Strategies to Help Students and Role of Mentor

This document discusses the similarities and differences between teaching, coaching, and mentoring. It also explores the responsibilities of a mentor and the effectiveness of mentoring in helping students achieve their goals. The document further reviews the processes involved in one-on-one coaching, mentoring, and teaching and their emotional, intellectual, and social benefits for students. Additionally, it identifies five strategies used by mentors to help students and explains the reasons for selecting these strategies.

Working with Individual
Learner

Table of Contents
INTRODUCTION...........................................................................................................................1
TASK 1............................................................................................................................................1
a. Analysing similarities as well as differences among teaching, coaching and mentoring. Also,
summarising responsibilities that the role entailed......................................................................1
b. Reviewing effectiveness of the role to help students achieving goals as a coach or mentor...3
c. Reviewing processes involved in one to one coaching, mentoring and teaching in relation to
emotional, intellectual as well as social benefits for students.....................................................4
TASK 2............................................................................................................................................6
a. In the role, identification of five strategies that is used to help students and the reason to
select the strategies......................................................................................................................6
b. Reviewing resources required for an effective multi-agency approach as well as
explaination of the factors which influence referral process.......................................................7
TASK 3............................................................................................................................................9
a) Effectiveness of own practice..................................................................................................9
b) Action plan to improve skills................................................................................................10
CONCLUSION..............................................................................................................................12
REFERENCES..............................................................................................................................13

INTRODUCTION
Individual learner is the person who acquires involves in the learning process to acquire
skill and knowledge by instruction, experience or study. Individual learning starts with
engagement, motivation along with interest of the learner. Working with individual learner
benefits a person to improve skill sets, academic performance, fostering social inclusion and
confidence (Swanson, Kong and Petcu, 2018). Individualised learning allows students to learn as
per own convenience with teacher direction. The assessment is based on learner of Earlier
Primary School that have objective of working together for building brighter future.
The assessment is prepared in three tasks. Task 1 covers differences and similarities
between mentoring, coaching and teaching. It further summarises responsibilities of entailed
role, effectiveness of role to help students in achieving goal and reviews processes that are part
of one to one coaching, teaching and mentoring in context of emotional and other benefits for
students. At same time, Task 2 includes five strategies that are used to assist students and review
of resources that are required for an effective multi-agency approach and factors which influence
referral process. In task 3, effectiveness of own practice is analysed and five point action plan is
developed.
TASK 1
a. Analysing similarities as well as differences among teaching, coaching and mentoring. Also,
summarising responsibilities that the role entailed
Teaching
Teaching refers to the organised procedure in which people learn skills together with
knowledge for definite purpose (Palfreyman, 2018). It is related to developing a specific skill at
desired standard through practice and instruction. In Earlier Primary School, teaching is the
action which enhances skills of learners to complete studies.
Coaching
Coaching is defined to form of development wherein an experienced person supports
learners in attaining particular personal and professional objective through providing training
together with guidance. Within Earlier Primary School, coaching is about unlocking potentials of
learner for maximising own performances. It assist them to learn despite of teaching learners.
Mentoring
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It is described as a relationship wherein more knowledgeable and experienced person
assist less knowledgeable person. In Earlier Primary School, mentors share information with
mentee (learners) about their career path and provide emotional support, guidance and role of
modelling.
Differences among mentoring, teaching and coaching
Basis of
differentiation
Coaching Teaching Mentoring
Purpose Main purpose of
coaching is to
improve
performance of
learners in
education. This
includes enhancing
their existing skills
and helping them to
acquire new ones.
Purpose of teaching is
craft authentic learning
reflections for the
students. It helps
learners to make
decisions for learning
objectives and ways to
achieve them
(Napolitano, 2016).
Purpose of mentoring is to
help learners with
exploring careers,
developing contacts,
setting objectives and
identifying resources.
Time horizon The time horizon in
coaching is short
term.
In teaching, time
horizon depends on
purpose for which
training is provided.
Time horizon in
mentoring is of long term.
Facilitator skill
requirement
In coaching, experts
that are best in their
field are required to
coach learners.
In teaching, people with
high knowledge level,
expert in field addition
to practical application
experience.
People with high
knowledge together with
experience in the field are
required as mentor for
learners (Beere, 2020).
Similarities between coaching, teaching and mentoring:
 Coaching, teaching and mentoring facilitate learning of students and assist them to take
responsibilities as well as manage their own learning.
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 These all are learning relationships or actions that helps learners of Earlier Primary
School to take charge of own development, release their potentials together with attain
outcomes which they value.
 All these improve performances of learners and keeps their hands in providing guidance
to students to achieve proficiency in specific skills development as well as change
(Vandergrift and Baker, 2018).
Responsibilities in the role entailed:
In training, role entailed is mentor for helping students to achieve their goal. The key
responsibilities of a mentor are as summarised:
 In Earlier Primary School, overall responsibility of mentor is to promote growth and
development for improving learner’s knowledge and skills.
 A Mentor establishes explicit goals addition to objectives with a student for the
relationship.
 Devoting time to learners and supporting their ideas related to learning.
 Maintaining boundaries with learners and providing support addition to guidance to
learners that are experiencing difficulties in studies because of emotional, behavioural,
social or other concerned issue (Zyzik, 2016).
b. Reviewing effectiveness of the role to help students achieving goals as a coach or mentor
Role of mentor is to develop effective mentoring relationship that results in achievement of
goals of students. With the role, mentor provides guidance as well as support in many number of
ways together with situation that contributes in success of learners to achieve their learning and
personal objectives (Charbonneau-Gowdy and Cechova, 2017). Moreover, mentor assist students
and help them to develop strong skill sets in order to make them efficient in handling any kind of
situations. Mentor believes in capabilities of students and assist them to recognise as well as
celebrate their successes.
Role of mentor is to help students in brain storming career possibilities, setting career goals
together with establishing action plans that benefits in reaching professional goals in bets
possible ways and limited duration. Mentor is also a great source of networking opportunities
that aids students to explore career and achieve the identified objectives. Mentoring is significant
not because of skills and knowledge learners could learn from mentor, rather also as role of
mentor provides personal support together with professional socialisation for facilitating success
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in primary school or beyond. When mentors perform their roles in effective manner then it
greatly enhances possibilities of success for students to achieve personal goals.
c. Reviewing processes involved in one to one coaching, mentoring and teaching in relation to
emotional, intellectual as well as social benefits for students
One on one coaching
It is an opportunity for learners to sharing their career advancement, ideas and other
things with mentors in private setting (Blidi, 2017). In relevance to Earlier primary School, main
role of mentor is to listen, draw key issues and provide solution that leads to intellectual, social
and emotional benefits for learners. The steps or processes involved in conducting one on one
coaching to provide benefits to learners are as follows:
Analysing: It is the first phase in which past performance of students are analysed and
accordingly performance gap of an individual learner is identified so to provide them
opportunities to develop and gain social, intellectual addition to emotional advantages.
Preparing: Prior start of sessions, objectives of coaching session are set so to prepare
students for them. Coach helps student to learn to show empathy and improve scores to gain
various benefits.
Conduct: In the one on one coaching session, coach ask questions for opening dialogue,
sharing insights, perspectives and gain commitment from students.
Documenting: Herein, students documents list and wiki of the best practices as well as
learn tips that are based on experience and inputs that helps them in achieving benefits.
Follow Up: One on one coaching is ongoing process. In the stage, the entire process is
repeated so that students achieve numerous benefits from attending such kind of sessions.
One on one mentoring
One on one mentoring is the structured program which is devised between mentor and
mentee for developing healthy decision making on the part of students to improve their
emotions, intellectuals and social relationships (McEnery and Gablasova, 2017). In context to
Earlier primary School, one on one mentoring is devised through mentioned stages so to benefits
students:
Investigation: One on one mentoring begins with getting to know session for developing
trustworthy relationships between mentor and mentee. It is crucial for mentor of Earlier Primary
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School to investigate the environment that mentee expect in order to make them comfortable and
develop their emotions, intellects and social relationships.
Identification: In this stage, mentor supports learners (mentee) to face challenges
through identifying as well as continuing to build on strengths, needs and objectives of mentee in
entire period to help them in recognising pitfalls and weakness that helps in achieving emotional,
intellectual as well as social benefits (i Solé, 2016).
Plan: Herein, mentor challenges mentee to think out of box that permits creative thinking
along with tackling issues. The main role of mentor is to leave student with food for thought as
well as letting mentee to make final decision and gain emotional or intellectual benefits.
One on one teaching
One on one teaching is said to something that most teachers try at some point in their
career to benefit students. In relevance to Earlier Primary School, processes of one on one
teaching that leads to benefiting student are underneath:
Pre active phase: The first stage wherein teachers plan to improve knowledge and skill
sets of students. They benefits learners by formulation objectives, preparing study material,
arranging styles of teaching, selecting intuitional methodologies, developing teaching strategy
and making decision for evaluation of tools that leads to emotional and intellectual benefits to
students.
Interactive phase: The stage is said to execution of plan that are made during pre-active
stage. It is actually a classroom teaching wherein teachers of Earlier Primary School gives
students learning experiences by using various suitable modes that gives emotional, social and
intellectual benefits to learners.
Post active phase: It is evaluation stage of teaching what arises when teacher have left
students and makes attempts to look back towards what happened in the class (Bull, 2017). It
includes evaluation activities and summing teaching tasks to improve emotional and intellectuals
of students.
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TASK 2
a. In the role, identification of five strategies that is used to help students and the reason to select
the strategies
To help students, there are many strategies that are used by mentor. Role of mentoring is
based on long term relationships that are focused on development together with growth of
students. A mentor is a guide for learners as they introduces power groups along with contacts to
students that helps in achieving growth (Van Buren and Schrag, 2018). In Earlier Primary
School, role of mentor is to give realistic as well as unbiased advices to their mentees or learners
that helps them in becoming successful. In education or other industry, mentorship helps learners
through lows addition to highs in the career. Mentioned below are certain strategies that are used
by mentor to help students:
Giving tall order: One of the strategy that is used by mentor of Earlier Primary School is
to help students is to assign fairly difficult task for completing learning which requires
involvement of learner and mentor. The reason to select the strategy is because mentors do not
guide students as per weekly chats despite they believes in making mentees effective to face all
types of issues and deal with complex situations. The strategy helped students to build ongoing
relationship and the courage to always more towards specific objectives. By keeping track of
orders together as well as using them as mentoring aid helps students to gain practical advice,
becoming more empowered for decision making, developing strategies to manage academic
issues and learning from performances.
Cooperative learning: It is systematic pedagogical strategy which motivates or influences
small group of learners to work together so to achieve common academic objectives (Brulles,
Brown and Winebrenner, 2016). It is successful mentoring strategy wherein small teams, all with
students of distinct ability level, uses variants of activities for helping them to improve
understanding of subject. In Earlier primary School, the strategy is used by mentor as to combine
classroom based learning with practical work experience to help students in having insights
about how manager manages multiple personnel and the ways all perform actions to achieve
common objectives. The strategy helps students to produce higher achievements, greater intrinsic
motivation and developing better attitudes towards mentor.
Integrating technology: Presently, mentors and other educators have realised that
computer literacy is essential element of student’s learning. Mentors of the primary school used
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integrative technology strategy into course curriculum at the time when appropriate is proving to
be valuable for improving and extending learning experience for students. The purpose of using
the strategy is to revolutionise learning process and making information accessible to students
easily. It helps students to learn in supportive educational environment in which assignments are
completed on computer system despite of normal paper. This improves their working of
computer that will benefit them in future when they will work in corporations.
Holding students accountable: In educational institution, mentor used the strategy for
holding students accountable for the things which they will accomplish in defined time. In
context to Earlier Primary School, mentor used the strategy so to help students to hold
accountability for their working and activities that will be achieved in particular time. When
students greets mentor, mentor hands them a post-in note in which learners are directed for
writing minimum of three SMART objectives for the learning period. Moreover, there is time set
aside in class period in which combination of mentor check-ins as well as independent work for
learners to read their objectives to group together with receive feedback. This helps students to
refine their goals and adjust time to achieve goals of learning (Ryan, Kitone and Fleming, 2017).
Active learning: The strategy refers to learning environments which allows students to
consult, talk, listen, write, read along with reflect when they approaches towards course content
by role playing, informal small groups, cases studies, problem solving exercises, simulations and
other activities which requires students to execute what they are studying or learning. In this,
instructional strategies are used by mentors as it engages students in learning phases for
stimulating critical thinking as well as generating greater awareness about others perspectives.
Furthermore, mentor of Earlier Primary School used active learning strategy to instruct students
and involve them actively in learning with course material via many methods.
All the identified strategies are used by mentor of Earlier primary School as these helps
students in developing culture of professional addition to personal growth by sharing knowledge
and experience.
b. Reviewing resources required for an effective multi-agency approach as well as explaination
of the factors which influence referral process
Multi agency approach is the method that consists of developing Counter Violent Extremism
infrastructures to ensure that learners at risk are provided support at initial stages and
practitioners have potentials to share information across all hierarchies (Monson, 2017). It is an
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effective way to provide support to students with additional requirements as well as helping them
to secure real improvements in their learning outcomes. In Earlier Primary School, effective
multi working approach makes unique contribution to early along with preventive intervention
services as it is an efficient way to address multiple cross cutting risk factors which contributes
towards poorer results for students and professionals. In this, one of resource used is technology.
It is also known as web based resource that supports students, coach, mentors and teachers to
coordinate their working and deal with risk factors that hampers workings. The resource is
structured nearby service delivery models as well as provides working solutions with good
practices. The resource addresses success factors, practical advices and many to perceive benefits
of the approach.
The other resource required for effective multi agency approach is human resource which
devises and executes aspects and essentials of the approach. Human resource is required at all
stages of development to follow up stages of the effective multi agency approach (Farrell and
Rushby, 2016). The resource promotes as well as safeguards other resources that are concerned
with the approach in Earlier Primary School.
Factors that influence referral process
Referral process is the action that is taken by a mentor, coach or teacher for getting extra
assistance or guidance for students or learners with whom they works in direct manner. In Earlier
Primary School, there are three kinds of referrals that includes referrals for special education
evaluations, counselling services as well as disciplinary issues. The factors that influence referral
process of mentor, teacher or coach in Earlier Primary School are as explained:
Academic factors: These are related to academics and affects overall decision making of
teacher to give referrals to students. Certain academic factors includes self-efficacy, time
management, student’s behaviour and engagement in class activities influences referral processes
in education. In case with Earlier Primary School, poor academic achievements as well as
misbehaviour appears to be factors that plays crucial role in influencing referral processes by
professionals. From other researchers, it is analysed that there are many other factors such as
intellectual ability and education placement that are characterized as stimulators in referral
process (Lee, Yeung and Ip, 2016).
Non-academic factors: The factors that are not associated or concerned with formal
education are termed as non-academic factors. Examples of non-academic factors are family
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support, teacher’s belief system, threat of litigation, confusion related to state or federal
guidelines and so on influences referral procedures of teacher or coach in Earlier Primary
School. Moreover, teacher’s knowledge about individual differences, tolerance, class size and
willingness to change curriculum are found to influence decision making ion referral process.
TASK 3
a) Effectiveness of own practice
In order to build effective relations in one-to-one teaching with the students my own
practice plays an important role as this help in promoting collaborative learning so that optimum
utilisation of teaching skills can be done and better understanding can be created. It is important
that i increase my own practice so that i can improve my skills which can help me in creating a
quality learning atmosphere so that better results can be achieved. It is important that i review
my own teaching practices regularly which will help me in evaluating the efficiency with which i
am able to deliver the lectures so that better relations can be built with students. There are four
dimensions which help in creating an effective learning atmosphere which includes interest,
clarity, organisation and a positive classroom climate. I need to focus on these concepts which
will help in improving and creating an effective learning environment so that the understanding
of students can be enhanced which will also encourage the students in taking interest in my
lectures. I need to continuously reflect on my ability to make the students understand clearly
about the concepts so that better understanding can be created among them which will also
improve their marks in class. I need to improve my one-to-one teaching skills through
continuous practice which will enable me in improving the quality of my teaching so that i can
improve the understanding of students.
In order to improve my ability to mentor, coach and tutor the students effectively it is
important that i understand the requirements of each student which can help in identifying the
improvement in areas which i need to make so that the requirements of students can be fulfilled
in an efficient manner. I can take help of 360 degree feedback which can help me in knowing
about the areas where improvements are required so that i can become potential enough in
dealing with the requirements of students. Through practicing my strengths i can minimise the
negative impact of my weaknesses on students which will also help me in gaining their
confidence and trust in me. Further through continuous practice i can convert my weak areas into
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strengths which can then be used in developing effective learning environment so that i will
become potential enough to deal with the problems faced by students. My other colleagues will
also develop confidence in me and my capabilities and will allow me to make decisions
regarding teaching and mentoring students. Own practice will also help me in gaining knowledge
regarding about how i can better deal with various situations along with minimising the
communication gap between students so that they can feel free in sharing their feelings and
doubts efficiently. This will also create a friendly learning atmosphere so that two way
communication can take place and the students can feel free in coming up with their thoughts
and opinions which will also encourage them to participate in class activities.
b) Action plan to improve skills
In order to efficiently improve my skills and abilities it is important that an action plan is
created which can help me in improving my weak areas so that i can become overall effective in
performing my roles and responsibilities in an efficient manner. Reflection and regular 360
degree feedback can help me in analysing my skills and the areas which are strong so that i can
effectively perform my roles. I have certain skills which work as my strength and will help me in
improving my teaching skills so that i can create a better learning environment. Some such skills
are my skills related with tolerance, patience, responsibility, ability to solve conflicts etc. All
these skills help me in dealing with various situations in classroom and also in handling
situations effectively so that i can create a better learning environment. However there are certain
skills which require improvements so that i can become an effective teacher and also improve
my practice related with teaching students. Following is the professional development plan
which will help me in making improvements in these areas:
Skills Actions required Resources that
can be used
Success criteria Time
period
Communication
skills
In order to improve
this skill i need to
read more and
become efficient in
different languages
so that i can
communicate
Library books,
video lectures,
discussions with
colleagues etc.
My effectiveness in
being able to make
students understand
better so that they
can become efficient
in the subjects taught
3
months
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effectively. to them.
Technological
skills
I need to take help
from mentors to
understand more
about technology.
Also i can get
coaching for
improving my
technological skills.
Regular practice,
attending classes,
books and teachers
for helping me
through the
process.
My ability in making
students understand
the technology in
better manner so that
they can use
technology available
efficiently.
6
months
Creativity I need to take part in
various activities
and explore my
skills in various
areas so that my
ability to think
creatively can be
explored.
Group discussions,
brain storming
exercises etc.
My ability in
increasing the
interest of students
in my class along
with enhancing their
ability to think
creatively.
5
months
Systematic
organisation
I need to
systematically
organise my subjects
so that i can give
sufficient time to
each subject which
can help in
improving learning
of students.
Forming proper
schedule, time
table, allotting
each subject based
on the focus
required to be
given.
My ability to cover
all the subjects that i
teach my students so
that a collaborative
learning
environment can be
created.
5
months
Time
management
It is essential to
manage time so that
each of the subjects
can be given
sufficient time so
Time table, tools
which can help in
managing things
within time like
WBS etc.
My ability of
managing each
topics on time so
that efficient
learning can take
3
months
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that each subjects
can be learnt
effectively.
place
CONCLUSION
From the assessment, it is concluded that working with individual learner improves
capability of student to improve skill-sets and knowledge base. Individual learning permits
students to learn at own place with direction and guidance of teacher or coach. Teaching is the
action or profession that helps learners to acquire competence or virtues. In contrary, coaching is
about improving performance as well as emphasis towards present despite to past or future
learning of person. At same time, mentoring is termed to the method which assist people to gain
knowledge from experienced personality that are wise in their ways. Strategies that are used by
mentor to help student are giving tall order, cooperative learning, integrating technology, holding
students accountable and active learning. Academic and non-academic factors are some of
factors that influences referral process.
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