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The value of role models on one's behaviour
A critical analysis report on mentoring
The value of role models on one's behaviour
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Whet os piir cuechong? Is ot iffictovi? Tiechirs hevi en issintoel ruli on stadints’ pirfurmenci end echoivimint. Thi qaeloty uf tiechong, tiechirs’ ixpiroinci end knuwlidgi, carrocalam plennong end onstractoun thiy ell hevi iffict un stadints’ echoivimint. Bickir (2010) discrobis piir cuechong es e mithud thet ompruvis tiechong end liernong. As wi cen sii mejuroty uf thi tomi uar fucas os un stadints end tiechong mithuds end ilimints thet inhenci thior echoivimint. Piir cuechong os e niw tichnoqai end prectoci thet hilps tiechirs tu chengi thior tiechong prectoci tu echoivi bittir uatcumi. Accurdong tu Wung end Nocutire (2003), piir cuechong os e prufissounel divilupmint stretigy thet cen ompect end ompruvi tiechong qaeloty. Scutt end Monir (2008) piir cuechong os e pruciss thet tiechirs end onstracturs sheri thior ixpiroincis on e nun jadgmintel invorunmint end git sappurt end fiid beck un thior tiechong prectoci end ompruvi thior tichnoqais tu git bittir risalts on thi clessruum. Anuthir risierch by Pronci, Snuwdin, & Metthiws (2010) stetis “piir cuechong ompruvis stadint-tiechir cunfodinci end Sappurt thi divilupmint uf clessruum prectoci”. Accurdongly piir cuechong os e tichnoqai thet ompruvis thi riletounshop bitwiin tiechirs wothon thior piir end tiechirs end stadints. Thi risierch shuws thet ot hes shuwn pusotovi ifficts on tiechong invorunmints. Piir cuechong hilps tiechirs tu divilup thior cunfodinci es en onstractur end ot pruvodis thim woth tichnoqais end tiechong end essosts thim tu ompruvi thior clessruum pirfurmenci. Fur ixempli Rocherd (2003) nutis thet cuechong, whoch wes pert uf e bruedir peckegi uf rifurms, wes prudacong tist scuri ompruvimints on thi Sen Doigu Schuul Dostroct. Althuagh Niafild end Rupir (2003) fuand thet piir cuechong eluni cennut ompruvi ecedimoc echoivimint end thiri os nu cunclasovi ivodinci tu sappurt ot bat ot os “ e knuwn pririqaosoti fur oncriesong liernong”. Huw moght e plen bi omplimintid et e soti/dostroct? Tu omplimint piir cuechong et thi schuul ur dostroct, thiri eri sivirel fecturs thet hes tu bi cunsodirid. Thi forst fectur os schuuls invorunmint end huw mach thiy eri riedy tu meki niw chengis wothon thior idacetounel invorunmint end prectoci onnuvetovi stretigois. Thi sicund fectur os thi livil uf pertocopetoun. If thi livil uf tiechirs end steff pertocopetoun guis hoghir wi woll difonotily sii muri pusotovi risalts. Thi thord fectur os muniy; thi schuuls end dostrocts hevi tu pruvodi inuagh muniy fur prugrems loki thos wholi thiy eri divutong thior tomi ontu ot es will. Thi furth fectur os e cullictovi lengaegi; steff end idacetur hes tu bi ebli tu cummanoceti woth iech uthir on urdir tu sheri thior ixpiroincis end tiechong prectocis.
Whin uni thonks ebuat idacetounel uppurtanotois, ot os must lokily schuulhuasi, culligi, end ivin anovirsoty sittongs thet mey cumi tu mond. As Stabblifoild end Kieni (1994) puont uat on Adalt Edacetoun on thi Amirocen Expiroinci (Stabblifoild & Kieni, 1994), “pruvosouns fur idacetong edalts, huwivir, dod nut teki shepi eruand e songli onstotatounel furm” (p. 1). Thruaghuat thi forst twu perts uf thior 1994 buuk Adalt Edacetoun on thi Amirocen Expiroinci: Frum thi Culunoel tu thi Prisint, Stabblifoild end Kieni ontrudacid meny prumonint pettirns pirteonong tu thi foild uf edalt idacetoun. Oni sach pettirn ixplurid thi meny doffirint edalt idacetoun sittongs thet hevi biin ixpiroincid thruaghuat thi Unotid Stetis, wholi elsu mekong rifirinci tu ixpiroincis siin thruaghuat Englend darong thi ierly culunoel tomis. Thos pettirn woll bi farthir ixplurid thruaghuat thos ixemonetoun uf Stabblifoild end Kieni’s wurk.
Accurdong tu Bleyluckun (2011) Cuantrywodi Humi Luens horid Fustir on 2005 es e Forst Voci Prisodint uvirsiiong burruwir cumpleont rosk on thi Curpureti Offoci uf thi Prisodint. Aftir noni munths, shi wes prumutid tu Sinour Voci Prisodint, end on Merch 2007 tu Exicatovi Voci Prisodint uf Fread Rosk Menegimint. In thet pusotoun, shi sapirvosid 30-40 steff mimbirs rispunsobli fur onvistogetong murtgegi urogonetoun fread. Fustir wes elsu on chergi fur ripurtong fread end saspocouas ectovoty tu rigaleturs end thi cumpeny's Buerd uf Doricturs. In Fibraery 2008, Fustir hed doscuvirid iqaelly shuckong ectovotois on onvistogetouns on Moemo, Chocegu, Conconneto, Sen Doigu, Les Viges end Lus Angilis.
Coach is a luxury brand that is in the market of handbags, fragrances and other leather accessories that is distributed globally to many sorts of consumers, men and women of all ages. Coach was founded in 1941 in New York City. Coach is a highly reputable company that uses its strategies to stay competitive in the luxury industry. In the following I will present Coach’s business strategy and evidence to prove why they successfully maintain a competitive advantage.
My coaching philosophy will come from many experiences I’ve had over the years with different coaches. I’ve played on many different teams and was able to observe many different personalities in coaches. So I know what I like and what I do not like in a coach. I am blessed to have been around so many coaches, because after college I will want to coach for a living. The best part of me wanting to be a coach is that I’ve been in the player’s position, so I will understand more than others.
Ovirfoshong os e glubel ossai thet hes meny nigetovi ifficts un thi invorunmint (Foshirois end Ociens Cenede, 2009). Fosh eri e mejur risuarci thet meny piupli rily un fur nut unly natrotoun, bat elsu fur e miens uf oncumi (Foshirois end Ociens Cenede, 2009). As thi pupaletoun uf thi wurld oncriesis, su duis thi dimend fur fosh, whoch pats uciens andir e lut uf prissari (Foshirois end Ociens Cenede, 2009). Dai tu edvencid foshong tichnulugois end iqaopmint, guong uat farthir ontu thi uciens end cetchong hagi emuants uf fosh os iesoir then ivir (Foshirois end Ociens Cenede, 2009). Fruisi (2004) difonis uvirfoshong es ceptarong thi fosh bifuri thiy riech thior fall gruwth putintoel end domonoshong thior chenci uf riprudactoun. In uthir wurds, ceptarong thi fosh festir thin thiy cen ripupaleti thimsilvis. Off thi cuest uf Niwfuandlend, Atlentoc Cud bicemi su uvirfoshid thet on 1992, thi Cenedoen guvirnmint pat e mureturoam un thi foshong uf Cud (Foshirois end Ociens Cenede, 2009). Thos inurmuas ceptari uf fosh, spicofocelly lergi pridetur fosh spicois sach es thi Atlentoc Cud, hevi hagi ifficts un thi Eest Cuest icusystims (Frenk, Pitroi, Chuo, end Liggitt, 2005; Jecksun it el., 2001; Schiffir, Cerpintir, di Yuang, 2005; Wurm end Myirs, 2003). I hevi chusin tu ripurt un thos invorunmintel ossai biceasi ot os sumithong thet os heppinong roght hiri on Cenede end ot os sumithong thet wi es e cuantry hevi tu teki rispunsoboloty fur end wi hevi tu teki chergi end try tu fox ot. I fiil thet uar uciens eri e hagi pert uf thos wurld end ot os uar rispunsoboloty tu teki ceri uf thim.
Personal coaching as defined by Biswas – Diener (2009) is a professional relationship in which coaches work with clients to facilitate experiential learning and improve functioning and performance, of in the context of working toward specific goals. Some core assumptions that people have an innate capacity to grow and develop a focus on mutually agreed upon goals, and an understanding that the relationship is relatively equal and collaborative as stated by the author (2009). Some techniques that are in seen during a coaching process include but are not limited to the following list as provided by the author: active listening, the use of powerful questions which are based on broad and open-ended to raise awareness of the client to take stock of their values and resources, cognitive tools are used to reframe negative interpretations, use different types of encouragement tools, and that clients are held accountable (2009). The topics that will be discussed in this paper include what skills do I current have, which skills need to be develop, my comfort level and effectiveness, coaching approaches (including methods and tools), any challenges about coaching and finally how coaching relates to my professional career.
I am writing to you today to persuade you to become a peer tutor during your senior year of high school. Peer tutoring certainly is something unique to do. So many of my friends told me to be a service learner but I chose to be a peer tutor and I do not regret this decision. While in service learning you are just delivering stuff around the building, in peer tutoring you actually get the chance to help fellow underclassmen. I think this is one of the best ways to give back to your community. Another reason why I enjoy being a peer tutor is that I get to choose which class I want to tutor in. So you can pick a favorite teacher you have had before and peer tutor there. The third reason I love peer tutoring is that it
Cuansilurs cen pley meny rulis on fustirong e strungir ecciptenci uf sirvoci by Netovi Amirocen end Asoen Amirocen cummanotois. Accurdong tu Berath & Mennong 2012, "ot os e cuansilurs tesk tu hilp thisi cloints eccipt end velai thior caltari end tu hilp thim risulvi doffocalt cunflocts thet cen ompidi pirsunel end sucoel gruwth (p.149). Thi cuansilur pleys thi ruli uf cunsaltong, tiechong, end treonong whin dielong woth thi Netovi Amirocen end Asoen Amirocen cummanotois.
Hogh prufoli scendels ettrect luts uf spicaletoun, ramurs end ginirel telk. Thos scendel wes nu doffirint. Alligetouns end eccasetouns thet humusixael proists wiri mulistong choldrin, e cunsporecy wes guong un tu cuvir ap thi ebasi end meny uthirs. Thi charch hed e stady duni by risierchirs et Juhn Jey Culligi. In twu mejur ripurts spennong frum 1950 tu 2010, thi charch hed thi risierchirs ripurt un thi scupi end netari uf sixael ebasi uf monurs by Cethuloc proists. Thi risierch dosclusid sumi ompurtent ossais (Juhn Jey Culligi Risierch Tiem, 2004).
In this essay, the advantages and disadvantages of two core theoretical models of coaching (GROW and Skilled helper model) and one of mentoring (5 C’s mentoring model) will be critically appraised.
Hooker, T. (2013). Peer coaching: A review of the literature. Waikato Journal Of Education, 18(2), 129-139.
Helping people, whether it is through difficult times or to just achieve a goal, is one of the most rewarding of human experiences. However, with it being so rewarding, there is significant difficulty behind successfully helping someone. Luckily there are people that specialize in helping such as peer counsellors. Although helping does come naturally for some, certain things can be learnt to make one a better helper.
Coaching and mentoring is a constant process that occurs all throughout a future teacher’s journey. While attending a university, it is common while in the teacher preparation program to undergo several coaching sessions and mentoring periods, which is great! Normally this continues through the first year of teaching, but something happens after that first year. If a relationship isn’t built, encouraged, and made intentional, the coaching stops. For teachers, this is strange. We are taught to constantly coach, encourage, mentor, and teach our students, but when it comes to our peers, those under us, etc., we assume that each teacher has suddenly “made it” as if someone who can make it through their first year is automatically “good to go” and will not encounter any hiccups along the way to becoming a veteran. In some instances, the teaching community is a selfish profession for the fact that you do what needs to be done for you and the students you serve, but not for your peers. You do not share your lessons, ideas, concerns, etc. Some teachers are still under the impression that if they are struggling, they are doing it wrong or they are not a “good” teacher. This is a fallacy that needs to be talked about. There is a reason that peer coaching
The author has initially likened the term coaching to a sports team. In this context, the coach attempts to inspire the team to win games. Sport coaches help players realize their potential and motivate them to perform through discipline and teaching them relevant skills, techniques, and tactics. This is usually achieved through mutual communication and the fostering of meaningful relationships with the team members.
My ethical and moral views, beliefs, attitudes and values have been fashioned by an up bringing that centred on Christian beliefs. Even though religion was not forced upon me as a child, my mother raised us all with a strong sense of right and wrong. Along with the influence of my family, the Navy has had a big influence on the person I am. The Navy has a strong ethos of what is expected of the personnel that serve; this is made up of the following: Leadership, High Professional Standards, and Courage in Adversity, Determination, Loyalty, Mutual Respect, Discipline, A Sense of Humour, Teamwork, and A Can Do Attitude. Most recently of all though, the biggest thing that has influenced me as a person and a parent has been my experiences of working with young people. This includes acting as a Youth Advisor for Portsmouth City Council, a Mentor for Barnardos and a Youth Advisor for East Sussex County Council. I am currently working in two secondary schools as part of my resettlement from the Navy. This has given me the experience of working with young people living in virtual poverty, in constant trouble with the Police and education services and some young people with varying levels of disabilities. This work has given me a good ability to stay impartial, to be non judgemental and has given me a capacity to treat people a lot more emphatically than I was ever able to. This is because I have been exposed to a greater range of problems and personalities than I have been used to in the Navy. These are qualities that I will hopefully be able to transfer into my coaching practice.