Wrap up of Task 5 - CASE STUDY: NEVER GOT A CHANCE by Tabassum Ahmad - 51846/Coordinator/EKNN3

Answer the given questions in the light of your case study

tabassumahmad51846 — 2024-10-09 10:55:56 UTC

Answer the following questions:

Identify those behaviours that interfered with a trusting relationship.
What could the mentor have done differently?
What was this mentor's strategy of establishing a working relationship?
What would you do if a teacher continued to refuse all offers of assistance?
How would you have handled the situation differently?

Faiza Farrukh

faiza86892 — 2024-10-10 07:06:39 UTC

I know all/Help not needed attitude.
Offered Options and choices, rather than imposing a specific approach. Could establish collaboration by asking guidance for himself/sharing own challenge. (traditional way: observed the class unannounced.)
Very formal, Top down like Scheduling the visit formally.
I would gain the trust by sharing a routine incident/event and later by mentioning my challenges to build up a rapport and comfort zone.
By offering Support When Needed only. By sharing the significance/trend of gaining the insights of mentors around the school and development supportive community.

Case Study, Gayle. Haris Ahmed

2024-10-10 07:15:49 UTC

Gayle was an experienced teacher and she was not intrinsically motivated. Also her consent was not taken before deciding the mentor and mentee.
Do not introduce yourself as a mentor.
Observational and Authoritarian.
Be patient and empathise with the person.
Analyse the personality to build a positive relationship in the first step and then gain confidence through questioning that promotes reflective practice.

Afsheed Adeel

2024-10-10 07:17:12 UTC

a. Resisting constructive feedback.
b. Know-it-all attitude.
c. Resistant to new ideas or suggestions, making it difficult to implement changes or progress.
d. Unwilling to consider alternative perspectives or approaches.
Frame feedback positively: Focus on the positive aspects of the mentee's work and offer constructive suggestions for improvement. Let the mentee know that you believe in their abilities and are there to support them.
Trying to critically comment on her response during the meeting.
I would try to build a positive and productive relationship with the mentee by appreciating her positive practices.
I would have let the mentee know that you believe in their abilities and are there to support them and not to criticize.

Sadia Shahid

2024-10-10 07:18:52 UTC

1- Behaviour that interfered with a trusting relationship can be asking for the same thing several times that can bother the other person. (being too cheesy).

2- The mentor could have invited her to observe one of her own lesson.

3- Giving a gesture as if he's trying to judge the person by observing him.

4- Ask him to reflect on one of his own best lesson plan.

I would have developed a report with that person by talking in general and than offer him / her support.

UROOJ FARRUKH

uroojfarrukh90904 — 2024-10-10 07:18:54 UTC

First I provide my mentee friendly environment.

ask mentee to visit my class.

start learning from her the techniques she used in her class.

keep a track of meetings with her signature.

schedule formal meetings and class observation.

motivate her and share your learning experience with mentee.

zeeshan ahmed

2024-10-10 07:19:39 UTC

1. trust issues and fear of entering a larger domain as she came from pre-school.

Try to establish a relationship other than school through phone calls or other sources to get an idea about the issue.
sharing there lesson plan and assignment
unplanned observation
make good relationships without discussing formal discusson

Shazia Zakir

shazia_zakir — 2024-10-10 07:20:12 UTC

Ans.1: Gayle's refusal to accept help or feedback created a barrier. Her dismissive attitude and rudeness when approached also damaged trust.

Ans 2: The mentor could have taken a more gradual approach by building rapport first, perhaps through informal conversations to understand Gayle’s needs and concerns better.

Ans.3: The mentor initially tried to introduce herself as a friend and offer support, but this approach lacked flexibility to accommodate Gayle's feelings and boundaries.

Ans.4: I would continue to offer support but respect their wishes. I’d check in periodically and express my willingness to help when they're ready.

Ans.5: I would focus on building a personal connection first, listen to Gayle’s concerns, and find common ground before offering specific help, ensuring she felt understood and valued.

2024-10-10 07:21:46 UTC

Gayle’s initial assertion that she didn’t need help suggested a lack of openness to mentorship, which can create a barrier to trust.
The mentor could have taken more time to listen to Gayle’s perspective and concerns, validating her confidence, Instead of insisting on observing her class immediately, the strategies s could be used such as informal chats or sharing resources, to build rapport.
create opportunities for collaboration, be persistent, be supportive not directive, build rapport.
Focus on building relationships, share tool, resources and useful tips without imposing anything.
I would have started with an open dialogue to understand Gayle's goals, acknowledged her confidence, and suggested low-pressure, informal meetings instead of immediate observations. Gradually building rapport through shared learning opportunities and positive reinforcement would likely encourage her to be more receptive to support.

Rabia Rasheed

2024-10-10 07:25:55 UTC

1. Gayle initially refused of help and mentorship. The Mentor insisted on visiting Gayle's classroom despite her decline. Mentor scheduled a visit without Gayle's consent.

2.She should have respected Gayle's initial decline and waited for her to request help.

She could have established a rapport-building conversation before pushing for classroom visits.

3.The mentor's approach with Gayle was too direct and critical. She focused too much on fixing her problems instead of building a supportive relationship.

4. Involve school administration or a different mentor if necessary.

Offer resources and support without being direct.