Teaching Education Report: Coaching vs Mentoring, Strategies for Improvement, and Action Plan

This report discusses the differences between coaching and mentoring, strategies for improving listening skills, and a five-step action plan for mentoring. It also includes a case study of a student with listening issues and the author's strengths and weaknesses as a mentor.

Running head: TEACHING EDUCATION REPORT
TEACHING EDUCATION REPORT
Name of the Student
Name of the University
Author Note

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TEACHING EDUCATION REPORT
Table of Contents
Task 1.........................................................................................................................................2
Task 2.........................................................................................................................................4
Task 3.........................................................................................................................................6
Reference....................................................................................................................................9

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Task 1
Both the terms coaching and mentoring are regarded as synonyms but when
considered on a stricter sense, there is an ample amount of difference between the two.
Coaching is defined as the process of making individual learning and development so that
their skills in performance is enhanced to a certain level (Cox, Bachkirova and Clutterbuck
2014). Mentoring is defined as the system of improvising efficiency of work, knowledge and
thinking mode, which in turn maximises the individual potential (Johnson and Ridley 2015).
There are a number of differences between the two concepts of coaching and
mentoring which can be traced as follows:
 Coaching is based on task while mentoring is based on relationships, which implies
that coaching is based on only professional relationship while mentoring is based on
both personal and professional relationship.
 The span of coaching is always short-term while the time span of mentoring is long
term. This concept implies that coaching is only limited to a specific period of time
while mentoring can be of long term (David 2016).
 Coaching is driven by performance while mentoring is driven by development of the
individual. This makes the concept of mentoring way more inclusive than coaching as
within the realm of mentoring includes the concepts of personal development and
professional skills.
 Coaching does not include a plan or a strategy in its discourse while mentoring does
include a plan that has to be included in its discourse. Mentoring of a person requires
a planning that has to be included in the whole procedure to make the whole plan
effective.

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In order to have an effectiveness of the role, the needs and effectiveness of the students need
to be considered. I had to meet the requirements and the needs of the students according to
the assignment given to him understanding his style of learning. I even tried to make the
student identify their own needs and responsibilities and make them aware of the required
skill for reflection and self-awareness (Garvey et al. 2017). The task of mine included to
address the potential planning for the action plan of the student and providing feedbacks with
monitoring the achievements.
My learner who had listening issues had to be dealt with lot of care and patience. He
used to get angry whenever any person failed to listen to his actions. I had to allocate some
extra time and efforts for this particular reason, which gave me the reason to be patience and
calm and maintain all the basic requirements for the same. (Mendelsohn and Lynch 2013)
One on One discussion is something that I did with my student and gave him ample scope to
identify his own potentials. Spending extra time with him and listening to all his problems
also made him a lot better in every situation. I asked him to follow some of the basic
strategies of listening skill, which made his situation a lot better in every aspect. One of the
major changes that was allocated was to make him calm and even take a break when he was
feeling angry and not heard by his surroundings. I also asked him to stay away from fights to
keep his mind comfortable and even listen to good music so that he can implement the skills
of listening with great ease.
He overcame his own barriers and made sure to implement my learning and
mentoring in making him overcome his difficulties in listening and used his own skills to
develop the same without any hassles.

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Task 2
In making my student achieve the desired skills, I implemented four strategies to
make him well aware of his issues and the ways to overcome them in an effective manner.
One of the first strategies is to make him have a one on one discussion with the listener who
will make him aware of the issues he is facing with both listening skills and with the
distraction, he is facing along with other complications. I will provide him the demonstration
that he requires through the medium of videos, hand him books, and articles that will give
him the required knowledge to improve his skills. The whole process will ensure that he gets
scope to improve his skills and get a clarity in his ideas regarding the ideas conveyed.
Demonstration of theories and techniques can also help in the overall improvement of the
listening skills of the student and also helps in managing his anger when the others do not
listen to his words and actions. Another way of using the technique is to make him aware of
the reasons why he should not be impatient with the whole task and rather be calm with the
process on which he is working. These type of problems require time and proper mentoring
which means that under no circumstances, the works and pressures should be implied upon
the student without him getting a fair idea about the needs of his duties.
In dealing with the issues of the students, I thought to consult some of the agencies,
which would have helped me in mentoring my student in a more effective way. The first
agency that would have helped me is a therapist that would have helped me in knowing the
condition of the student in a better way. The therapist would have made sure that the student
gets the immediate result of the counselling and would have made me aware of the
implications that any wrong technique or procedure would have encouraged. The second
agency that has given me the technique to deal with the student in a friendly approach
understanding his situation and requirements better is the counsellor (Bond 2015). The

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counsellor has given me the approach to go ahead with the mentoring process and has had
make sure to engage in a separate one on one discussion with the student to understand his
point of view in association to the problem he is facing.
With the help of the above mentioned agencies, the student was able to be treated well
and was also made sure to adopt to the new skills that the mentoring has given him and also
get rid of his problems in a more effective and easy way. The agencies made sure that the
disability and shortcomings of the attitude did not play any role in cementing his future. The
mentoring along with the agencies involved made the whole process easy to execute and
implement.

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Task 3
I was assigned a student with a peculiar problem of listening issues that required
immense patience and practice to set things in the right way. The student was very impatient
and I had to deal with him with my resource and power to make him aware of his difficulties
and make him learn the things that he lacked and wanted to incorporate in his list of abilities.
In achieving the task assigned to me, I came across my own set of problems and strengths
that helped me deal better with the situation and to help deal with such future problems in the
longer period (Sauerwein 2014). The strengths that I came across was my patience and the
ability to understand the situation without the need of explaining in a detailed way (Hume
2016). The case study provided to me was brief enough to get an idea about the student and
the rest I had to discover while mentoring the student in his way to achieve and overcome his
problematic self. The task required a lot of patience and also a lot of listening skills to the
student in order to cater to his demands in a more matured manner. The student was
understanding enough in explaining his own issues in a very detailed way which actually
helped me to deal with the situation in a more effective way 9 Beck, Davis and Freeman
2015). The task though seemed to be a very easy flowing one at first demanded a lot of my
energy and patience and in achieving the success of the stated assignment in mentoring the
student, I found out a number of my weaknesses that affected me in my works to a great
extent. The weakness that I discovered in me ranged from lack of listening skills and being
stressed at the slightest of things. Like my student, I too suffered from lack of listening skills
which meant that I had to work on my own listening skills and implement the positive results
in my student’s behaviour. I faced a number of difficulties in dealing with my problems, as I
had to counter both the student’s issues and mine at the same time. Whenever I used to face
some issues regarding my power to listen to my student patiently, I used to stroll out of my

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room and get some fresh air without being too harsh on the candidate. Taking rests in
between the work helped me a lot dealing with stress and listening issues in a greater way.
In determining the weakness of my student, I came across the above mentioned
strengths and weaknesses that helped me a lot with my own work and also made sure that I
improve in every genre of the term. My work as a mentor also made me realise my own
mistakes and the areas I needed to improve in the sectors of my work (Bozorgian 2014). I
needed to improve in my listening skills and also reduce the level of stress to a great extent.
The areas that required emphasis for better performance included my patience and
understanding skills that helped me to understand the situation better and to help the student
in mending his disability.
In respect to one-on-one sessions while tutoring, mentoring and teaching an action
plan involving five steps should be included to make sure that the plans and actions are
implemented accordingly (Drucker 2017). The five step action plan should include the factors
like finding out the needs of the action and the required steps for the same, finding out the
strengths that are required in making the plans in a positive way, finding out the weakness
that needs to be addressed and at last implementing them using a proper strategy and plan.
The five-step action meant that no issue of the student goes unanswered and he is not left
unsatisfied in his experience of being mentored. The first task was to find out the exact
problem of the student as well as his strengths that needs to be catered to (Bruce and
Bridgeland 2014). The student needed to be studied and the problems needed to be discussed
carefully in order to get an eminent solution for the same. The next step included to find my
own strengths and difficulties in making out what the student expects and what can be
delivered with the changes and improvements needed for the same. The whole process should
be done in a positive way and should be addressed with much care and concern so that it does
not demotivate the student in any way. Another way of making the student believe in his

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capabilities is to improve the own capability of the mentor and overcoming my own
difficulties in the same. The weakness of the mentor needs to be addressed too in order to get
the required solution for the same. The implementation of the plan requires ample amount of
strategy that needs to be pre-planned with all zeal and advancement. The plan will require
time and advanced strategies that will be specialised for individual requirements. Mentoring
for the students require a lot of efforts that needs to be addressed in a very balanced way and
should be accordingly mentioned in the plan stated.
In mentoring a student suffering from a certain difficulty, it is required to follow
certain amount of steps and make action plans accordingly to the needs of the system. The
effect of planning and mentoring in a positive way made the whole process lot easier and
according to the plans making sure that both the problems of the student as well as the mentor
is addressed in a proper way.

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Reference
Beck, A.T., Davis, D.D. and Freeman, A. eds., 2015. Cognitive therapy of personality
disorders. Guilford Publications.
Bond, T., 2015. Standards and ethics for counselling in action. Sage.
Bozorgian, H., 2014. The role of metacognition in the development of EFL learners’ listening
skill. International Journal of Listening, 28(3), pp.149-161.
Bruce, M. and Bridgeland, J., 2014. The mentoring effect: Young people’s perspectives on
the outcomes and availability of mentoring. Washington, DC: Civic Enterprises with Hart
Research Associates.
Cox, E., Bachkirova, T. and Clutterbuck, D.A. eds., 2014. The complete handbook of
coaching. Sage.
David, S., 2016. Beyond goals: Effective strategies for coaching and mentoring. Routledge.
Drucker, P.F., 2017. What Makes an Effective Executive (Harvard Business Review Classics).
Harvard Business Review Press.
Garvey, B., Garvey, R., Stokes, P. and Megginson, D., 2017. Coaching and mentoring:
Theory and practice. Sage.
Hume, D., 2016. An enquiry concerning human understanding. In Seven Masterpieces of
Philosophy (pp. 191-284). Routledge.
Johnson, W.B. and Ridley, C.R., 2015. The elements of mentoring. St. Martin's Press.
Mendelsohn, D. and Lynch, T., 2013. Listening. In An introduction to applied linguistics (pp.
190-206). Routledge.

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Sauerwein, J.T., Hand Held Products Inc, 2014. Distraction Avoidance System. U.S. Patent
Application 13/780,158.