Usually, a teacher has more knowledge of the topic you are studying than you. A mentor has a bigger vision of what you're trying to achieve. On the other hand, a coach is a coach or instructor whose goal is to improve a person's performance or ability or to help them prepare for something. Teaching focuses on making an individual learn the basic concepts and key points to carry out a certain process.
Teaching should be delivered in an environment that allows the student to make mistakes without causing any harm to the project or organization. The teacher will focus their communication on the concepts, key points, examples and exercises that the student needs to learn and practice to perform in the real world. I look forward to hearing from you your experience teaching, training, and mentoring people. I'm not quite sure about that description of training, it sounds more like an instruction ð¤.
Although the terms are often used interchangeably, there is a significant difference between being a coach and a mentor. A coach oversees instruction or training, a formal process by which specific tasks and standards are met. Instead, a mentor provides advice and guidance, which are generally less structured and planned. A mentor is a connoisseur of a system, an expert in a field, who supports a novice.
A new teacher's mentor can be a teacher with experience in the same school or district. For example, a mentor could help a new teacher understand how to use the online homework platform or could offer advice on how to establish relationships with the main office and school concierge staff. A mentor shows a novice the ins and outs of the trade and helps the newcomer through a career transition. A mentor transmits knowledge, experience and helps an apprentice establish connections with others.
Its purpose is to help an adult student improve their practice, whether teaching or leadership. Therefore, coaching is much more structured than mentoring. Effective training is based on goals (coach goals, school goals, and student goals). Formal agreements surrounding meetings, confidentiality, and processes are established at the beginning of the coaching relationship.
For more information on goals and agreements, see my book, The Art of Coaching). Sometimes, a new teacher will look for two different people to serve as their coach and mentor, but most of the time, both roles are assumed by the same person. Perhaps the best way to tell the difference between a coach and a mentor is to examine some real-world scenarios. New teachers need to understand educational concepts and practice teaching strategies under the supervision of another teacher; this type of experience is often a requirement for obtaining a degree, obtaining a license, and pursuing professional development.
Coaching is a more formal instructional process, while mentoring is a more informal interpersonal relationship. Therefore, the coach and his apprentice follow a specific sequence of steps to teach, learn, and practice educational concepts and methods. The key difference between tutoring and training in schools lies in the purpose of the support and the formality surrounding the process. The long-term, casual, and holistic nature of Clyde and Beth's relationship proves that everything is based on mentoring.
Instead, mentoring encourages self-reflection and uses the Socratic method to help new teachers generate their own ideas and opinions. Although coaching and mentoring are very different from each other, the roles of coach and mentor can be played simultaneously by the same person. However, the coach must have experience in the teaching field (someone who has never taught cannot effectively train a teacher). An important step in the coaching process is when a new teacher models what they learned from their coach.
A coach will train someone to achieve a specific goal, rather than teaching them general information or offering personal guidance and advice. Rather, through a mentoring relationship, a new teacher is encouraged to reflect on himself, share his thoughts without the threat of being judged, and consider his mentor's life experiences. Some of these situations weren't predicted in class and it's impossible to predict them all when you teach, believe me. As the last step in obtaining a special certificate to teach robotics, Kristin teams up with Matthew, a physics teacher at an institute, who has agreed to be her coach.
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