Mentoring, Coaching and Teaching - Responsibilities and Strategies

This report defines the concepts of mentoring, coaching, and teaching and summarizes the responsibilities of a mentor, coach, and teacher in relation to working with individual learners. It also analyzes the differences and similarities between teaching, coaching, and mentoring and provides strategies used to help students in the role of mentor.

Mentoring, Coaching
and teaching

Contents
INTRODUCTION...........................................................................................................................1
TASK...............................................................................................................................................1
Define the concepts; Mentoring and coaching, and teaching and then summarise the
responsibilities of a mentor, coach, and teacher in relation to working with individual learners
................................................................................................................................................1
Summarise the responsibilities of a mentor, coach, and teacher in relation to working with
individual learners..................................................................................................................2
Responsibilities of a coach in relation to working with individual learners..........................2
Responsibilities of a teacher in relation to working with individual learners........................3
Analyse the similarities between teaching, coaching, and mentoring....................................3
Analyse the differences between teaching, coaching, and mentoring....................................4
Summarise the responsibilities that your role entailed...........................................................5
TASK 2 ..........................................................................................................................................5
A. Identifying strategies that is used to help students in role of mentor................................5
B. Review the processes involved in one-to-one coaching and mentoring in relation to their
emotional, intellectual, and social benefits for students.........................................................6
C. Review the resources required for an effective multi-agency approach and explain the
factors that influence the referral process...............................................................................7
TASK 3............................................................................................................................................9
Reflection ..............................................................................................................................9
Conclusion.....................................................................................................................................12
References:.....................................................................................................................................13

INTRODUCTION
Mentoring and teaching is basically a technique or method which is used by various
educational institutes for supervising the work of each student effectively. With help of effective
monitoring, coaching and teaching various institutes are easily secure the career growth of each
and every student for long time. Teaching and monitoring is a very essential part for each student
in aspect of developing their career always in right direction. The report will covers define the
concept of mentoring and coaching, and teaching and then summarise the responsibilities of
mentor, coach and teacher in relation to working with individual learners. It further covers
summarise the responsibilities of a mentor, coach and teacher in relation to working with
individual learner (AuCoin, and Wright, 2021). It also covers analyse the differences and
similarities between coaching, teaching and mentoring and summarize the responsibilities that
your role entailed. The other main advantage during the time of effective teaching and mentoring
is that, the confidence and abilities of students are highly increased and in this way they are
ready to handle any type of complicated problems easily. Due to effective teaching the
knowledge of each and every student are highly increased regarding various things.
TASK
Define the concepts; Mentoring and coaching, and teaching and then summarise the
responsibilities of a mentor, coach, and teacher in relation to working with individual
learners
 Mentoring – It is basically a advisory procedure which is utilized by educational institute
for providing a effective guidance and support to each students for their career growth. In
comparison with others it is a highly effective method because in this method more than
one superior is involved which leads to increase the ability of students effectively.
 Coaching – Coaching is basically a technique which is used by every educational
institute or superior person for improving the capabilities and competencies of every
individual student. With help of effective coaching superiors and teachers easily
understand strength and weakness of particular student with in low time (Gilmore, 2021)
 Teaching – It is also a one type of technique which is used by teacher and other superiors
for providing knowledge to students effectively. With help of good teaching every
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individual individual received knowledge at wide range. Due to achieving various
knowledge the success rate of the career are easily increased at maximum level.
Summarise the responsibilities of a mentor, coach, and teacher in relation to working with
individual learners
Responsibilities of a mentor in relation to working with individual learners
 Provide support and encouragement – With help of effective coaching, mentoring and
teaching individual easily received effective motivation and support for long time. With
help of effective encouragement every individual student easily realize the values and
importance of study in their life.
 Encourage self – reflection – Due to the use of above mentioned elements individual get
highly motivated in their task. In this way every student is able to accomplish the task in
attractive way.
 Help mentees identify areas for development – Due to the effective use of above-
mentioned elements superiors easily identified the weakness of every individual quickly.
Then according to those effective solutions are prepared by higher authorities for them.
 Provide knowledge and information – With help of mentoring and teaching individual
easily received meaningful knowledge from superiors in long term.
 Critical friend – It is also the one type of responsibility where teachers need to maintain
friendly relations with students for long time.
Responsibilities of a coach in relation to working with individual learners Identify specific areas to improve: Coach always focus to know about the interest and
availability of skills and abilities in the individual learning, so that they can easily
identify the specific area which is required to be improved by the learners. Individual
learners is required to know about the specific field criteria on which they have to work. Providing guidance support to meet students need: it is the responsibility of a coach to
provide the proper guidelines and instructions to the individual learners so that they can
support them in order to attend their needs and desire (Kapadia, and et.al., 2021). Target outcome: A coach is responsible for making sure about the outcomes on results
that they must be a day and by the individual learners through adopting several activities
and following the guidelines provided by them.
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 Working to specific guidelines and structure: in order to helping the individual learners
to attain the desired goals and objectives, coach is required to work on the particular
guidelines and structures which result in the attainment of goals of individual learners.
Responsibilities of a teacher in relation to working with individual learners Responsibility for needs of a learning programme as well as students: a teacher is
required to perform the responsibility of developing the learning programs as per the
requirements of students. They are required to work on attaining the students towards the
goals and objects. Working with groups as well as individuals: While providing knowledge and lectures to
the individual learners, it is responsibility of teacher to act in both individual as well as
group. Focus on assessment outcomes: A teacher is always require to assign the respective
tasks and assessments to the students and it is the responsibility of a teacher to focus on
the competition of the assigned assessments to the students and their result during the
individual learning as it help in enhancing the knowledge and skills of students.
 Managing the learning process:A teacher is responsible for managing the procedure of
learning during the individual learning as it help the students in easily assessing the skills
and knowledge in an effective and efficient manner.
Analyse the similarities between teaching, coaching, and mentoring Enabling students to identify needs: coaching, mentoring and teaching help the students
in identifying their specialisation area, whereas they can perform well and utilize their
skills and knowledge in an effective and efficient manner. Devising an individualised learning plan: In order to develop the individual learning
plan, coach, teacher and mentor help in analysing the specialisation (MacPhail, Tannehill,
and Ataman, 2021). Development of effective learning plan is the responsibility of all of
them as learning plan help the individual in gain the knowledge and skills by following
step by step process. Providing appropriate level and type of support to achieve goals: All the professionals
including mentors, teachers, coaches are responsible for providing the support to their
learners as it help the individual in attaining their goals and objectives.
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 Encourage and challenge learners to achieve goals: mentors supervise the individual
learners as they are performing well or not. Teachers also help them in gaining the higher
skills in order to attain the organisational goals and objectives in an effective and efficient
manner. Coach, teacher and mentor encourage the students to attain their goals by facing
all the challenges which are available in front of them.
Analyse the differences between teaching, coaching, and mentoring
Teaching
 Skill training: Teacher provide the lectures and knowledge to their students which also
include the training of enhancing the skills of individuals. Through providing training, the
skills of individual can work on the skills enhancement.
 Variable depending on the purpose of training: The training process of learners provide
them knowledge and variable on the basis of the objectives of training.
 Formal and usually structured with measurement learning outcomes: Teachers also
prepare a well structured plan which help the teachers in measuring the learning result of
individual during the process of learning. It is the formal structure which evaluate the
learning of individual during their studies.
 High knowledge level and practical applications experience: Teachers are responsible for
providing the high level of knowledge along with the practical knowledge of students.
Coaching
 Coaching is task-oriented: Coaching help the individual in attain the tasks or goals which
are being decided by the individual. Coaches provide the practical knowledge and
experience which is a task oriented process.
 Coaching is short term: Coaching is provide to the individual for the purpose of attaining
the short term goals. Short term goals are the goals which are developed for short
duration of time i.e. less than 1 year (Patterson, and et.al., 2022).
 Coaching performance was driven: Coaching is provided to the individuals in enhancing
the performance of an individual related to any specific field. In simple words, it can be
said that, coaching leads to driving the performance.
 Coaching helps build expertise: coaching is provided for the purpose of making the
individual expert in the own specialisation area. In simple words, it can be said that the it
helps in creating the experts relate to the particular area.
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Mentoring Mentoring is relationship-oriented (Bonding): Mentors are well known because of their
relationships with the individuals or their team members. Mentors plays an important role
in developing the relationship with others. Mentoring is always long term: Mentors help the individuals in developing the skills for
attaining the long term goals. Mentoring is a long term process which enhance the skills
of individual which can be used in long term. Mentoring is development driven: Mentoring also leads to the overall development of
individuals while providing the relevant feedback which help the individual in learning
and developing the skills in an effective and efficient manner (Viera, 2021).
 Mentoring helps build interpersonal skills: Interpersonal skills are also being developed
in mentoring. Enhancement of interpersonal skills in learners result in the creation of
strong skills which help them in reaching at the desired position.
Summarise the responsibilities that your role entailed
I am working as mentor under which I have to perform several responsibilities. During
this role, I have to work on my relationship building skills as it help me in building the
relationship with the learners or team members. Effective relationship also result in the
establishment of strong team collaboration. Along with this, I also perform the responsibility of
the development of overall team members through the development of interpersonal skills within
them.
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Review the effectiveness of your role as a mentor in helping your assigned student to
achieve his or her set goal
Identifying needs through initial assessment: I provide several assessments to the students while
I was performing work as mentor. Through assigning the assessments to the students, I get
to know about the the needs and desires of students.
Recognising preferred learning style: As a mentor I get to know about the learning style which is
mostly preferred by the students during their learning stage.
Enabling students to identify own needs: through completing the assessment, the students can
easily evaluate their field of interest which is found as essential for recognising their own
requirements.
Development of required skills for reflection and self-evaluation: As a mentor, I focus on the
development of the essential skills which are necessary for the students to do the self
evaluation and developing the skills in an effective and efficient manner.
Providing feedback: As a mentor, I provide relevant feedback to the students related to their
assessment. It help the students in improving their work and performing well in their own
specified field.
TASK 2
A. Identifying strategies that is used to help students in role of mentor.
As mentor my role is to provide guidance, motivation, emotional support to students. I
will help students in exploring their careers, identifying resources and setting goals. The mentor
is an individual who teaches, provides help & advice to students which helps in their personal
and professional growth. There are several strategies which is followed by me to help students
being a mentor-
 One-to-one discussion- This strategy helps in creating open and meaningful
communication between mentor and students. As mentor this strategy is useful in giving
feedbacks, updates and issues are resolved which helps students to have growth in their
roles. This helps in maintaining students’ motivation to learn (Aravena, 2018).
 Encouraging students to explore issues to identify their own solutions- Being mentor
my role is to encourage students so that they can identify issues and solutions. By
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creating culture of encouragement, it provides students an ability to accomplish goals.
The students are empowering to become autonomous learners along with mentor
expresses understanding of student’s aspiration & fear.
 Practical activity in line with confidence & competence- The mentor helps in
developing confidence and competence in students by setting goals. The confidence in
students comes from practice which helps in building competence. The learning from
mistakes helps student in developing confidence. The mentor provides recognition and
positive feedback to students (Burt, 2019).
 Observation of practice- This helps the mentor in assessing skills of students and
refinement areas. Students are encouraged to form link between theory and practices in
which they move classroom knowledge into reality of practice. On basis of observation
mentor provides quality feedback to students. The safe learning environment is provided
by mentor to students.
 Negotiating goals and SMART targets necessary for achieving successful outcomes-
Mentor sets SMART goals for students to give them sense of direction in order to reach
goals. For learning and developing setting goal is important. The mentor should be with
clear and open communication regarding challenges. The negotiation goals helps mentor
to settle difference by reaching compromise which helps in satisfying students in
situation. This leads to better relation between mentor and students offering quality
solutions by avoiding future conflicts.
B. Review the processes involved in one-to-one coaching and mentoring in relation to their
emotional, intellectual, and social benefits for students.
One-to-one coaching is procedure of one person which help another person to overcome
issue so that performance can be improved. This involves sharing of experience and knowledge
regarding several topics to show best approach in different situations. The one-to-one coaching
benefits in promoting effective communication & feedback, opportunities for training. The
process of one-to-one coaching involves steps of establishing objectives, understanding
assessment, feedback is provided, goals are identified and following up with support. The
mentoring helps in developing loyalty which helps in developing efficient teams of students as it
is relationship between two people with the objective of development of personal and
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professional. The process of mentoring involves preparation, negotiating, enabling growth and
closure.
 Building student confidence- The mentoring and on-to-one coaching helps in boosting
confidence of students which helps in benefiting in emotional, social and intellectual by
offering adequate knowledge regarding learning resources (Comiskey, 2022).
 Demonstrating reliability- As mentor demonstrating reliability teams need to rely on all
members of teams to attain objectives. It is considered as best way to establish and
growth in trust. The reliability is shown by team members through their commitment,
meeting deadlines, being consistent etc.
 Promoting sharing confidence- The mentor promotes confidence in others by giving
them compliments, taking time to listen, supporting their leaderships. The students with
confidence learn effectively by increasing sense of ownership.
 Empowering individuals- The mentor empowers individual in making positive
decisions which is closely link with self esteem and self-confidence attributes. The
individual can empower by developing positive attitude, creating action list, setting
reasonable goals etc.
 Encouraging reflective practice and self-assessment- Students review their work and
consider their learning progress as part of self-assessment and self-reflection. This
encourages pupils to engage in their education and take charge of it. Students can
evaluate their work against a set of criteria through self-assessment and self-reflection
(Guccione, and Hutchinson, 2021).
C. Review the resources required for an effective multi-agency approach and explain the
factors that influence the referral process.
Review of resources required for effective multi-agency approach
The approach of multi-agency working is about offering continuous response to
individuals with multiple and complex needs. It is a part of multidisciplinary team. This is
considered as effective way to support students and learners through additional needs along with
secure improved outcomes. This approach help mentor in solving problem. The multi-agency
provides several benefits working for educational settings which helps in improving learning and
wellbeing of students. This benefits mentor in understanding of multi-agency practitioners’
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activities by knowing about services and enables to focus on their core role of mentoring. This
helps in promoting mutual support, encouragement and ideas are exchanged between staff
(Light, and Curry, 2021). There are several resources required for reviewing effective multi-
agency approach which are as follows-
 Specific support available for language or literacy- The mentor is required to provide
specific support to students for available language or literacy that helps in capturing
students’ interest. The student’s favourite book is highlighted to keep them engaged &
their attention that helps in developing their language. Mentor supports students who
learn dual-language by involving books and recording readings in classroom book
collection.
 Resources available in-house- There are several resources which is used are paper,
textbooks, notebooks etc. which encourages students to have effective learning.
 Internet/intranet- The use of internet and intranet is considered as resource of multi-
agency approach that offers knowledge to students which can be access by anyone to
search information. In education institution there is deployment of intranet-based
technologies that allows students to have access to learning materials outside school
(Palombo, and Daly, 2022).
 Provision of specialist counselling- The counsellor helps in promoting student advocacy
which develops high educational and career aspirations in students. The data are used for
determining educational practices which helps in student progress. The counselling is
educative function which helps in personal and social development of students in school.
 Resources available for special learning needs- In the multi-agency approach there are
several resources for learning which is needed by student such as textbooks, novels,
multimedia, digital learning resources, lectures etc. which helps in achieving student
educational goals. The mentor takes use of these resources to provide more knowledge on
specific topic to students.
 Opportunities for the development of numeracy skills- The opportunity to develop
numeracy skills is provided by mentor which helps in developing their logical thinking
and reasoning strategies in daily activities. Through numeracy skills problems can be
solved.
Factors influencing referral process
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The referral process is defined as steps taken by mentor in order to get extra assistance
for students with whom they work directly. In Schools there are three types of referrals such as
referrals for disciplinary issues, special education evaluations & counselling services. There are
several factors which influence referral process which are as follows-
 Specific nature of student’s needs- Every student has specific nature of need such as
learning opportunities, mentorship, self-knowledge, chance to practice etc. which affects
referral process.
 Limit of own competence & skills- It is factor which affect referral process as
competence is boundary that cannot be overstepped while trying to jo job properly.
 Conflict of interest- This occurs when person is involved in multiple interest financial
compromise judgements, decisions and actions in workplace. It is clash which occurs
between requirements & interest (Thompson, 2019).
TASK 3
Reflection
From above discussion, it is very significant to gain the understanding regarding the
process of one-to-one teaching as well as learning as it is so effective and can be helpful to
develop it in the future period of time. There are different ways to monitor the teaching process
and it consists of the feedbacks from the students and colleagues.In regards with the process of
one-to-one teaching and learning, I have evaluated and analysed that such kind of process of
teaching takes place directly in between an individual student as well as one teacher.
 Evaluation of specialist skills: Through making use of the process of one-to-one
learning and teaching while providing teaching, knowledge or instructions to the students
within the classroom, I have develop a wide variety of skills such as communication
skills, problem-solving skills, decision-making skills, time management skills and many
more. As a teacher or mentor, at time of teaching the students in the classroom, providing
lectures, sharing knowledge and information, I have evolved communication skills. Such
kind of skill has provided assistance to me in the process of sharing my views, thoughts,
expressions, knowledge, information, ideas, opinions and perspectives to the students
regarding a large number of different topics as well as concepts. Effective method of one-
to-one teaching and learning can also assisted me in reflecting on my teaching and also
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on my teaching as well as learning strategies so that I can make the adjustments for the
purpose of making effective and better progress within the process of learning and
teaching. Feedbacks from the peer and colleagues is an essential aspect within the process
of respective teaching and learning because it helps in providing a unique context in
which the students can learn a range of the critical social and emotional skills, like
empathy, cooperation as well as strategies that are concerned with the aspect of the
problem-solving.
 Feedback from peers: The feedbacks from the peer can also contribute adversely to the
social emotional development through exclusion, bullying and deviant peer processes.
The peer's feedbacks also offers a metacognitive process of the method of learning within
that both the teachers as well as the students are able to get the feedbacks. Along with it, I
have also observed that the teachers will get the feedbacks on their pedagogical practice.
 Formal observation feedback: In regards with one-to-one learning and teaching, I have
taken formal observation feedbacks within the classroom. I have also evaluated that these
feedbacks are generally related with the assessment tasks and consist of competencies or
attainment of standards, marking criteria and is recorded for both the teacher as well as
students in the form of evidence.
 Performance review: This has facilitated me in minimising the mistakes which can get
corrected immediately. Through conducting one-to-one teaching as well as learning
process within the classroom for providing classes to the students, I felt that students
have the consistent attention of mine and therefore, they listen to and also speak more
English than they might within a group situation. With the support of performance
review, I have also observed that students within the classroom can contribute to the
classes more along with feeling part of the process of learning through bringing sources
such as books, articles or songs from the local newspapers to the class.
I have also analysed that instead of being within a group setting with the other students
nearby, one-to-one instruction gives a setting in order to more interact with less distractions. In
context to the one-to-one teaching as well as learning process, I have been evaluated that a
mentor or a teacher is able to concentrate on the individual requirements of the learners. From
such concept, I have analysed that a teacher may not be able to do so within the classical
classrooms. From the aspect of one-to-one teaching and learning, I have observed that it is
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beneficial as it has provided assistance to me in the process of creating a supportive environment
in which there is a greater disclosure of the misunderstanding.
Identification of strengths and areas for development
 My strengths: I am a good learner or listener that helps me to become an effective and
better mentor as I have the ability to listen and understand the problems, goals,
expectations as well as queries of the students for providing better solutions to them
related to their interest area. My helping nature and value are my major strengths that
provide assistance to me in interacting in a better way with other people.
 My weaknesses: As a mentor, my major weakness is that it is difficult for me to convey
or share my idea, viewpoint as well as information to the other people or students because
I am not good at communication skills. It creates an issue for me to become effective
mentor. I am also weak at time management skills as I am not able to manage my time
and activities appropriately.
Action plan
Skills Action plan Resources Time frame
Communication
skills
To develop this skill, I need to join
the institute where I attend classes to
improve my communication skills.
For this, I also have to practice it
daily which is necessary for
improvement.
Friends, family,
relatives,
colleagues, higher
authorities, etc.
2 months
Time management
skills
To develop this skill, I need to
design programs and also to follow it
strictly which will allow me to
maintain schedule effectively.
Calendar,
stopwatch, alarms,
clocks, timetable.
Set schedule, etc.
1 month
Team working skills To develop team working skills, I
actively participate in team work
projects as there are various projects
that need to be done in a team.
Campaigns, group
discussions, team
members and many
others.
4 months
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Decision-making
skills
Learning how to plan, take orders,
ask the expert, set deadlines,
experiment and more can all help me
improve my decision-making skills.
Emotional
intelligence,
quizzes, setting
plans and
creativity.
3 months
Interpersonal skills Setting my goals, focusing on the
conversation, staying positive,
maintaining good posture and much
more helps me develop my
interpersonal skills.
Teamwork,
friends, family,
other authorities,
colleagues,
relatives, etc.
2 months
Conclusion
From above discussion, It has been concluded that the aspect of one-to-one teaching and
learning helps in developing a sense of trust towards one another and naturally establishes a bond
between a student as well as a teacher. This report has been included the strengths and
weaknesses along with the areas for development in regards to a mentor. Moreover, there has
been a career action plan in order to improve the less effective and developed areas of a mentor
so that it can become an effective teacher or mentor.
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References:
Aravena, 2018. Mentoring novice school principals in Chile: what do mentors
learn? International Journal of Mentoring and Coaching in Education.
AuCoin, and Wright, 2021. Student perceptions in online higher education toward faculty
mentoring. E-Learning and Digital Media, 18(6), pp.599-615.
Burt, 2019. The art of listening in coaching and mentoring. Routledge.
Comiskey, 2022. How to be a Great Cell Group Coach: Practical Insight for Supporting and
Mentoring Cell Group Leaders. CCS Publishing.
Gilmore, 2021. Implementing a coaching model for the development of online
teachers. International Journal for Academic Development, 26(2), pp.121-133.
Guccione, and Hutchinson, 2021. Evaluating Mentoring and Coaching. In Coaching and
Mentoring for Academic Development. Emerald Publishing Limited.
Kapadia, and et.al., 2021. Teaching and mentoring early in surgical practice. The American
Surgeon, 87(6), pp.933-937.
Light, and Curry, 2021. Game Sense for Teaching and Coaching: International Perspectives.
Routledge.
MacPhail, Tannehill, and Ataman, 2021. The role of the critical friend in supporting and
enhancing professional learning and development. Professional Development in
Education, pp.1-14.
Palombo, and Daly, 2022. Educative mentoring: A key to professional learning for geography
teachers and mentors. In Mentoring Geography Teachers in the Secondary School (pp.
208-223). Routledge.
Patterson, and et.al., 2022. Building academic leadership capacity through coaching. Nursing
Education Perspectives, pp.10-1097.
Thompson, 2019. The magic of mentoring: developing others and yourself. Routledge.
Viera, 2021. A Comparison of Mentoring and Coaching: What's the Difference?. Performance
Improvement, 60(7), pp.13-20.
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