On the previous posts we indicated a set of nineteen interpersonal skills that a mentor teacher should possess in his repertoire. Below you will find a list of those interpersonal skills.
| Interpersonal Skills | Definition as it Applies to a Mentee |
| Paraphrasing | To accurately summarize a mentee's thoughts verbally, and with supporting body language |
| Emotional listening | To listen to the underlying feelings of the mentee |
| Respectful listening | To paraphrase, probe and disagree agreeably |
| Asking open questions | To pose a question that requires some elaboration |
| Probing | To ask for more information, or clarification |
| Validating | To let the mentee know through your verbal and nonverbal language that you support, understand, and acknowledge the feeling, experience, or thought that she is sharing. |
| Giving technical feedback | To let the mentee know what you have observed without making any value judgments. |
| Giving constructive positive feedback | To let the mentee know that you have observed some teaching practice that she did well. |
| Giving constructive negative feedback | To let the mentee know that you have observed a teaching practice that she did not do well. |
| Giving corrective feedback | To let the mentee know what she can, and should do to improve her professional practice. |
| Negotiating expectations | To discuss what the mentor expects from the mentee, and the mentee expects from the mentor. |
| Encouraging (*Glickman, 2002) | To share supporting statements so that the mentee will elaborate or further explain her point of view. |
| Presenting (*Glickman, 2002) | The mentor offers his views on the topic or issue discussed. |
| Problem Solving (*Glickman, 2002) | After a preliminary discussion of an issue, the mentor takes the lead by engaging the mentee in brainstorming possible solutions. |
| Negotiating (*Glickman, 2002) | Having brainstormed possible solutions to a problem, the mentor takes the lead in (a) narrowing options, and (b) finding an acceptable plan of action. |
| Directing (*Glickman, 2002) | Having discussed possible solutions to a problem, the mentor explains either (a) the options available or (b) what the mentee must do. |
| Standardizing (*Glickman, 2002) | The mentor establishes the behavior, criteria, and time line for the mentee to change her professional behavior, or teaching practices. |
| Reinforcing (*Glickman, 2002) | The mentor strengthens the likelihood for the mentee to change her professional behavior, or teaching practices through positive and negative consequences. |
| Demonstrating (*Glickman, 2002) | The mentor demonstrates specific teacher behaviors, or teaching practices that the mentee needs to acquire. |
*These interpersonal skills are ones suggested by Glickman, C. D. (2002). Leadership for Learning: How to Help Teachers Succeed. Alexandria, VA: Association for Supervision and Curriculum Development.
On the next blog post we will introduce the second set of behavioral competencies a mentor or mentor teacher should acquire: the reflection skills.
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