Imagine you approached someone you admired, and boldly asked that person to mentor you. And the answer was “Yes!” But a year into the relationship, those monthly mentoring sessions might not invigorate you like they used to, and aren’t quite as energizing for the mentor, either.

4 Types Of Questions To Ask A Mentor

1. Stories

To break the ice, have your mentor tell a story from his or her own career. Hey, everybody likes to talk about themselves! For example, you could inquire: “How did you get to where you are today?” or “How did you land your current role?” But you could also ask more specific questions that address your career objectives and concerns. Some questions to consider:

• Was there a time you messed up and felt like you’d failed? How did you bounce back?

• How did you learn to embrace risk-taking?

• Tell me about a accurate business setback. How did you recover?

• Think back to five years ago. Did you envision your career as it is today?

• Was there ever a role you applied for and landed, but weren't 100% qualified to do? How did you proceed?

• What do you wish you had known before taking your first management role?

• Which leadership skills were the most difficult to develop?

• Can you tell me about a time when you had a difficult boss? How did you handle the situation?

• What’s the most important leadership lesson you’ve learned and how has it proven invaluable?

• How did you develop the skill of speaking so engagingly in front of groups?

2. Situations

Now that the conversation is flowing, get more granular in your requests and bring a specific situation to your mentor--one that you’d like help navigating. For example:

• I tried to delegate a task last week and it did not go well. Can we work through what to do differently next time?

• Who are the people I need to align with in this organization to achieve success?

• My boss said I need to be more strategic. What does that mean?

• How can I let my boss know that I don’t need to be micromanaged?

• How can I stay connected to key influencers who do not work in same office or geographical area?

• When trying to gain buy-in to implement a new program, what tactics have worked for you?

• My performance review is coming up. What type of preparation do you most appreciate seeing from your employees?

• I have two very different career path options available to me. Can you weigh in to help me make a final decision?

• I'm considering a career transition. What are some other areas of the business that might be a good fit for me?

• I’ve heard that taking a stretch assignment could help my career trajectory. What are the pros and cons?

3. Self-Awareness

One of the greatest gifts you can give yourself is the gift of self-awareness, meaning the ability to see yourself as others view you. That way, if you like how you’re perceived, you can embrace it and take steps to strengthen that positive perception. If you don’t like how you are currently perceived, you can take steps to shift that perception to a more positive one that supports, rather than undermines, your career and leadership goals.

After starting with the obvious question: “How do you think others perceive me?” become more specific, so your mentor can assist by “holding up the mirror” and providing detailed feedback on how your actions and communication are impacting the way others see you. Ask questions such as:

• How am I viewed? In other words, what's my personal brand in our organization?

• Where do you see my strengths?

• What do you see as some of my blind spots and how can I improve?

• How I am viewed by leadership?

• What do people say about me when I’m not in the room?

• Could you offer feedback on ways to Boost my executive presence?

• Do I come across as strategic or tactical in my day-to-day communication?

• Am I viewed as high-maintenance when I send my boss weekly status updates?

• How could I have communicated my idea more clearly?

• When I presented at the last meeting, how did I do? Did my communication style support the message I intended to deliver?

4. Skill-Building

Is there a skill you’re currently working to enhance, such as project management, long-term strategic planning, delegating, or public speaking? Use questions like these to ask your mentor for advice and resources to help you polish that skill:

• How can I become a more assertive negotiator?

• Can we role-play asking for a raise and a promotion?

• How can I become better at managing people who do not report to me?

• Do you have any quick tips for re-energizing an overworked team?

• Can you recommend a book or resource for dealing with difficult conversations?

• What practices can you recommend for dealing with nervousness when speaking to groups?

• I have been asked to facilitate a team-building activity at a staff retreat. What are some keys to success?

• What’s a good methodology or tool for project management and tracking team commitments?

• Do you have a template that you use for long-range visioning and strategic planning?

• What new skills do I need to move ahead?

With these four types of questions and their accompanying examples, you’ll never sit through another mentoring conversation wondering if the other person is finding the discussion useful. And give this list to those whom you mentor, encouraging them to use it to maximize the value of the time you spend together.

Based in Ottawa, Canada, Chris Wolski started writing professionally for non-governmental organizations in 2007. He has written communications material for marketing firms and small businesses, and he has published articles for various websites. Wolski received a national coaching certification in 2001 and a Master of Arts in political science from York University in 2007.

As with any skill, teaching takes practice. A practicing student teacher is allowed to get hands-on experience teaching. But since student teaching is also a fairly rigorous process, it helps if you know how to prepare for it.

Are you interested in learning more about Drexel’s School of Education and student teaching opportunities? Take a moment to request more information.

What is Student Teaching?

Student teaching or field experience is a critical component of a student’s journey towards becoming an educator. In a student teaching experience, a student applies the knowledge and skills gained through their coursework in a real-world setting. Student teachers at Drexel work with the Field Placement Office to obtain a student teaching experience close to their home or at a school that is most convenient for them. Student teaching is often completed towards the end of a student’s degree or certification program. State departments of education require a certain number of hours of student teaching as part of teacher licensure requirements.

Why Is Student Teaching Important?

Student teaching provides future educators with the pedagogical tools and experience necessary to connect practice and theory. While working closely alongside their teacher mentor, student teachers receive ongoing feedback about their performance.

This allows student teachers to become more proficient at instructing students, implementing adaptable curriculum, and performing accurate student assessments. Student teaching also provides numerous chances for self-reflection and personal growth. While learning to become a skilled educator can take years of practice, student teaching is necessary and helpful to gain the skills and experience required to be a teacher.

What Is the Student Teaching Experience Like?

Student teaching involves full-time placement in a teaching position, spanning at least 13 weeks. During this time, student teachers will gradually assume all of the responsibilities of teaching a classroom. Because student teaching is a full-time commitment, teachers need to be careful about managing their responsibilities during this time. Along with feedback and assistance from a teacher mentor, this can make the student teaching experience equal parts rigorous and rewarding.

Additionally, student teachers attend a weekly professional seminar, where guided discussions allow them to reflect on classroom experiences and set goals for improvement. This also gives student teachers the chance to collaborate with other teacher candidates, and to share advice or strategies. Student teaching seminar assignments may include journaling, reflective papers, creating rubrics, building lesson plans, and so forth.

What Is the Role of a Student Teacher?

A student teacher will learn to manage a classroom along with daily procedures, lesson plans, and student behavior. The first week of being a student teacher involves interactive observations. That may include working with individual students, or even assisting the teacher with lessons. In the following weeks, student teachers gradually assume all of the responsibilities of running a classroom. This includes creating a formal lesson plan, practicing instruction with students, and the responsibility of maintaining an organized, safe classroom environment.

How Involved will I be in the Classroom?

Student teaching experiences vary depending on the student. Undergraduate education majors at Drexel complete a 4-stage student teaching model. At the first two stages, students observe a classroom to see how an experienced teacher leads lessons. The student may also work individually or with small groups of students. At stage III, the student will complete a minimum of 30 hours of teaching by leading lessons with the whole class. At stage IV, undergraduate students spend up to 30 weeks teaching in a school. At this advanced stage, a student applies all their skills in lesson planning and classroom management by leading a class on their own under the observation of an experienced teacher. Part-time graduate students complete 13 weeks of student teaching to meet the requirements set by the Pennsylvania Department of Education.

HOW INVOLVED WILL I BE IN THE STUDENT'S CURRICULUM?

Student teachers draft lesson plans under the supervision of their assigned teacher and deliver the lessons to the class. When developing their plans, student teachers take into the account the special needs of their students to ensure that they will grasp the concepts and learning activities. Drexel undergraduate students gain a good understanding of what student teaching is like through their previous experience in stages 1-3.

What Is the Student Teaching Dress Code?

Student teaching dress codes will vary slightly from school to school. However, teacher candidates are not only representing themselves, but their entire institution. Consequently, candidates are urged to dress professionally and conservatively. Student teachers should dress in a way to appear highly mature and professional.

Questions about student teaching? Request more information and get started with a degree or certificate from Drexel School of Education.

HOW LONG WILL I BE A STUDENT TEACHER?

As a student teacher, you’ll be teaching five days per week for the entire school day. The number of hours of student teaching required for licensure vary from state to state. At Drexel, part-time graduate students pursuing a teaching license complete 13-weeks of student teaching, while undergraduate students complete a 30-week teacher residency at a K-12 school.

How to put Student Teaching on a Resume?

You can add student teaching on in the “relevant experience” section on your resume, as opposed to the section about your educational background. Like any job or internship, include the name of the institution where you worked, and the dates you worked there. To make yourself stand out from other student teachers, you should include specific examples of your accomplishments in the classroom, i.e. a unique unit plan. You could also include information about the age of the students, or about the subjects that you taught.

Do Student Teachers get Paid?

Student teaching is unpaid because the experience is a large part of your education. Additionally, it’s inadvisable to pursue full-time employment while working as a student teacher. However, student teachers are often able to find part-time work as tutors, or in after-school programs.

There is one exception to this rule. Sometimes a shorthanded school will hire a student teacher with a temporary or emergency teaching license. These exceptions are sometimes available to people who expect to receive their teaching license within a year.

How do I apply for Student Teaching?

Drexel University School of Education’s Field Placement Office manages all student teaching experiences for students. Students should contact the Field Placement Office to apply for student teaching and to get more information about clearances and other forms that are required to be completed prior to beginning student teaching.

How Do I Prepare for Student Teaching?

Aspiring student teachers can prepare by obtaining the background clearances relevant to their state, and then providing copies to the field placement office. It may be necessary to get a tuberculin test, however, this varies by district. Additionally, student teachers will need to need to complete the pre-service academic assessment (PAPA) exams to receive placement.

Student teachers need to manage their other responsibilities and time commitments in a way that never interferes with attendance; teachers must not be absent or late to assigned classrooms. In the event of an emergency, student teachers must notify the placement office and their mentor teacher as soon as possible.

How Do I Get Student Teaching Experience?

Once all requirements for placement have been met, the placement office will find a student teaching opportunity near you. Teacher candidates can then reach out to their mentor teacher to become acquainted. As a student teacher, you’ll be teaching five days per week for the entire school day. By the end of your education, you’ll have at least 13 weeks of experience.

Though student teachers work closely with their teacher mentors, teacher candidates quickly take over the full responsibilities of running a classroom. In addition to teaching experience, teacher candidates also attend weekly seminar related to their field.

PREPARE FOR STUDENT TEACHING WITH DREXEL UNIVERSITY

Questions about student teaching? Request more information and get started with a degree or certificate from Drexel School of Education.

The line between athlete and influencer is officially blurred.

In a accurate episode of The Bombhole—a snowboarding podcast—Nitro Snowboard's Knut Eliassen made an observation about social media posts and views that raised several important questions regarding the status of snowsports athletes in the digital age.

Eliassen is right: on social media, content geared toward a broader audience—like a video of a snowboarder riding with a gear bag—will rack up more views than clips of a snowsports athlete executing a flawless double cork or greasing a quad kink rail.

Freeskiing Olympic medalist Nick Goepper, too, has noted this disparity.

In an Instagram post, Goepper shared that a video of him executing four double corks in the halfpipe—a superhuman feat—earned a smaller audience than a clip of him playing dress up and pouring water on his head.

It's all a bit backward, isn't it? For decades—if you discount the countless barriers that limited the participation of anyone who wasn't a white man in snowsports—on-snow skill was the primary arbiter of success for would-be snowsports athletes.

Now, as Goepper explained, you can drive more traffic (and presumably more sponsor dollars) by effectively playing into the algorithmic whims of tech giants with short, debatably silly clips that don't require much skiing or snowboarding talent.

Where does this leave us?

There's no simple, paragraph-long answer. Nuance prevails. With the rise of social media—among other factors—comes greater opportunities for the democratization of brand representatives. We're already seeing a wider range of personal backgrounds appear in ski team lineups—that's worth celebrating. These days, being an interesting, tech-savvy person is as much an asset as having a double cork or two in your bag.

However, in primarily supporting those who run the influencer beta instead of seeking snowsports success through honing their skiing skills, we risk leaving behind pros prioritizing their love of the sport over the social media game.

As social media marketing tactics exert further influence over snowsports, we could also enter a status quote where brands begin asking too much of already stretched-thin sponsored athletes. Juggling the demands of professional skiing and functioning as a full-time influencer? Herculean.

In short, amidst the ever-developing clamor that is social media, what really matters—skiing and those who dedicate their lives to it, regardless of how they look—has become slightly clouded. We shouldn't lose sight of what we're doing here in the first place.

Related: Oregon Ski Resort Cancels New Year Festivities As Snow Fails To Arrive

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As an individual student or as a family, consider potential lifestyle changes that may have to take place while financing a college education.

If possible, pay off credit card balances or other outstanding consumer debt. This is important for two reasons: First, having fewer bills coming in as you are paying for college may mean you could pay more out of pocket and borrow less. It is always wise to borrow as little as possible. Second, consumer debt, like credit cards and auto loans, are not considered in the aid awarding process.