Praising evaluatively

Making a positive judgement about the novice.

#5 DisagreeingJudgmental, makes them feel

unknowing#6 Ordering/Threatening

Commanding the novice or trying to control their actions by warning of a negative consequence.

The Dirty Dozen -Analyzing the Barriers -cont.The Dirty Dozen -Analyzing the Barriers -cont.

#7 Moralizing#7 Moralizing

Preaching, telling the novice what he should do.

#8 Excessive QuestioningAsking closed questions.

#9 AdvisingGiving the novice a solution to his or her problem.

The Dirty Dozen -Analyzing the Barriers -cont.The Dirty Dozen -Analyzing the Barriers -cont.

#10 Diverting#10 DivertingPushing the novice’s problem aside through distraction.

#11 Logical ArgumentsAttempting to convince the novice with an appeal to facts or logic without consideration of the emotional factors involved.

#12 ReassuringTrying to stop the other person from feeling the negative emotions he or she is experiencing.

Conversation in the United States is a competitive Exercise in which the first person to draw a breath is declared the…….

LISTENERLISTENER

LISTENING…..LISTENING…..

• a set of skillsa set of skills

• for demonstrating that you understand the for demonstrating that you understand the thoughts and feelings being communicatedthoughts and feelings being communicated

• from the SPEAKER’S frame of reference from the SPEAKER’S frame of reference not yoursnot yours

• a set of skillsa set of skills

• for demonstrating that you understand the for demonstrating that you understand the thoughts and feelings being communicatedthoughts and feelings being communicated

• from the SPEAKER’S frame of reference from the SPEAKER’S frame of reference not yoursnot yours

When to Use Listening SkillsWhen to Use Listening Skills

• When you need informationWhen you need information• Before acting on a requestBefore acting on a request• When the other person has a strong need to When the other person has a strong need to

talktalk• To make all other communications work To make all other communications work

wellwell

• When you need informationWhen you need information• Before acting on a requestBefore acting on a request• When the other person has a strong need to When the other person has a strong need to

talktalk• To make all other communications work To make all other communications work

wellwell

THREE BASIC LISTENING SKILLSTHREE BASIC LISTENING SKILLS

ATTENDINGATTENDINGATTENDINGATTENDING

FOLLOWING

REFLECTING

ATTENDINGATTENDING

The use of body language and physical The use of body language and physical environment to create a good climate for the environment to create a good climate for the speaker.speaker.

STOP what you are doingSTOP what you are doing

Look attentively at the other personLook attentively at the other person Listen intently to what she/he is sayingListen intently to what she/he is saying

The use of body language and physical The use of body language and physical environment to create a good climate for the environment to create a good climate for the speaker.speaker.

STOP what you are doingSTOP what you are doing

Look attentively at the other personLook attentively at the other person Listen intently to what she/he is sayingListen intently to what she/he is saying

YOU CAN’T DO TWO THINGS YOU CAN’T DO TWO THINGS AT ONCE…...AT ONCE…...

YOU CAN’T DO TWO THINGS YOU CAN’T DO TWO THINGS AT ONCE…...AT ONCE…...

IF ONE OF THEM IS IF ONE OF THEM IS LISTENING!LISTENING!

FOLLOWING SKILLSFOLLOWING SKILLS

LISTENERS TEND TO TALK TOO MUCHLISTENERS TEND TO TALK TOO MUCH

TYPICAL LISTENER LEADS, DIRECTS AND TYPICAL LISTENER LEADS, DIRECTS AND DIVERTS A CONVERSATIONDIVERTS A CONVERSATION

IT IS THE LISTENERS JOB TO HELP THE SPEAKER IT IS THE LISTENERS JOB TO HELP THE SPEAKER TELL HIS OWN STORY IN HIS OWN WAYTELL HIS OWN STORY IN HIS OWN WAY

LISTENERS TEND TO TALK TOO MUCHLISTENERS TEND TO TALK TOO MUCH

TYPICAL LISTENER LEADS, DIRECTS AND TYPICAL LISTENER LEADS, DIRECTS AND DIVERTS A CONVERSATIONDIVERTS A CONVERSATION

IT IS THE LISTENERS JOB TO HELP THE SPEAKER IT IS THE LISTENERS JOB TO HELP THE SPEAKER TELL HIS OWN STORY IN HIS OWN WAYTELL HIS OWN STORY IN HIS OWN WAY

REFLECTINGREFLECTING

SEARCH FOR THE SPEAKER’S MEANINGSEARCH FOR THE SPEAKER’S MEANING RESTATE THE MEANING CLEARLYRESTATE THE MEANING CLEARLY

From the speaker’s frame of referenceFrom the speaker’s frame of reference Core of thoughts/feelingsCore of thoughts/feelings In your own wordsIn your own words BriefBrief Statement form, not questionStatement form, not question empathicempathic

SEARCH FOR THE SPEAKER’S MEANINGSEARCH FOR THE SPEAKER’S MEANING RESTATE THE MEANING CLEARLYRESTATE THE MEANING CLEARLY

From the speaker’s frame of referenceFrom the speaker’s frame of reference Core of thoughts/feelingsCore of thoughts/feelings In your own wordsIn your own words BriefBrief Statement form, not questionStatement form, not question empathicempathic

Sentence starters for reflective listening….Sentence starters for reflective listening….

““You’re saying that…….”You’re saying that…….”““As you see it…”As you see it…”““You think…”You think…”““Sounds like…”Sounds like…”““For you…”For you…”““From your point of view..”From your point of view..”““In other words…”In other words…”““You feel…”You feel…”

““You’re saying that…….”You’re saying that…….”““As you see it…”As you see it…”““You think…”You think…”““Sounds like…”Sounds like…”““For you…”For you…”““From your point of view..”From your point of view..”““In other words…”In other words…”““You feel…”You feel…”

ADVANTAGES OF REFLECTIVE LISTENINGADVANTAGES OF REFLECTIVE LISTENING

Increases chances that you’re receiving the real message.Increases chances that you’re receiving the real message. Helps you stay focused and pay attention.Helps you stay focused and pay attention. Takes the burden off you as a friend.Takes the burden off you as a friend. Allows you to get to the real problem.Allows you to get to the real problem. Usually the best way to encourage others share more of Usually the best way to encourage others share more of

themselves with you.themselves with you. Allows the speaker to “vent”.Allows the speaker to “vent”. Speaker “feels” heard.Speaker “feels” heard.

Increases chances that you’re receiving the real message.Increases chances that you’re receiving the real message. Helps you stay focused and pay attention.Helps you stay focused and pay attention. Takes the burden off you as a friend.Takes the burden off you as a friend. Allows you to get to the real problem.Allows you to get to the real problem. Usually the best way to encourage others share more of Usually the best way to encourage others share more of

themselves with you.themselves with you. Allows the speaker to “vent”.Allows the speaker to “vent”. Speaker “feels” heard.Speaker “feels” heard.

Fostering Open DialogFostering Open Dialog Encourage discussion revolvingEncourage discussion revolving around specific teaching behaviorsaround specific teaching behaviors such as…..such as…..

How was this lesson planned How was this lesson planned How do you plan to teach this lessonHow do you plan to teach this lesson

Encourage discussion revolvingEncourage discussion revolving around specific teaching behaviorsaround specific teaching behaviors such as…..such as…..

How was this lesson planned How was this lesson planned How do you plan to teach this lessonHow do you plan to teach this lesson

• Draw out the mentees thoughts• Get them to critically assess their methods and procedures before suggesting more effective or appropriate techniques.

Use Open Ended QuestionsUse Open Ended Questions

Use phrases beginning with……Use phrases beginning with…… What What HowHow Describe Describe ExplainExplain JustifyJustify IllustrateIllustrate

Use phrases beginning with……Use phrases beginning with…… What What HowHow Describe Describe ExplainExplain JustifyJustify IllustrateIllustrate

Other examples of Open Ended questions…..Other examples of Open Ended questions…..

Tell me about…….Tell me about……. Would you tell me about…Would you tell me about… I’d be interested in I’d be interested in

knowing…knowing… How did you feel about…How did you feel about… Would you explain..Would you explain.. I’m not certain I I’m not certain I

understand…understand… Would you explain that in Would you explain that in

more detail…more detail… What do you mean by that...What do you mean by that...

Tell me about…….Tell me about……. Would you tell me about…Would you tell me about… I’d be interested in I’d be interested in

knowing…knowing… How did you feel about…How did you feel about… Would you explain..Would you explain.. I’m not certain I I’m not certain I

understand…understand… Would you explain that in Would you explain that in

more detail…more detail… What do you mean by that...What do you mean by that...

Tell me more about…Tell me more about… Perhaps you could Perhaps you could

clarify…clarify… What was there about…What was there about…

that appealed to you?…that appealed to you?… What prompted your What prompted your

decision to?…decision to?… How did you happen to…How did you happen to… Has there been any Has there been any

opportunity to…opportunity to…

Tell me more about…Tell me more about… Perhaps you could Perhaps you could

clarify…clarify… What was there about…What was there about…

that appealed to you?…that appealed to you?… What prompted your What prompted your

decision to?…decision to?… How did you happen to…How did you happen to… Has there been any Has there been any

opportunity to…opportunity to…

Ineffective ListeningIneffective Listening

Sit and Stare BlanklySit and Stare Blankly Non-verbal turn-offNon-verbal turn-off Roadblocks Roadblocks (Directing, threatening, preaching, (Directing, threatening, preaching,

providing answers, disapproving, praising, providing answers, disapproving, praising, sympathizing,psychoanalyzing, questioning, sympathizing,psychoanalyzing, questioning, joking)joking)

Happy HookerHappy Hooker Ships Passing in the NightShips Passing in the Night

Sit and Stare BlanklySit and Stare Blankly Non-verbal turn-offNon-verbal turn-off Roadblocks Roadblocks (Directing, threatening, preaching, (Directing, threatening, preaching,

providing answers, disapproving, praising, providing answers, disapproving, praising, sympathizing,psychoanalyzing, questioning, sympathizing,psychoanalyzing, questioning, joking)joking)

Happy HookerHappy Hooker Ships Passing in the NightShips Passing in the Night

Active ListeningActive Listening

Non-verbal Turn-On;Non-verbal Turn-On; Door Openers;Door Openers;

1.1. ““Tell me more…”Tell me more…”2.2. ““Sounds interesting.”Sounds interesting.”3.3. ““Say a little bit more about that.”Say a little bit more about that.”

Paraphrase Content Accurately;Paraphrase Content Accurately; Paraphrase Feelings AccuratelyParaphrase Feelings Accurately

Non-verbal Turn-On;Non-verbal Turn-On; Door Openers;Door Openers;

1.1. ““Tell me more…”Tell me more…”2.2. ““Sounds interesting.”Sounds interesting.”3.3. ““Say a little bit more about that.”Say a little bit more about that.”

Paraphrase Content Accurately;Paraphrase Content Accurately; Paraphrase Feelings AccuratelyParaphrase Feelings Accurately

Confronting Problems……..Confronting Problems……..

CONFLICTCONFLICTCONFLICTCONFLICTIs neither good or

bad

It simply EXISTS,Should be expected

And managed effectively.

Six Key Problem Solving StepsSix Key Problem Solving Steps

Identify and define the problem in terms of Identify and define the problem in terms of needs -- not solutionsneeds -- not solutions

Identify and define the problem in terms of Identify and define the problem in terms of needs -- not solutionsneeds -- not solutions

A PROBLEM WELL A PROBLEM WELL DEFINED IS DEFINED IS

HALF -SOLVEDHALF -SOLVED

A PROBLEM WELL A PROBLEM WELL DEFINED IS DEFINED IS

HALF -SOLVEDHALF -SOLVED

AIMING FOR A WIN-WINAIMING FOR A WIN-WIN

DEFINING THE PROBLEM IN DEFINING THE PROBLEM IN TERMS OF NEEDS NOT SOLUTIONSTERMS OF NEEDS NOT SOLUTIONS

DEFINING THE PROBLEM IN DEFINING THE PROBLEM IN TERMS OF NEEDS NOT SOLUTIONSTERMS OF NEEDS NOT SOLUTIONS

EXAMPLE:* I NEED THE SCHOOL CAR TO GET TO A MEETING IN ALBANY AT10 AM ON WEDNESDAY.

• I NEED THE SCHOOL CAR TO GET TO A MEETING IN SYRACUSE AT 10 AM ON WEDNESDAY.

Only 2 solutions…and one person Loses!

STATE THE PROBLEM IN TERMS OF NEEDSSTATE THE PROBLEM IN TERMS OF NEEDS

I need to be at a Wednesday morning meeting in I need to be at a Wednesday morning meeting in Albany at 10 AM on Wednesday.Albany at 10 AM on Wednesday.

I need to be at a Wednesday morning meeting in I need to be at a Wednesday morning meeting in Syracuse at 10 AM on Wednesday.Syracuse at 10 AM on Wednesday.

I need to be at a Wednesday morning meeting in I need to be at a Wednesday morning meeting in Albany at 10 AM on Wednesday.Albany at 10 AM on Wednesday.

I need to be at a Wednesday morning meeting in I need to be at a Wednesday morning meeting in Syracuse at 10 AM on Wednesday.Syracuse at 10 AM on Wednesday.

“Important to make a mental shift from

presenting solutions to searching for real needs.”

Identifying Possible Sources of ProblemsIdentifying Possible Sources of Problems

Student SourceStudent Source

Teacher SourceTeacher Source

System SourceSystem Source

Extraneous SourceExtraneous Source

Student SourceStudent Source

Teacher SourceTeacher Source

System SourceSystem Source

Extraneous SourceExtraneous Source

TRANSITIONTRANSITION

State the ProblemState the Problem

State the GoalState the Goal

Ask what’s been thought or doneAsk what’s been thought or done

ReflectReflect

State the ProblemState the Problem

State the GoalState the Goal

Ask what’s been thought or doneAsk what’s been thought or done

ReflectReflect

ResolveResolve

Ask if your input is wantedAsk if your input is wanted

…………if yesif yes

USE:USE:- Speak- Speak- Check for understanding and - Check for understanding and

acceptanceacceptance- Reflect- Reflect

Ask if your input is wantedAsk if your input is wanted

…………if yesif yes

USE:USE:- Speak- Speak- Check for understanding and - Check for understanding and

acceptanceacceptance- Reflect- Reflect

RESERVING CRITICISM AND JUDGEMENTRESERVING CRITICISM AND JUDGEMENT

It is essential to create a learning It is essential to create a learning climate of acceptanceclimate of acceptance

The goal is to convey that ALL The goal is to convey that ALL problems can be handled and a positive problems can be handled and a positive outcome can occur even when mistakes outcome can occur even when mistakes are made.are made.

It is essential to create a learning It is essential to create a learning climate of acceptanceclimate of acceptance

The goal is to convey that ALL The goal is to convey that ALL problems can be handled and a positive problems can be handled and a positive outcome can occur even when mistakes outcome can occur even when mistakes are made.are made.

Cooperative Problem Solving StepsCooperative Problem Solving Steps

Identify and define the problem in terms of Identify and define the problem in terms of the needs-not solutions.the needs-not solutions.

Agree on ProblemAgree on ProblemBrainstorm OptionsBrainstorm OptionsEvaluateEvaluateChooseChooseImplementationImplementationFollow up, assessment and revisionFollow up, assessment and revision

Identify and define the problem in terms of Identify and define the problem in terms of the needs-not solutions.the needs-not solutions.

Agree on ProblemAgree on ProblemBrainstorm OptionsBrainstorm OptionsEvaluateEvaluateChooseChooseImplementationImplementationFollow up, assessment and revisionFollow up, assessment and revision

Examples…...Examples…...

Cooperative Learning is a waste of time.Cooperative Learning is a waste of time. Lecturing is the best method to teach tough content.Lecturing is the best method to teach tough content. Women are better teachers than men.Women are better teachers than men. Special education students just don’t belong in the regular Special education students just don’t belong in the regular

classroom.classroom. Teaching an interdisciplinary unit isn’t worth the time and Teaching an interdisciplinary unit isn’t worth the time and

effort.effort. Minority students are usually discipline problems.Minority students are usually discipline problems.

Cooperative Learning is a waste of time.Cooperative Learning is a waste of time. Lecturing is the best method to teach tough content.Lecturing is the best method to teach tough content. Women are better teachers than men.Women are better teachers than men. Special education students just don’t belong in the regular Special education students just don’t belong in the regular

classroom.classroom. Teaching an interdisciplinary unit isn’t worth the time and Teaching an interdisciplinary unit isn’t worth the time and

effort.effort. Minority students are usually discipline problems.Minority students are usually discipline problems.

Effective Mentors are able to recognize the strengths of novices by utilizing the talents, skills and cultural knowledge they bring to the teaching situation.

Effective Mentors are able to recognize the strengths of novices by utilizing the talents, skills and cultural knowledge they bring to the teaching situation.

Nurturing the Novice…….. whatever it takesNurturing the Novice…….. whatever it takesBuilding a collegial, Building a collegial,

collaborative,communicative relationshipcollaborative,communicative relationshipHelp them balanceHelp them balanceMany times they don’t know, what they Many times they don’t know, what they

don’t know.don’t know.Help them prioritize what they should be Help them prioritize what they should be

concerned about!concerned about!

Building a collegial, Building a collegial, collaborative,communicative relationshipcollaborative,communicative relationship

Help them balanceHelp them balanceMany times they don’t know, what they Many times they don’t know, what they

don’t know.don’t know.Help them prioritize what they should be Help them prioritize what they should be

concerned about!concerned about!

Being a Mentor is like a Being a Mentor is like a ____________________

Because____________Because__________________________________________________

Being a Mentor is like a Being a Mentor is like a ____________________

Because____________Because__________________________________________________

“ “Treat people as if they were Treat people as if they were what they ought to be…...and what they ought to be…...and you can help them to become you can help them to become what they are capable of what they are capable of being.”being.”

“ “Treat people as if they were Treat people as if they were what they ought to be…...and what they ought to be…...and you can help them to become you can help them to become what they are capable of what they are capable of being.”being.”

Johann Wolfgang von Goethe1998