A mentor is more effective in the long run if they have an initial focus on building a relationship for learning. Yet this relationship is much more than establishing a comfortable climate. It is the dynamic interaction of educators needing to feel safe to think out loud and plan for gathering information about their questions with a professional guide, designed to both support and challenge their thinking. After reading about conditions of effective early childhood education professional mentoring relationships in Chapter 2, respond to the following:
- Describe at least three ways in which partnering with another adult and applying professional skills and knowledge is different from simply building a friendship with a colleague.
- Reflect on figure 2.1 from Chapter 2 and consider patterns that you have observed in any learning partnerships you have been involved in or have observed. Discuss general strengths and challenges in a specific mentoring relationship you have been involved in or have observed.
Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.
