BTEC Level 5 Education and Training: Mentoring and Coaching Report

This report examines the roles of teaching, coaching, and mentoring in education, highlighting their differences and similarities, with an emphasis on the responsibilities of a trainee. It provides a reflection on the effectiveness of mentoring a student, focusing on strategies such as identifying learning styles, conducting SWOT analyses, and developing action plans. The report also details various strategies and resources used, including peer teaching, e-learning, and SMART goals, while also discussing the referral process and the influence of factors such as student needs and resource availability. Furthermore, it identifies agencies like the Quality Assurance Agency for Higher Education and the British Council that support the education and training process. The assignment explores these concepts through practical examples, providing a comprehensive overview of effective mentoring and coaching techniques in an educational setting.

RUNNING HEAD: TRAINEE TEACHES STUDENT
0
Education and Training
Student name
7/25/2019

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Contents
Task-1:........................................................................................................................................2
Part-A:....................................................................................................................................1
Part-B:.....................................................................................................................................3
Task-2:........................................................................................................................................4
Part-A:....................................................................................................................................4
Part-B:.....................................................................................................................................6
Bibliography...............................................................................................................................8

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Task-1:
Part-A:
Coaching, Mentoring, and Teaching are terms which look similar, but in reality, they are
different. In one way, they all are common as they help the students for further growth. My
responsibility is to support, directing and identifying weak areas, so to improve efficiency.
Teaching: It is a form, which helps the students in learning the basic concepts which are
present in study materials. It also helps in finding the important points which are present in
chapters. It provides a positive learning environment so that queries of students can be solved
without any hindrance (Cohen, 2010). Here, communication is given consideration and along
with this, the use of examples and activities so that learning can be made enjoyable. While
tutoring is a kind of home tuition, in which an instructor teaches one or more students in this
way, it is sort of similar to teaching. (Griffith, 2012).
Example: I find all necessary materials which can improve my teaching so that student can
learn more and I identify the particular learning style of the student so to match the efforts of
my mine into fruitful results. I use videos for interactive teaching and doing such activity in
which student is engaged more for inculcating the learning process.
Coaching: It takes place in a real-world scenario. It gathers alternative solutions for the
proposed problem. It helps in enhancing the efficiency of the person with the help of
experience gained from the knowledge. Various things are used in its implementation such as
communication of basic terms and various options are find out so that actions are adjusted
according to performance level (Grant, 2010).
Example:
I will coach the student, by setting the time period specified for learning and playing so that
proper time management set for every activity assigned. It is to be noted down, so to check
whether it is actually implemented or not and if not what are the causes behind this attitude
and it is found out by sitting one-to-one with the student so to examine weak points.
Mentoring: It is helpful for guiding what can be done in the future and finding the way in
which, it is achieved well. It gives importance to the personal values of the individual for

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maintaining emotional balance in their lifestyle, so they can become what they want to
(Fletcher, 2012).
Example:
I was hired as a mentor, for guiding the student who was failed in his previous assessment
and because of this, he lost his faith and feels like that he is different from society. I realized
him, the importance of failure in life and tell him to forget this and only focus on the present
moment, as reality is that past never repeats itself.
Differences between coaching and mentoring:
a) Mentoring is a long-term procedure based on the trust principle on the other hand
coaching is needed for short-period.
b) Mentoring creates informal relationship whereas, coaching is a formal one.
c) In mentoring, the manager is involved indirectly whereas, in coaching directly.
Similarities are between two, are that they both give privilege to client’s needs and the skills
required for building these are also similar.
Part-B:
I am a trainee and I have to do mentoring of the student which is allotted to me. While
mentoring or coaching student, I used a step-by-step procedure so that to fulfil all the
expectations of the student in an effective way.
a) Meeting: I conduct a meeting with the student to identify his needs well and his
behaviour is figured out for building bonding with the individual concerned for
making the process effective (Schoeman, 2011). In the meeting I noticed that he is
fond of watching movies, playing video games and spent most of the time with this,
and not concentrates on his study and at the time of result announced he is declared as
fail and he does not believe that how could be. So, the meeting is effective as I get to
know various things about him. I was given this student because I help my friend in
overcoming this problem previously.
b) Learning style: I understand that everyone has a different type of style to learn as due
to the fact that everyone is unique (Hatami, 2013). So, while observing him I get to
know that he is a visual learner. So, I make use of video clips as well as presentation.
In presentations, I explained to him the stories of successful personalities, who have

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faced obstacles in the achievement of their goals. One of the examples is of Jeff Bezos
so that he is motivated to study once again in life. It is effective as I see the changes in
him after that.
c) SWOT analysis: I gave him the task to do a SWOT analysis of him so that he can
self-evaluate and don’t depend on outside parties. It should not be made as fake, as it
is for him and not for impressing his ability to me.
d) Action plan: My target is to give him the best path for which he has to work on as by
focussing on his daily learning activity, instead of only at the exam time, as it will
reduce the tension and thereby, increases the productivity and efficiency of him.
In order to do this, I take a weekly test after teaching one chapter, to check his
progress. First of all, I made him realize that you are failed and must accept it. So that
he can work on his present stage for making a better future. I gave him the suggestion
that everyone has such phase of life, in which they have to deal with rejection, and he
faced in the early stages which are good for experience.
Therefore, I motivate him whenever he learned a particular topic. I also explain to him
the disadvantages of using the devices, so that he will become aware and put efforts to
not use them and focus on his health as well as on career.
e) Providing feedback: It is used for evaluating the person and it should not be treated
as a negative but as an improvement process (Olson, 2012). It is done by me after the
tests overs so, that he can improve himself and work on goal which has been set.
f) Monitoring Control: It has been followed by setting a standard that he has been
allowed to play and watch in 2 hours and after that I measure, the actual time spent, so
to identify the deviations which occurred and effective ways are found out for
applying it effectively. It is effective, but the student feels firstly as a burden but later
on accept this.
Task-2:
Part-A:
Strategies used by me in this training:
a. Encouraging the student to solve their issues at their own: It has been done so that
student can solve their problems without any external support or guidance. It is used

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so that he cannot become dependent on me. Example- It is noticed by me personally
when I was in the class, at the substitution period and was asked to teach the students
so that they not make noise and don’t disturb the other classes. So, I teach them
mathematics although it is not my subject, suddenly a student came to me that I face
problem in this question then I solve it and due to this, he continuously came to me or
in short, dependent on me, as he doesn’t put his efforts to solve.
b. Peer-teaching: It is done for making the learning effective, as by seeing the other
student work practice and by asking him to teach so that, another one can also become
capable enough (Duckworth, 2010). It is more helpful than the teacher as peer
understands the student more and in a better way. Example- I used this when he does
not pay attention to the concept which is taught to him, so I called up his friend, then
friend makes him learn.
c. E-Learning: It is a great trend which is running nowadays, as old methods of teaching
become outdated (Bates, 2011). In this, I make use of smart classes and video clips as
he is fond of that, to teaching him the concept.
d. SMART goals: It gives direction to achieve the goal satisfactorily. It stands for
specific, measurable, attainable, and relevant and time-bound (BrittBjerke, 2017). In
respect to the student, it has been set in this way, that he has to obtain good marks,
that is 80% marks at the year-end and it achieved by developed, by preparing tests.
e. One-to-one discussion: It is that form in which mentor and student sit together. It is
different from normal classrooms (Wisker, 2013).
As here, distractions not caused and which in turn lead to more concentration on the
part of student and attention gaining for the teacher. Example- If more students are
sited in the same classroom, then it is possible that might one or two cannot see what
has been written in blackboard or told. And, by adopting one-to-one learning practice,
it becomes clear to all.
Resources which I used:
i. Identification of barriers which I faced so that to improve myself in the future as well
as in the current situation.
ii. Internet connection required in the campus so, to do interactive teaching.
iii. Support of language is needed, for educating the individual.

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iv. Provision of counselling facility, so to make the student capable to face failures
(Griffith, 2012).
v. In-house services used which are present in the environment for effective learning.
Part-B:
The referral process is the process which is adopted for the children who are special so that
the proper environment is given to them outside the classroom so that they can also educate
themselves. In the general context, it means to promote the person for higher growth
opportunities (Daniels, 2013).
Factors concerning referral:
a. Specific nature of student’s needs: Nature of need is to make him successful in the
exam in which he got failed.
b. Availability of resources: It is the most important factor as by this mentoring or
coaching become effective (Chu, 2011).
c. Commitment as well as time factor: It is given consideration because if it is not
followed then all efforts I put are going to waste regarding the student.
d. Student preference: It is required so that attention is put on him, if he started watching
video games in the study time.
e. Available of effective support system: It is for solving the queries if he faced but, he
must first be insisted to solve himself only. Then after, supporter helps him.
Agencies which helped me in serving this purpose:
a. Quality Assurance Agency for Higher Education: It is helpful for me to teach or
coach students as it sets benchmarks for providing high-quality study to students
which they are expecting.
b. British Council: It provides practical and professional training so that international
students are recommended by them for education. Thus, it is helpful to me in learning
training.
c. Prime education: It fulfils all the needs of students whether they are living at
international or came from domestic for study motive. They provide quality results by
its services. It also checks the progress which happens in the student and takes
attendance of them so to assure their availability (K.Ellis, 2014).

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d. Skills Training UK: It is an institute which develops skills in the individual for
achieving goals in an efficient way so that growth, as well as a quality factor, must be
achieved (Tight, 2012).
e. School Courses and Carer Development: It put efforts so that maximizes the
capacities of the potential students so; they can fulfil their dreams by removing their
obstructions related to religion or caste. It thereby promotes diversity in schooling. It
also provides training for teachers.

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Bibliography
Bates, A.W.(., 2011. Managing Technology in Higher Education: Strategies for
Transforming Teaching and Learning. John Wiley & Sons.
BrittBjerke, M., 2017. Being smart about writing SMART objectives. Evaluation and
Program Planning, 61, pp.125-27.
Chu, S.-Y., 2011. TEACHER PERCEPTIONS OF THEIR EFFICACY FOR SPECIAL
EDUCATION REFERRAL OF STUDENTS FROM CULTURALLY AND
LINGUISTICALLY DIVERSE BACKGROUNDS. Education, 132(1), pp.3-14.
Cohen, L., 2010. A Guide to Teaching Practice: 5th Edition. Routledge.
Daniels, H., 2013. Activity Theory in Practice: Promoting Learning Across Boundaries and
Agencies. Routledge.
Duckworth, V., 2010. Successful Teaching Practice in the Lifelong Learning Sector. SAGE.
Fletcher, S., 2012. SAGE Handbook of Mentoring and Coaching in Education. SAGE.
Grant, A.M., 2010. Developmental coaching for high school teachers: Executive coaching
goes to school. Consulting Psychology. Practice and Research, 62(3), pp.151-68.
Griffith, A., 2012. Outstanding Teaching: Engaging Learners. Crown House Publishing.
Hatami, S., 2013. Learning styles. ELT Journal, 67(4), pp.488-90.
K.Ellis, A., 2014. An Analysis of Research on Metacognitive Teaching Strategies. Procedia -
Social and Behavioral Sciences, 116, pp.4015-24.
Olson, M.H., 2012. An Introduction to Theories of Learning. Pearson Prentice Hall.
Orlich, D.C., 2012. Teaching Strategies: A Guide to Effective Instruction. Cengage Learning.
Schoeman, M., 2011. Confidence, Communication and You: The Survival Guide to the
Modern World. Lulu.com.
Tight, M., 2012. Key Concepts in Adult Education and Training. Routledge.
Wisker, G., 2013. Working One-to-One with Students: Supervising, Coaching, Mentoring,
and Personal Tutoring. Routledge.

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