Professional Documents
Culture Documents
University of Kansas
Brent Seager
Prior to my scheduled meeting this week with my mentor teacher, she asked me to select
a student that could potentially have difficulties with the writing activity during the third lesson.
This allowed me an opportunity to reflect and assess student completed projects and determine
which student(s) that might struggle with the writing activity during lesson three. According to
Kettler & Bower, 2017, assessing student products without bias can be challenging for even
experienced educators. For this reason, I selected three students that might struggle with the
writing activity, by using the concept map/graphic organizer completed in lesson one. The
conversation of our meeting was fluid and focused on the three student product samples that I
brought in to select one student that could potentially struggle with the writing activity in lesson
Prior to the meeting, I was excited to discuss potential challenges, as this will allow me
an opportunity to have another opinion about potential challenges and solutions to the potential
challenges. After some discussion about the concerns regarding the three students and potential
struggles that each could encounter with lesson three, my mentor made her suggestion about one
student that she believes could have the biggest challenges with the writing portion. According
to Chester & et al., 2013, a majority of students and teachers enjoy the mentoring experience and
welcome the new opportunities that it presents. I believe that selecting a target student with the
help of my mentor for the third lesson plan was appropriate, as having an additional opinion
made the selection process much easier (Chester & et al., 2013). The only question that I had
going into the conversation was what could I implement to lesson plan two? My mentor
suggested providing additional time to teach the skill and taking additional time to teach non-
verbal communication and facial expressions. My mentor asked me about how I planned on
addressing challenges that other students could face during the writing activity, I responded that
MENTOR COLLABORATION 3
students will have the option to use a computer for typing, and that additional time will be
provided for students that need it. While other arrangements may need to be made, these other
The next topic of discussion was the growth that my mentor has seen during the
observations of the previous lessons. The entirety of our conversation was fluid and the main
concerns about lesson plan two and selecting the target student for lesson three were the major
topics of our conversation. The mentoring process has been an excellent opportunity and
resource that has provided me with support and encouragement to be the best educator, and I
look forward to implementing suggestions and ideas gained during collaboration conversations
with my mentor. According to Hastings & et al., 2015, mentoring is an essential element in
developing a leader. I believe that this is true, as my experience with mentoring in the course has
been a very positive experience, and has allowed me to develop essential skills to be a leader and
References
Chester, A., Burton, L.J., Xenos, S. & Elgar, K. (2013). Peer mentoring: Supporting successful
Hastings, L.J., Griesen, J.V., Hoover, R.E., Creswell, J.W. & Dlugosh, L.L. (2015). Generativity