Prompt: In what ways can you relate to the shared information?
Reflection: I wish someone would have shared with me the 5 phases new teachers experience when beginning their professional career during my first few years of teaching. Having this information would have been useful in understanding the tidal wave of doubts and insecurities over a year’s progression. Although I did not have a formally assigned mentor in 2 of my 3 teaching jobs, I did have access to seasoned veterans who were willing to listen, give feedback, and share stories to help me through the various ups and downs of my first years. Having access to a mentor is vital not only for having that “go to” person to answer questions and give advice, but it is important in developing a connection to the work environment including the people, services, routines, and programs available within that environment. This is important for boosting a new teacher’s identity and interest in the maintaining and improving the school’s culture. A mentor should not only be someone knowledgeable about the job but someone who can “ground” new teachers when the workload and responsibilities feel overwhelming. Many teachers are people pleasers; teachers have chosen to work in a people-centered career that relies on creating trusting and valued relationshipsIn an effort to achieve overall success.
Prompt: In what ways do you think you can support a new teacher?
Reflection: In exploring the 5 phases new teachers experience, I believe I can use this information to help a future mentee prepare and plan for these feelings. To know that these feelings are common to all teachers, I can assist a mentee in taking proactive steps to combat and/or support the feelings associated with these phases. Doing so will allow the new teacher to accept these feelings as normal and help them adjust and cope with the varying feelings associated with initial teaching jobs. It is also noted in the same article that the relationship between new teachers and parents compounds the disillusionment phase. As a potential mentor, I feel I can provide a mentee with strategies that boost the parent-teacher relationship. There are certain actions I take annually to set the stage in building the relationship as a team committed to the student’s success, but I have also had negative interactions with parents that have helped me to refine my skills when approaching, sharing, and responding to parents.
Prompt: Where do your strengths lie?
Reflection: One strength I can contribute to a mentor-mentee relationship is the time and experience I have available to do this work with fidelity. From my experiences in bringing individuals together as a team, I believe I can help new teachers to understand the value, and appreciate the sentiment, that students aren’t just mine, but they are ours. This reduces the “mine versus your” mentality while boosting school-wide student success as cited in the article “5 Reasons You Need a Teacher Mentorship Program.” As a special educator, it is vitally important that the building as a whole understand and invest in the idea that all students are the responsibilities of all teachers, not just the responsibility of a select few. Additionally, I will be the first to admit that I do not always have the answer. When I think I have a possible answer, I know it may not always be the right answer. I am not perfect, and I understand that education is not perfect; therefore, it is important to use my strong listening skills. I believe I am a good listener because I will not tell others what to do; rather, I will ask questions that encourage a mentee to look inward using self-reflection for answers and solutions. These strong listening skills also encourage the idea that even veteran teachers can learn from a mentor-mentee program/relationship. I am always eager and open to finding new solutions as well as sharing and trying new ideas, which is an expressed benefit in improving teacher retention, school wide success, and improving school culture.
Reflection: I wish someone would have shared with me the 5 phases new teachers experience when beginning their professional career during my first few years of teaching. Having this information would have been useful in understanding the tidal wave of doubts and insecurities over a year’s progression. Although I did not have a formally assigned mentor in 2 of my 3 teaching jobs, I did have access to seasoned veterans who were willing to listen, give feedback, and share stories to help me through the various ups and downs of my first years. Having access to a mentor is vital not only for having that “go to” person to answer questions and give advice, but it is important in developing a connection to the work environment including the people, services, routines, and programs available within that environment. This is important for boosting a new teacher’s identity and interest in the maintaining and improving the school’s culture. A mentor should not only be someone knowledgeable about the job but someone who can “ground” new teachers when the workload and responsibilities feel overwhelming. Many teachers are people pleasers; teachers have chosen to work in a people-centered career that relies on creating trusting and valued relationshipsIn an effort to achieve overall success.
Prompt: In what ways do you think you can support a new teacher?
Reflection: In exploring the 5 phases new teachers experience, I believe I can use this information to help a future mentee prepare and plan for these feelings. To know that these feelings are common to all teachers, I can assist a mentee in taking proactive steps to combat and/or support the feelings associated with these phases. Doing so will allow the new teacher to accept these feelings as normal and help them adjust and cope with the varying feelings associated with initial teaching jobs. It is also noted in the same article that the relationship between new teachers and parents compounds the disillusionment phase. As a potential mentor, I feel I can provide a mentee with strategies that boost the parent-teacher relationship. There are certain actions I take annually to set the stage in building the relationship as a team committed to the student’s success, but I have also had negative interactions with parents that have helped me to refine my skills when approaching, sharing, and responding to parents.
Prompt: Where do your strengths lie?
Reflection: One strength I can contribute to a mentor-mentee relationship is the time and experience I have available to do this work with fidelity. From my experiences in bringing individuals together as a team, I believe I can help new teachers to understand the value, and appreciate the sentiment, that students aren’t just mine, but they are ours. This reduces the “mine versus your” mentality while boosting school-wide student success as cited in the article “5 Reasons You Need a Teacher Mentorship Program.” As a special educator, it is vitally important that the building as a whole understand and invest in the idea that all students are the responsibilities of all teachers, not just the responsibility of a select few. Additionally, I will be the first to admit that I do not always have the answer. When I think I have a possible answer, I know it may not always be the right answer. I am not perfect, and I understand that education is not perfect; therefore, it is important to use my strong listening skills. I believe I am a good listener because I will not tell others what to do; rather, I will ask questions that encourage a mentee to look inward using self-reflection for answers and solutions. These strong listening skills also encourage the idea that even veteran teachers can learn from a mentor-mentee program/relationship. I am always eager and open to finding new solutions as well as sharing and trying new ideas, which is an expressed benefit in improving teacher retention, school wide success, and improving school culture.