Working with Individual Learners

This report discusses the responsibilities of coach, mentor, and teacher in working with individual students. It explores the differences between coaching, mentoring, and teaching roles. The report also reviews the effectiveness of these roles and discusses strategies to meet the needs of individual learners. It explains the resources required for an effective multi-agency approach and factors that influence the referral process. Additionally, the report reviews the evaluation processes and analyzes the effectiveness of time and self-management skills.

Working with
Individual Learners

Contents
INTRODUCTION...........................................................................................................................4
MAIN BODY..................................................................................................................................4
1.1 Responsibilities of coach, mentor and teacher in working with individual students.............4
1.2 Differences between the coaching, mentoring and teaching roles........................................5
1.3 Review the effectiveness.......................................................................................................5
2.1 The selection of strategies to meet the needs of individual learners.....................................6
3.1 Review the resources required for an effective multi-agency approach................................7
3.2 Explain factors that influence the referral process................................................................7
4.1Review the processes..............................................................................................................8
5.1 analysis of the effectiveness..................................................................................................8
5.2 Strength and area of the improvement...............................................................................11
5.3 personal development plan..................................................................................................11
Date................................................................................................................................................11
Critical thinking and problem solving skills.................................................................................12
Medium..........................................................................................................................................12
Working under profession , Online sources, offline sources, taking ideas from the people,
suggestion......................................................................................................................................12
To improve my critical thinking and problem solving skills i will take training from the
professional whom i know and who have those skills. Training and development from the
institution, taking online lectures about the critical thinking and problem solving skills............12
1/04/2020.......................................................................................................................................12
Oral communication skills.............................................................................................................12
High...............................................................................................................................................12
Online sources, offline sources, working under the professional (Keiler., 2018), taking lesion for
the communication skills, training and development programs....................................................12
To improve my oral communication skills will work under the professional teachers who to
take communication skills. I will talk with my friends and family members and use effective
communication skills to make my oral skill more better. Online class are available which help
me to improve these skills. I will practice oral communication skills in front of the missror
which is most affective practice to learn this skills......................................................................12

1/04/2020.......................................................................................................................................12
1/05/2020.......................................................................................................................................12
CONCLUSION..............................................................................................................................13
REFERENCES..............................................................................................................................14

INTRODUCTION
Working with individuals to have the acquire the level of equal ones with respective
educations and future aspirations form the respective learning. This help in identifying different
level of dynamics during the implementation of different strategies on the individual in order to
have the identification and meet the individuals to meet the need. This is more helpful in
achieving the different quality and developing various talent. In this report, there will be
implication of various case study in order to have the boosting of various morale and encourages
them. In this report there individually prescribed instruction which will have significant impacts
in the learner to have the inheritability bas grasp education concepts.
MAIN BODY
1.1 Responsibilities of coach, mentor and teacher in working with individual students.
Coaches and mentor play an important role in developing the working with an individual with
proper implementation of the coaching and mentoring process along with procedure as the
accomplishing the task of motivation and achieving development programmes (Lewis., and
et.al.,2019). This relies in level of bulk responsibility as the appreciation of different skills and
knowledge which is being performed by the supervisions in there effective mentoring role.
As the roles and responsibilities of the coaches and mentor are as follows-
Advisor as coach helps to have the development of professional interest along with creating the
career goals for an individual. The cost has the responsibility to have individuals to have
developing the professional and career growth.
As counsellor, the coach should have the clear emphasis on building particular level of
relationship which is basically based in the respect and trust. In order to that, it has the major
responsibility for keeping the level of confidentiality which helps in building trust and respect of
an individual.
Faciliatory is turning to be the guide which have the responsibility of educating the individual
with right skills along with proper imparting of knowledge to have the more appropriate
development of the job in efficient manner.
Teachers as the coach should have proper educating along with having serving an appropriate
encouragements among the learners which is one way to have the motivation in more way of
giving positive level of feedback in order to have increasing the person moral.
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As mentor as have the role of being a constructive level of examples as role model in term of
one who is following the consistent level of ethics and value along with code of professionalism
in an organization.
1.2 Differences between the coaching, mentoring and teaching roles
There is difference between the coaching, mentoring and teaching roles as the coaching as
all about the process of providing significant level of training and supervision to an individual in
order to have perform well. On the other hand, mentoring refers to the counselling process which
is been carried out to have providence of proper guidance for supporting the career development.
As the difference coaching is on job management which have development programmes which is
to have the accomplishment of specific job purpose in order to have the improvements on the
performance and developing skills.
On the other hand, teaching is all about focusing an individual team to have the learning of
various concept as basic key points to have the performing of creatine task (Izadinia., 2016).
There should be environments where teacher have the allowance for student in order to make the
respective mistakes without causing any harm to the project or any part of team member or
organization. The teacher should have the major level of focusing other proper level of
communication for clarity of concept and key points.
Last is coaching as there is the place where things are happening as the coaching have
their transpires are during level of action which have their built upon the level of extensive
experience. This is in level of addiction to have the implementing of the basic concepts along
with key points to have implementing in different situation. There will be proper level of
implementing of different strategies to have the facing of different situation which is concerns to
be more level of unique in order to make the respective level of adjustments. The coach will
focus his or her communication on basic concepts, key points, identifying the situation, adjusting
actions, performance, and lessons learned.
1.3 Review the effectiveness
As per the task of the proper level of reviewing the different level of task of the different
coaches, mentor and teacher. As per the consideration the method of coaching is been
supervised by the superior’s person in order to have the accomplishments of improvement in
various competencies along capabilities. There are orientations of coaching is in task which have
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the major emphasis on performance for the shorter time horizon (Matsko, and et.al 2020). The
coach has the major level of specialization to have the level of expertise in the concerned level of
field. This is more formal types to have analysing the different performances of the different
subordinates in order improve them.
On the other hand, mentoring is all about the proper level of advisory process in which the
fresher or the individuals get proper level of support and guidance’s for the senior personality.
This is consideration of the relationship orientations which have major emphasis on career on the
longer term. The mentor is superiors as the person having the good level of knowledge along
with experiences in more informal types in order to help the individuals in order to have the
attaining psychological maturity and effectiveness.
As review the effectives of teacher is that’s the teacher helps to gave rage student in more way
of imparting the knowledges but setting up the different situations. On the other hand, teacher
have the filing up of complex situation which have the varying the form one society to another’s
one which have the clear dependency. As the role of the assessor have the proper assessor to
have the feedback and the respective correction are organised and carried out. In order to have
the reviewing the process it is not communicated with sensitivity and support it could prove
counter-productive to a student’s self-esteem and confidence in learning the target language.
2.1 The selection of strategies to meet the needs of individual learners
As form the above level of case study Cassie have the want to continue the progress in the
course. On the other hand, there is major level of depression de to death of her mother which is
found to be the life in more challenging way. as in the case it has been justified that’s she is the
addict which is recovering for its alcoholic behaviour along with dyslexic. So as the mentor there
will be implementation of the learner relationships as the core gave have differentiation in level
of between teacher and students (Power and Wilson., 2019). The student has their responsibility
in more way of connecting the contents along with process and product. On the other hand, the
student has the responsibility to have the learning-based readiness. With the implementation of
this learning strategies will help me to have access to content with process which is making sense
along evidence lessening art craft. On the other hand, it will be help me to engage Cassie with
readiness in developing current skill level. This will help in developing the interest in term of
respective choices and background in maintaining the learning profile of brains intelligence.
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On the other hand, in the case of Aran who is more academically is having major absentees in
college. He is having toxic level of relationships with his parent along with involvement with
major addicts along with having the feeling of family expectation. In this case, there will be
implementation of the e-learning strategy which will have proper transformation of the learning
and children services which have major development proprieties which are such as integrated
online services which have the inclusion of different information advice and guidance in
particulate way. this more common approach to have learners to accords achievements as the
unique learner’s records of achievements. There will be used at wider level of the existing
resources along with innovative approaches along more level of curium modernization using
different be technologies.
3.1 Review the resources required for an effective multi-agency approach.
As the more level of resources which is needed to have the proper implementation of
different strategies over different business perspective to have the implementation of the multiple
level of approach. As there is more level of consideration which is needed as with implication
are such as-
There is more level of identifications of my one barrier in order to have the implication of
strategy over the Cassie and Aran. As the I have to make the communication skill more
appropriate in order have the proper level of communication with Aran as he is Asian student
and Cassie is white British. This will be in addition to the support more level of advisability in
terms of language. On the other hand, in terms of Aran I need to have the different opportunities
in order to have developing numeracy and IT knowledges for the purpose of counselling in terms
of resources which are needed as follows (Fehring and Rodrigues, S. eds., 2016). I need to have
the more level of IT skills along with developing various skill of interaction to motivate Aran to
have to continuation of his studied without coming to the colleges. It will also help in motivating
him in more perspective as integrated online services which have the inclusion of different
information advice and guidance in particulate way.
3.2 Explain factors that influence the referral process
As the factors which will have the effect on the different level process as the trust have the level
of special education which can be such as –
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The level of recognitions is which the teachers which should be core together in order to have the
discussion of the student with administrations along with pattern the student is coreset in the
class.in more of agreements there can be more level of intervention to have response.
The next is response in interventions where all the level of resources to have amiability of
education which can be such as individual support in class, tutoring, and academic and behaviour
support systems, called response to intervention (RTI).
There are two important beginnings-
The first have inclusion of exposure high-quality instructional curriculum, based on core
standards, and clear behaviour expectations. The second tier have the level of All interventions,
samples of student work, grades and observations should be recorded for documentation.
The requesting level of evaluation teachers, the student, parents or legal guardians can all request
a special education referral. If teachers are recommending the referral, they must submit all
documentation from the RTI. Special educating training most have a school psychologist
perform one for socioemotional skills and autism, while teachers administer an academic test for
reading, writing, and math.
4.1Review the processes
As the process of the revaluation in terms which is more revaluing the process as the young
people wit the higher level of disengagements which is more possibly to have the more complex
level of barriers to have the learning benefit. Mentoring and the coaching have the level of
transition which is being aim to have casement of various goal and objectives (Darling-
Hammond., 2017). This is more formal types to have analysing the different performances of the
different subordinates in order improve them. Mentoring and coaching can achieve a range of
aims, depending on the needs of the young person involved and the characteristics of the
mentor/coach.
There is various process in order to have the roper evaluation as the teacher in order to have the
increase and level of knowledge to establish better level of relationship. As a teacher there rea
can be proper analysing of different skills according which plane can be made up.
This have the building of more relationship as mentoring helps in empowering the student to
have major improvements in their respective learning as formulations of goals for the figure.
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On the other hand, coaching helps in developing the opportunity to discuss technical issues. It
will also help in motivating him in more perspective as integrated online services which have the
inclusion of different information advice and guidance in particulate way.
5.1 analysis of the effectiveness
need to work on it. Not totally sure Confident
N
TIME AND SELF MANAGEMENT
Able to finish my all task on time .
Understanding evaluation on work task and the support.
Arrivals at the exact timing in the meetings.
Focus on the time management skills
Be aware of wasting time and avoiding them when completing tasks.
CRITICAL THINKING AND PROBLEM SOLVING
Evaluate all the option available at particular problem.
Able to evaluate many alternative solutions and predicting the best solution.
Have the ability to break down complex work in smaller division.
Have ability to work through synergy
Able to find out my contribution in particular management task.
ORAL COMMUNICATION
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Able to put my review against the topic in group discussion.
Have enough confidence in group discussion to be an initiator
Have the ability of cross questioning after the speech.
Enough confidence in concept explanation.
WRITTEN COMMUNICATION
Have the ability to communicate the assignment in proper instruction and
alignment of paragraphs
Ability to make the PowerPoint presentation.
Have proper knowledge of grammar and part of speech.
Ability to write proper planning and organizing in written way
Have the avoidance of plagiarism in referencing work.
INFORMATION LITERACY: READING
Have the ability to collect the secondary data from the book, journals or online
data base.
Proper understanding of task before its implementation.
Ability to compute the job by assigning the task in smaller units.
Have the ability to make out proper conclusion from task
NUMERACY
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Have the ability to perform the statistical task to achieve the scarlet in you self
Have the ability of proper interpretation of the graph, table, charts and diagram
5.2 Strength and area of the improvement
In the above analysis i have found that found that i have some god effective teaching skills but
with that i have also found that i also need some improvement in the few areas (Richards and
Sinelnikov., 2019). I have effective time management skills which is needed in the teachers and
coaches because they have to reach to their class on the times and I always reach to my class on
the time. Time management is important because without this skills we cannot take our time for
the other things in we like. I have found that i have good written communication skills i can
write any message properly and clearly so other learners can understand my message clearly and
they can use information to study purpose and they can also understand that what i wanted to
communicate with them. last strength i have found through the analysis is that i can have good
understanding of the numbered data and able to use that data to make the graphs, charts so i can
analysis any data properly and easily. This skill iv can teach to my students so they can analysis
any problem with the use of the cart and diagrams. This are strength which i have found but that
there are some areas where i need some improvement. I don’t have good oral communication
skills which is important for the teachers, coaches because they have to speak with their team
and student. I am teachers and I have to communicate with the students and if my oral
communication skills are not good than I cannot communicate with them and not able to teach
them anything’s in the class. Another improvement I need in the Critical thinking and problem-
solving skills, i need it improve this skills so I can solve the problem of the students so they can
be better learners. Students always ask a question and teachers always have to give answer to
them and have to solve their problems. I need to improve this area so in can solve the problem of
the students and teach them properly
5.3 personal development plan
Skill’s and area
which needed to
be improved
Priority Sources Activities i need
to undertake
Date
11

Critical thinking
and problem
solving skills
Medium Working under
profession,
Online sources,
offline sources,
taking ideas
from the people,
suggestion
To improve my
critical thinking
and problem
solving skills i
will take
training from the
professional
whom i know
and who have
those skills.
Training and
development
from the
institution,
taking online
lectures about
the critical
thinking and
problem-solving
skills.
1/04/2020
To
1/05/2020
Oral
communication
skills
High Online sources,
offline sources,
working under
the professional
(Keiler., 2018),
taking lesion for
the
communication
skills, training
and development
To improve my
oral
communication
skills will work
under the
professional
teachers who to
take
communication
skills. I will talk
1/04/2020
To
1/05/2020
12

programs with my friends
and family
members and
use effective
communication
skills to make
my oral skill
more better.
Online class are
available which
help me to
improve these
skills. I will
practice oral
communication
skills in front of
the mission
which is most
affective practice
to learn this
skills.
CONCLUSION
From the above report, it can be concluded that Working with individuals in identifying different
level of dynamics as different strategies on the individual in order to have the identification and
meet the individuals. The coach should have the clear emphasis on building particular level of
relationship which is basically based in the respect and trust. There should be environments
where teacher have the allowance for student in order to make the respective mistakes without
causing any harm to the project or any part of team member or organization. The mentor is
superiors as the person having the good level of knowledge along with experiences in more
13

informal types in order to help the individuals in order to have the attaining psychological
maturity and effectiveness. It will also help in motivating him in more perspective as integrated
online services which have the inclusion of different information advice and guidance in
particulate way. Mentoring and the coaching have the level of transition which is being aim to
have casement of various goal and objectives.
REFERENCES
Books and Journals
Online
Lewis, H., and et.al.,2019. Mentoring, coaching and collaborative dialogue to support
professional learning throughout teachers’ career paths; exploring roles, responsibilities, tensions
and opportunities.
Izadinia, M., 2016. Preservice teachers’ professional identity development and the role of mentor
teachers. International journal of mentoring and coaching in education.
Matsko, K.K.and et.al 2020. Cooperating teacher as model and coach: What leads to student
teachers’ perceptions of preparedness?. Journal of Teacher Education, 71(1), pp.41-62.
Power, A. and Wilson, A., 2019. Mentor, coach, teacher, role model: what's in a name?. British
Journal of Midwifery, 27(3), pp.184-187.
Fehring, H. and Rodrigues, S. eds., 2016. Teaching, coaching and mentoring adult learners:
Lessons for professionalism and partnership. Taylor & Francis.
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Darling-Hammond, L., 2017. Teacher education around the world: What can we learn from
international practice?. European Journal of Teacher Education, 40(3), pp.291-309.
Richards, K.A.R. and Sinelnikov, O.A., 2019. An Interdivision Mentoring Program: Doctoral
Students as Mentors for Preservice Teachers. Physical Educator, 76(1), pp.156-181.
Keiler, L.S., 2018. Teachers’ roles and identities in student-centered classrooms. International
journal of STEM education, 5(1). p.34.
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