I say all the time, model the behavior you want to see in others. Some of the time, I am talking to or with students, about the challenges in growing up. But often, I am talking with teachers and other educators about the struggles we ourselves face, in continuing our own personal and professional development. We can sit around, and wait for the world to come to us with what it thinks should happen to us or for us. Or we can start to have the effect we want to see. That’s especially true with mentoring. In K-12 education,
We often have this discussion, my friends and I, about the reflective nature of summer for teachers. The great myth is that teachers run from the classroom as soon as the last bell rings, but in truth, the spend the summer months reflecting on their prior year and preparing for the next. For many, it’s a chance to embrace time spent with those who will coach them in their personal and professional development, and to soak up time with mentors, as they move forward in the long journey of their lives. On Twitter tonight, I asked three of my
My good friend and Army colleague Ray Kimball has a new book that has hit the Amazon bookshelves. The Army Officer’s Guide to Mentoring is the book version of his dissertation, written to support his PhD at Pepperdine this year, about the state of affairs for mentoring in the specifically Army Officer Corps. This is the book I wish that John Chverchko had had available, when I reported in to his unit as a brand new second lieutenant in 1996. Ray doesn’t prescribe what mentoring and coaching in the Army should be, he just does a great job, based on his
I wish I had a nicer way to say it, other than that, but I don’t. In education, we are just plain doing it wrong. We need to change, we need to talk openly about the need to change, and we need to address teaching mentoring like the pedagogy it is.
One of my most rewarding experiences in the Army was the time I spent both as a mentor and as a protege. I am proud to say that many of those relationships continue on today, just as I am proud to say that I learned much about both being a mentor and protege, and about the art of the relationship, during my time in the service. It truly is a valuable tool to have and use during the course of any profession or career. But one of the things that drives me batty, in talking with teachers and others
I had a great weekend at #educon in Philadelphia this weekend, but I also had a 5 hour drive home afterwards. That’s a lot of time to think, and a lot of time to catch up on Voxer. There are some very big, philosophical ideas rolling around in my head post-#educon.
I am a parent involved in education reform. I am on twitter (@artlaflamme), and I participate in education chats on twitter, in which I am often the only parent / non-teacher. I’ve been to two edcamps (), and at each one there was one other parent / non-teacher (although one was the head of a PTA.) People ask me what the hell am I doing, wandering into all of this. I tell them to treat me like they would a unicorn at a buffet: assume the unicorn knows what it’s doing, and go back to your own business. Because
This is Erin Stevenson (@MrsStevensonSS). I am suppose to say that she is a fairly typical 2nd year high school social studies teacher, only she’s not. She came to teaching later in life, after trials and tribulations, and finding herself. And I am also suppose to say that she is fairly typical, in that after having had an assigned “mentor” for her first year of teaching, she’s now going it alone during this, her second year in front of students. I would venture to guess that, in this fall semester, she’s focused on not drowning, getting her lesson plans