Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Coach/Mentor Self-Assessment Presentation
Transcript of Coach/Mentor Self-Assessment Presentation
Rita, Karen, Amber, Heather, and Missy all exhibited these strengths. How Important Do I Make People Feel? (ch. 4) Amber’s strength of typically making people feel important allows her to help motivate the new teachers to greater achievement. She has a natural charm about her that inspires others.
Heather has an outgoing spirit that allows her to share experiences and general love for teaching with others.
Rita has many professional experiences and can relate to other teachers and their experiences. This builds relationships and assures teachers that their experiences are meaningful and will help to shape them professionally.
Missy genuinely cares for others and makes a point to personally get to know each teacher.
Karen makes people feel important by being a good listener, being understanding and being a sympathetic communicator. Team A
Melissa Abilmona, Heather Ace, Rita Tate, Amber McCormack, Karen Gundy Coach/Mentor
Self-Assessment Presentation How Much Empathy Do You Have? (ch. 2) As a team, Amber, Rita, and Heather scored average for a degree of empathy. Karen and Missy showed a strength of having an above-average degree of empathy.
To be an effective coach or mentor , a coach or mentor must not only feel empathy for the new teacher; they must also demonstrate the empathy. Positive-Impression Survey (ch. 4) Our scores aligned with the ratings of the professional men and women who took the questionnaire. EDL/531
Corlie Weber Ethical Reasoning
Making others feel Important Dubrin, A.J. (2005). Coaching and mentoring skills. Upper Saddle River, NJ: Pearson Education Inc.
Google Images Listening Traps (ch. 3) The listening skills of the team were varied as some were good listeners and some were not.
As a listener, a coach or mentor can summarize the progress of the new teacher as well as provide better emotional support, motivation, and encouragement. Assertiveness Scale (ch. 4) Assertiveness was a strength both Heather and Missy displayed. An assertive coach or mentor lets the teacher know how he or she feels and confront the teachers about his or her mistakes. Assertiveness allows a coach to demand higher performance and set higher expectations (Dubrin, 2005). Areas that Must be Developed Needs:
Moderate Tendency in Making
People Feel Important
Non-Assertive Person Goals that will Facilitate Growth as a Coach or Mentor
Heather: Always keeping an open mind and accepting of ideas is important when reaching goals for oneself. Listening to one another and having positive ethics allows for understanding and trust.
Rita: Being assertive is essential in building relationships and having healthy discussions as a coach or mentor. I need to be less aggressive and more assertive as a coach or mentor.
Amber: My goal is to develop my ethical awareness so that I will become more sensitive to ethical issues that can arise with those I am mentoring. I would also like to develop my listening skills so that I can help solve problems that need to be addressed. While I am currently unassertive, I will continue practicing on develop that skill.
Karen: Relationship building will lead to motivating my coachee to advance to a higher level.
Missy: My goal that will facilitate growth as a coach is to be more ethical sensitive to issues and adhere to the ICF rules in the coaching profession. Introduction Team A completed the following “Are you Ready?” activities from chapters 1-4 in the Coaching and Mentoring Skills textbook. The activities addressed the following:
Making others feel Important
Based on the results from the activities, the team focused on their strengths and areas that need to be developed. After, the team identified a goal that will help facilitate development of one attribute of a coach or mentor. Conclusion As a coach or mentor it is essential to continue to model a growth mindset. Therefore, we will use our goals to guide our professional growth so we can continue to mentor teachers and guide them in improving academic achievement in students. References Dubrin, A.J. (2005). Coaching and mentoring skills. Upper Saddle River, NJ: Pearson Education Inc.
Google Images Resolution:
Understanding Another Person's Point of View
Self-Confident According to DuBrin, listening is the key to building relationships with your protégée's. Active listening enables coaches and mentors to provide the support and encouragement the trainee may need. Heather, Rita, and Amber need to develop better listening skills. Melissa and Karen have moderate tendencies in making people feel important. Another way to build relationships is to have empathy and trust as a leader. Empathy helps with communication and developing a rapport. Amber and Karen are non-assertive, to increase assertiveness they will hone their actions and words to suit the situation with charisma. Self-confidence is a must as a leader, who must simply to take action and get it done. Effective leaders have active listening, empathy, charisma and self-confidence skills to better train their trainees. Our team is ethical, empathetic, and makes teachers feel valued and important through sharing experiences, motivational strategies, and building relationships with teachers by making personal connections. As a team, we have varied listening skills and need to work on improving this through active listening.