Being Mentored: Getting What You Need

✍ Scribed by Vicki Garavuso

• Publisher: McGraw-Hill Higher Education
• Year: 2009
• Tongue: English
• Leaves: 128
• Series: The Practical Guide
• Category: Library

✦ Synopsis

In response to concerns about teacher retention, especially among teachers in their first to fourth year in the classroom, we offer future teachers a series of brief guides full of practical advice that they can refer to in both their student teaching and in their first years on the job.

✦ Table of Contents

Title
Contents
CHAPTER 1: Mentoring, Transformative Learning, and the Teacher Candidate
The Value of Being Mentored, Particularly for Teacher Candidates
Diverse Undergraduates, Diverse Learners
The Traditional Undergraduate
The “New” Undergraduate
Initiative, Experience, and Transformative Learning
Mentoring as an Integral Part of Learning to Become a Teacher
CHAPTER 2: Benefiting from the Mentoring Relationship
A Humanistic Approach to Mentoring
Mentoring as a Transformative Experience
Reflective Practices
Reflection
Critical Reflection
Reflexive Practices
Being Reflexive as You Learn and Teach
Being Reflexive in the Mentoring Relationship
CHAPTER 3: Establishing a Mentoring Relationship
Before You Look for a Mentor
Finding a Mentor
Access Is a Matter of Knowing the Rules: Skills/Strategies Needed to Gain Access to Mentors
Expectations: Yours and Your Mentor’s
Characteristics of Good Mentors
Characteristics of Good Mentees
Successful Mentoring Relationships
CHAPTER 4: Working with Specific Kinds of Mentors
Working with a Professor
Student Teaching and Your Cooperating Teacher
Student Teaching, Your Field Supervisor, and Clinical Supervision
On the Job: Directors or Principals, Colleagues, and Consultants
Directors or Principals
Colleagues
Consultants
Social Supports: Family, Friends, and Fellow Students
Being Assertive: Getting What You Need Using DERM
DERM
CHAPTER 5: Identifying Challenges in Mentored Relationships
Identifying Your Own Learning Styles
Processing Strategies
Regulation Strategies
Concepts of Learning
Learning Orientations
Motivation
Making the Match or Finding Your Complement
Working with Mentors Who Are Different from You: Ethnicity, Gender, and Age
Differences in Race and Ethnicity
Gender Differences
Differences in Age
CHAPTER 6: Continuing to Reflect and Learn
Being a Lifelong, Reflective Practitioner
Sharing What You Know: Mentoring Others
Teaching and Working for Social Justice
References
Indexes