澳洲墨尔本大学论文代写:辅导经验

我知道,因为这是我第一次辅导经验,我不得不反思自己的实践。我不得不和我的学员分享这个事实,因为她也必须通过反射为了提高“反射带过去的事件的能力意识层面来理解他们,来确定合适的方法在未来的行动。(Bornett 1990年伍德,1997年,p.338)。我的学员是担心我会采取什么行动,如果我发现了很多消极的方面或这些方面是否会交付给经理带来麻烦。我必须保证我的学员的职业发展指导的目的是我们,而不是造成伤害或麻烦的“关系导致专业对增长和发展的参与者,除了作为学员的支持机制。2001年(Feiman-Nemser布拉德伯里Koballa。2008年小,p.2143)

作为一个新导师我从未有机会看有人在不同的课堂教学和学生的反应情况,我担心我的学员可以阻止因为另一个人是和她在她的教学。当我走进教室时,我看见一些学生站,有些说话,而一些人喊我的学员是试图压制他们。她也不得不停止在她的解释让学生安静下来,然后不得不从头重新启动。我觉得我被辅导者的尴尬,因为我是见证这一切。看教室的情况,我意识到,每个教室都是不同的,每个老师都是独一无二的。观察我的学员,我发现我可能采用的技术和方法在我的教学。例如,我发现她的每一次草草记下关键词在董事会和使用视觉线索来加强口头指令。我发现自己欣赏我的学员可以掩饰不了她的情绪,让她冷静和扰乱课堂,学生们在说话时的解释,我相信这是一个好老师应具备的品质。学校的钟敲响,我的学员的教学是不完整的。学生似乎有一个很短的注意力,花费大量的时间仍未完成的任务和工作(王凯,2004,单位18)。当我遇到她后,她不愿意说,只笑了笑。我知道她感到尴尬。我感觉到,她需要我的支持。凯恩Bullougn和德雷伯(2004年2002)报道,导师将扮演各种各样的角色,要求在一个适当的“导师”的概念无法达到这些期望,他们拥抱的态度对其学员“酷”专业,掩盖他们的真实感受教学和指导提供了为了保护他们免受压力。所以我和她共享一个滑稽的笑话让她感觉舒适因为记录和德雷伯(2004)报道,导师将扮演各种各样的角色,在一个要求的概念适当的导师无法达到这些期望,他们接受了一种冷静的态度专业向学员,掩盖他们的真实感受教学和指导提供了为了保护他们免受压力。

澳洲墨尔本大学论文代写:辅导经验

I knew that since it was my first mentoring experience, I had to reflect on my own practice. I had to share this fact with my mentee because she too had to go through reflection in order to improve as ‘Reflection is the ability to bring past events to a conscious level to make sense of them and to determine appropriate ways to act in future. (Bornett, 1990 in Woodd, 1997, p.338). My mentee was anxious about what action I would take if I found many negative aspects or whether those aspects would be delivered to the manager bringing troubles to herself. I had to reassure my mentee that the aim of mentoring was the professional development of both of us and not for causing harm or troubles as the “Relationship leads to professional growth and development for both participants in the pair, in addition to serving as a support mechanism for the mentee. (Feiman-Nemser, 2001, in Bradbury and Koballa .Jr, 2008, p.2143)

Being a new mentor I had never got the opportunity to watch someone teaching and pupils’ reactions in a different classroom situation and I feared that my mentee could hold back since another person was with her while she was teaching. When I entered the classroom, I saw some pupils standing, some talking while some were shouting and my mentee was trying to silence them. She also had to stop in the middle of her explanation to keep pupils quiet and then had to restart from the beginning. I felt my mentee’s embarrassment since I was witnessing all this. On watching the classroom situation, I realized that every classroom is different and every teacher is unique. Observing my mentee, I discovered techniques and methods that I could adopt in my teaching. For example, I found her all the times jotting down key words on the board and using visual clues to reinforce oral instructions. I found myself admiring my mentee for having the ability to hide her irritation and keeping her calm when the students were talking and disturbing the class during the explanation and I believe that those are among the qualities a good teacher should possess. The school bell rung and my mentee’s teaching was left incomplete. Pupils seemed to have a very short attention span, spending considerable amounts of time off task and work remained unfinished (DfES, 2004, Unit 18).When I met her after the class, she was unwilling to speak and only smiled. I knew that she was feeling embarrassed. I sensed that she needed my support. Bullougn and Draper (2004, in Cain 2002) reported that mentors were expected to fulfill a variety of roles, within a demanding conception of the proper ‘mentor’ unable to live up to these expectations, they embraced an attitude of ‘cool’ professionalism towards their mentee, masking their true feelings about teaching and mentoring offers in order to protect them from stress. So I shared a hilarious joke with her just to make her feel comfortable since Bullough and Draper(2004) reported that mentors were expected to fulfill a variety of roles, within a demanding conception of the proper mentor unable to live up to these expectations, they embraced an attitude of cool professionalism towards their mentee, masking their true feelings about teaching and mentoring offers in order to protect them from stress.

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