Pädagogische Forschung und Praxis empfehlen es seit Jahren als Werkzeug, um den eigenen Unterricht zu reflektieren und weiterzuentwickeln. Jack Richards und Thomas Farrell definieren es schlicht als „a teacher’s written record of classroom events and of the teacher’s own thoughts and reflections about teaching“ [1].

Perhaps what the data is telling us is that making suggestions is not itself the problem; it may be the skill with which those suggestions are made. Another possibility is that we’re more likely to accept suggestions from people we already think are good listeners.

The most important thing you can do is provide actionable feedback. This means being specific about your observations of their work. It also means providing direction about what they could have done differently or what they need to learn or practice in order to improve. If your mentee doesn’t know what to do next, your feedback wasn’t actionable.

If you do it really right, you’ll find yourself following, not leading because the team culture gets bigger than any one person.

An important point to note is that there's a difference between coaching and mentoring. A coach's job is to improve a particular skill, but a mentor plays a more holistic role in helping a mentee improve

Questions for our first 1:1

having relationships with faculty, teachers, or mentors in a STEM field can bolster students’ sense of belonging in these fields

For women of color and women, in general, such developmental relationships are critical to navigate their career, and according to Eby, Allen, Evans, Ng, and Dubois (2008), mentoring aids in socialization into the organization and in career development.

I like their blogs. I like their comments.

I met with my friend Marcin Kleban. After a twenty minute discussion we started a project of 40 language teachers and learners, he trusted me.. I met with my friend Blaise Ngandeu, I was able to learn about Nexus Analysis from my friend Maritta Riekki.

research mentor Christine Rodrigues, she trusted me (I didn't know how some of you guys do research stuff) (I didn't know how to use the library) I was able to get a presentation, a study on social networks of language learners online, entitled Building Bridges, accepted at Eurocall in Sweden. We still have to find the time to write the article.

They trusted me!  

It was thanks to his blog that I learnt that I could comment safely, the perhaps that I might even blog. I felt as many do I had nothing to say. I could never contribute anything. I still lived with the words of an ex-boss in PR,

I met Catherine Cronin, I think first in London and then again in Plymouth, I met Mary Anne Reilly, we spoke over dinner about Nomads, about Rhizomatic Learning. I felt connected. I felt that I could communicate, I felt nurtured. I was not al

Over a period of maybe 5 years I had lurked, I was on the periphery, I followed, I dared to comment on Steve Wheeler's blog 'Learning with e's", and then it built momentum.

Constellation, was an image I picked up just now from Kevin Hodgson (@dogtrax)

With carefully trained eyes and an imported telescope by brother was able to recognize the constellations and point them out on his star map.

While networked peer-to-peer mentoring may appear mundane and time consuming, in harkening back to Noddings’ concept of an ethic of care, we argue these connections and conversations should not be overlooked but cultivated, celebrated, and studied.

Re-Thinking Mentoring: How to Build Communities of Inclusion, Support & Accountability

A New Model of Mentoring