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CoE - Mentor Accreditation Program - session #2
The document outlines a mentor accreditation program focused on understanding and supporting the emotional states of mentees, particularly Palestinian students. It emphasizes the mentors' roles in facilitating emotional regulation, promoting collaboration, and guiding mentees through challenges like stress and social pressures. The program also encourages reflection on educational practices and the importance of personalizing mentorship to harness natural talents.
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CoE - Mentor Accreditation Program - session #2
- 1. MENTOR ACCREDITATION PROGRAM- MENTORS ASK QUESTIONS SESSION #2 Prepared by Rama Chakaki September 2016
- 2. SESSION #2 • Questionsfrom previous session - How we’re running the program.. • Role of the mentors in the program (Why, How & What) • Understanding the emotional state of a mentee • Core Program – Module B (Design & Branding) • Video Review - Bring on a learning revolution
- 3. THE GOAL OFTHE PROGRAM IS TO OFFER AN OPPORTUNITY FOR STUDENTS TO LEAD AND FIGURE THINGS OUT FOR THEMSELVES.
- 4. • Help maintainfocus on the objective • Ask leading questions • Facilitate collaboration • Maintain the pace • Train future groups of students after the program ROLE OF THE MENTOR / COACH
- 5. –Johnny Appleseed “Type aquote here.”SESSION #2 - THE EMOTIONAL STATE OF A MENTEE
- 8. Describe the psychological& emotional state of a Palestinian student mentee?
- 9. • Age • Socialpressures • Aspirations • Traditional conditioning
- 10. WHAT ARE THEEMOTIONAL CHALLENGES OF ENTREPRENEURS?
- 11. 1. Defining yourself 2.Operating with little guidance 3. Intense feelings, all at once (doubt, confusion, passion) 4. Stress Management 5. Financial Strain 6. Social Pressures
- 13. • Emotional Competence •Emotional Suppression
- 14. EMOTION REGULATION -THE CAPACITY TO NOTICE AND CONTROL ONE’S EMOTIONS. THIS PROCESS CAN OCCUR WITH FAMILY MEMBERS (SUCH AS PARENTS OR SIBLINGS), WITH PEERS, WITH TEACHERS, AND IN MENTORING RELATIONSHIPS.
- 15. • Regulating emotions HOWCAN A MENTOR HELP A STUDENT REGULATE THEIR EMOTIONS?
- 16. SITUATION SELECTION -MENTORS CAN HELP MENTEES SELECT SITUATIONS THAT WOULD BE PREFERABLE.
- 17. SITUATION MODIFICATION -A MENTOR CAN USE ROLE-PLAYING TO IDENTIFY AND TRANSFORM CHALLENGES TO LEARNING OPPORTUNITIES.
- 18. ATTENTIONAL DEPLOYMENT -A MENTOR CAN SUGGEST MEDITATIONAL TECHNIQUES TO HELP STUDENTS FOCUS INWARD ON POSITIVE ASPECTS OF A SITUATION.
- 19. REAPPRAISAL - MENTORSCAN ENCOURAGE MENTEES TO RE-FRAME STRESSFUL OR DISAPPOINTING SITUATIONS, AND GUIDE MENTEES TO LEARN AND GROW.
- 20. PHYSICAL ADJUSTMENT- MENTORSINVITE MENTEES TO TRY OUT WAYS TO ADJUST THEIR PHYSICAL RESPONSES BY INTRODUCING DIFFERENT TECHNIQUES.
- 22. BRING ON THELEARNING REVOLUTION
- 23. DISCUSSION POINTS… • Dowe have a crisis of human resources? • Are we making poor use of our talents? • How many people you know love what they do? or say it is who they are? Do you? • How do you think education dislocates people from their natural talent? • Do you feel education systems need a revolution? • Is attention to emotional intelligence and regulating emotions revolutionary? • Do we have a “fast food” model of education? • How would you personalize education for those you are mentoring?
- 26. ASSIGNMENT 1.If you don’thave a twitter account, set one up 2.Twitter & Facebook - 1.Share one takeaway from the session with the hashtag #Learn4Life #Palestine 2.If you can change one thing about education what would it be? use the hashtag #Learn4Life #Palestine 3.Copy @boostvip