Mentoring Matters Section 3, Learning Focused Conversations: A Continuum of Interaction, pp. 37-58.
As you reflect on the four stances from Section 3 (coaching, collaborating, consulting, and calibrating) which do you find yourself most often using with the teachers you mentor? How might navigating the stances support your teachers as they build their capacity for self-directedness?
Mentoring Matters Section 2, Structured Conversations: Maximizing Time and Attention, pp. 17-35.
As you read Section 2, think of a time when you felt someone was truly listening to you. What indicated that you had their full attention? What were specific, observable behaviors?
What are some times when it is important for you to pay full attention to someone else? What are some possible strategies you can use to focus your own attention?
Time is a challenge for educators. What do you want to pay attention to in yourself as you consider how to make the most of your time with those you mentor?
We will use this password-protected area for our Mentoring Matters book study. Here you may reply to prompts, reflect on reading, ask questions, and/or share ideas. The reflections, ideas, and questions generated before, during, and after reading help us rethink application to our training and learning. Examining why we do what we do can only make us better.