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Additional resources for Mentoring-coaching: a guide for education professionals
They also help the client clarify and deepen their understanding too. With practice the mentorcoach will judge fairly easily when it is appropriate to do these things. A simple point of principle in the early stages of mentoring-coaching would be to try to avoid disrupting the flow of the story. It is worth considering in turn each of these four skills in more detail. Clarifying This is about checking the meaning of what is being said. The client may be trying to explore meaning herself and may need someone to ask about a word or phrase she has used.
So clarifying, reflecting back, paraphrasing, summarizing may well all be useful practices by the mentor-coach. They help the mentor-coach grasp the story and its meaning for the client. They also help the client clarify and deepen their understanding too. With practice the mentorcoach will judge fairly easily when it is appropriate to do these things. A simple point of principle in the early stages of mentoring-coaching would be to try to avoid disrupting the flow of the story. It is worth considering in turn each of these four skills in more detail.
It should not be possible for someone to peer into the room from outside. The venue should, in other words, provide genuine privacy. More than one meeting may be necessary. Frequency, length and number of meetings should be the subject of some initial discussion. Prospective GETTING STARTED 23 mentor-coaches should be aware that this is a potentially exhausting activity – physically as well as intellectually and emotionally – for mentor-coach and for client. In general, a session should last for a maximum of 50 to 60 minutes, and a judgement may need to be made as to an appropriate point in the encounter to break.