As mentioned in the previous blog, Dr. Carl D. Glickman (2002) has identified a set of interpersonal skills that the mentor teacher should possess in his or her repertoire. In the chart below, you find a definition and brief sample application of four additional interpersonal those skills. For more details on these interpersonal skills, read Dr. Glickman's textbook which is cited below.
Note: Lisa is the mentee in these applications.
| Interpersonal Skills | Definition as it Applies to a Mentee | Sample Application of the Mentor Teacher |
| Directing (Glickman, 2002) | Having discussed possible solutions to a problem, the mentor explains either (a) the options available or (b) what the mentee must do. | “Lisa, so far as I can see, here are your options …” “This is what I want you to do.” |
| Standardizing (Glickman, 2002) | The mentor establishes the behavior, criteria, and time line for the mentee to change her professional behavior, or teaching practices. | “Lisa, we have agreed that (a) you will implement … (b) that (x) percent of students will achieve …, and (c) these changes will be take place by ...” “Please report back to me on this change by ...” |
| Reinforcing (Glickman, 2002) | The mentor strengthens the likelihood for the mentee to change her professional behavior, or teaching practices through positive and negative consequences. | Positive: “Lisa, I know that you can implement these changes. Negative: “Lisa, if these changes are not implemented, then … will result.” |
| Demonstrating (Glickman, 2002) | The mentor demonstrates specific teacher behaviors, or teaching practices that the mentee needs to acquire. | Self-explanatory |
Glickman, C. D. (2002). Leadership for Learning: How to Help Teachers Succeed. Alexandria, VA: Association for Supervision and Curriculum Development.
On the next blog post we will summarize all the interpersonal skills a mentor teacher should possess in his or her repertoire.
No comments:
Post a Comment