I connected with the second article, “Phases of First-Year Teaching” quite a bit. I vividly remember my first year and having those emotions not only throughout the course of the school year but many times within a marking period, month, or even week. As a veteran teacher, I still experience those phases, albeit not as frequently. Having the vulnerability to share this with my mentee could help him/her to accept the fact that a) it is normal and natural to feel these intense emotions, and b) no matter how many years one has been teaching, these emotions are inevitably going to impact you. Being open and honest with my feelings, frustrations and moments of doubt is a strength not only to be shared but to foster a trusting relationship with my mentee.
I thought the third article was a beautiful example of how mentorship can impact and support the start of one’s career, and through that person’s experience I could link the items from the first article. Mr Cutler clearly had mentors that boosted his confidence, provided additional supports, and kindly acknowledged - and helped work through - knowledge gaps. I hope that I am able to provide this kind of guidance to my mentee. As I am new to this role, I am somewhat uncertain as to how to best approach some of these needs…but I suppose like teaching, it is going to take practice.
I thought the third article was a beautiful example of how mentorship can impact and support the start of one’s career, and through that person’s experience I could link the items from the first article. Mr Cutler clearly had mentors that boosted his confidence, provided additional supports, and kindly acknowledged - and helped work through - knowledge gaps. I hope that I am able to provide this kind of guidance to my mentee. As I am new to this role, I am somewhat uncertain as to how to best approach some of these needs…but I suppose like teaching, it is going to take practice.