DET33 Assignment: Mentoring, Coaching, and Teaching Learners Report

This report, submitted by a student, explores the multifaceted roles of teaching, coaching, and mentoring in the context of working with individual learners. The report begins by differentiating between teaching, coaching, and mentoring, outlining the distinct responsibilities inherent in each role. The student reflects on their experience as a kindergarten teacher, detailing the strategies and resources employed to support a specific student's learning and development, including the use of visual aids and personalized interactions. The report further identifies and explains five key strategies used, such as integrated technology and individualized instruction, and discusses factors influencing the referral process, along with agencies that the student might collaborate with to support the learner's needs. Overall, the report provides a practical analysis of the challenges and rewards of supporting individual learners and the importance of tailored approaches to enhance their educational experience.

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WORKING WITH INDIVIDUAL LEARNERS
Name of the Student
Name of the University
Author note

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Task 1
a) Identify the differences between teaching, coaching and mentoring and summarize the
responsibilities that your role entailed.
b) Reflect and review the effectiveness of your role in helping the student achieving goal.
Teaching is a novel profession that has its own abound set of responsibilities. A learner’s
ability to achieve his or her goal successfully is highly dependent on the role that the teacher
plays. Other factors which affect the ability of a learner in grasping subject matter and content,
learning it and internalizing it before putting it to use, are of many varieties. They are,
1. The level of proficiency of the learner
2. The style of learning of the learner
3. The compatibility of the learner with the subject
4. The prior educational background of the learner
5. The cultural and ethnic background of the learner
6. The social and economic background of the learner
When striving to achieve a learning goal, these above-mentioned factors are paramount in
gaining success. A teacher is bound by duty to understand and help the learners on this
path.
There are three different ways through which an individual could help learners in their
attempt at achieving something. They can either play the role of a teacher or a mentor, or a
coach. Although these names sound similar, their characteristic responsibilities are quite
different from each other. In this section, I will be attempting to identify the differences that lie
between teaching, coaching and mentoring while at the same time analyzing my role and the

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duties that entail my role. I will also be reflecting upon my role’s effectiveness in helping the
student achieve the set goal.
TEACHING
The main focus of teaching is to help a learner learn all the basic concepts and significant
points necessary in performing a certain task and achieving it. Teaching requires a suitable
environment which allows the students to commit mistakes in their understanding without any
repercussion or significant damage done to the project undertaken or the organization (Ihmeideh
& Al-Qaryouti 2016). The main motive of the teacher is to focus their communicative skills on
the concepts, key points, exercises, and examples that the students require to learn and practice
for implementation in the real world (Ihmeideh & Al-Qaryouti 2016).
From a cultural point of view, the teacher can have a variety of roles assigned to them.
The role of a teacher depends upon multiple factors that may influence the subject. Teachers
have the ability to provide instructions on literacy and numeracy along with vocational
education, arts and craftsmanship, civic education and community roles, basic skills in life and
much more (Ihmeideh & Al-Qaryouti 2016). Formal teaching tasks include preparing a lesson
plan along with lessons set on a curriculum, giving lessons and monitoring the progress of the
students. However, the professional duties of a teacher can extend beyond a formal classroom.
Outside the classroom, teachers have the opportunity of organizing and accompanying the
students on field trips, observe and monitor study sessions, help organizing co-curricular
activities, and act as supervisors. Some organizations may involve teachers in maintaining
student discipline as well.

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RESPONSIBILITIES OF A TEACHER
Following are the key responsibilities that a teacher should be well aware of in their
profession:
1. Be responsible for the needs of the learners as well as the learning programme and the
wellbeing of the student.
2. Being a subject specialist
3. Be able to work with individuals and groups alike
4. Be able to focus on the outcomes of assessment
5. Be able to manage the whole process of learning
COACHING
Coaching happens in the real world based on the presupposition that the individual being
coached is sufficiently adept or efficient in the subject concerned. The expertise of the coach
must be based on the extensive experience of applying basic concepts and knowledge in different
real-life situations regarding a particular subject. As the learners start applying whatever they
have learnt, they will begin facing unique situations and majority of the times, they will have to
improvise. The duty of a coach is to help the learners with such adjustments and improve
efficiency in a given situation. The aspects that the coach should focus on is better
communication, understanding, action, performance and reflection.

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Rogers (2016) defines coaching as “the art of facilitating another person’s learning,
development, well-being and performance. Coaching raises self-awareness and identifies
choices. Through coaching, people are able to find their own solutions, develop their own skills,
and change their own attitudes and behaviours. The whole aim of coaching is to close the gap
between people’s potential and current state” (p.7)
THE RESPONSIBILITIES OF A COACH
Following are the responsibilities that a coach should actively try to commit to
1. Identifying areas that require aid to enhance performance
2. Providing guidance or direction to meet the requirements of the students.
3. Targeting a specific outcome
4. Working on specific guidelines and structures to meet the outcome.
KEY SKILLS OF A COACH
Apart from just the responsibilities and roles, a coach should also possess some key skills
without which they would not be able to effectively put themselves to practice in their
profession. These skills are important to identify someone as a coach in their life and are skills
that are present apart from the background knowledge and the responsibilities that entail the
individual -
1. Effective Communication
2. Questioning Skills
3. Active Listening
4. Challenging
5. Supporting

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6. Nurturing/ Motivating
7. Enabling learning
8. A Role Model
9. Strong skills of reinforcement
MENTORING
The main focus of mentoring is to guide learners in their path of success. As people
mature, they gain more experience and thus begin to rethink their future goals. The role of the
mentor is to aid these individuals imagine a picture and the path to reach their goals. The mentor
rarely engages in subject matter, concepts, or key points regarding certain topic. They encourage
people more to talk about what they feel more personally connected to, find a balanced
emotional state through their individual identity and a significant meaning of life by creating a
goal for the future so that the learner could know where they want to be. A crucial prerequisite of
becoming a successful mentor is to gain the trust of the learners, or in this case, the mentees.
“Traditionally, a mentor was not a trained professional helper, but chosen for their
specific experience that could be passed on to the mentee. However, mentoring has been
increasingly formalized as it has gained recognition as a powerful change agent. Previously the
key requisite to be a mentor was to have the right work experience and knowledge. It is
becoming increasingly recognized however that people skills are vital to the process, so the
mentor can communicate their knowledge and actively listen to the mentee to ensure they
understand their challenges and learning process” (Western,S. 2012 pg. 45 – 46)
THE RESPONSIBILITIES OF A MENTOR

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The following list gives us an overview of the responsibilities that are accompanied with
the role of a mentor.
1. Being empathetic towards student’s needs
2. Promoting Positive reinforcement
3. Motivating the students based on their levels of accomplishment and performance
4. Help them create goals and objectives
5. Help promote positivity in classroom
6. Help the students realise strengths and weaknesses and focus on those aspects.
KEY SKILLS OF A MENTOR
Just like a coach, a mentor is also responsible for a learner in many ways. The learner’s
dependency upon the mentor is not based explicitly on what the mentor can provide n terms of
content and context but how well the mentor can address the issues that the individual is facing.
Those are the factors that determine how effective a mentor can be and how learners/mentees in
particular can benefit from that mentor. The following list provides us with the skills that a
mentor should possess in order to be considered so in his profession and by others as well:
1. Ability and willingness to communicate
2. Preparedness.
3. Approachability
4. Honesty with diplomacy
5. Knowledgeable
6. Fairness
7. Compassion and genuineness.

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The effectiveness of my role
The effectiveness of any role in any profession is determined by how well the participant
has displayed his skills and abilities in completing the task and reaching the objective (Ihmeideh
& Al-Qaryouti 2016). The role of a teacher entails that the teacher must follow certain set rules
and regulations while engaging with the class but at the same time make sure that the learners are
benefitting from his approach.
My experience as a teacher for kindergarten students brings forward situations which are
completely unique and has its own set of difficulties and challenges. I will share my experience
of teaching a 4-year-old boy in my kindergarten class. When he first joined, it was essential for
me to take an initial assessment. I got to know that he had experience with being in a play school
and a day-care centre. Therefore, this meant that the student had some prior knowledge of
language and shapes and other basic ideas. When talking to his guardians, I also got to know that
the boy is more interested in visual aids than any other. This means out of the many kinds of
educational aids that exist, namely, audio, visual, and kinaesthetic, the boy would benefit the
most from visual aids such as picture books, videos, colourful pictures, and much more. After
knowing such information, I gave the boy a task of identifying alphabets and numbers, on a
colourful platform. The boy took immediate interest and finished the task easily. I then
introduced shapes of different kinds and the boy was able to identify these as well. This proved
that the boy was eager to learn and did not have any evident psychological problems.

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The child was weary of mingling with the classmates in the beginning. He had a tendency
of keeping to himself, not sharing his food, books, or toys, and often getting into fights. This
made it clear that the boy had not received any basic training in manners, either at school or at
home. The boy was also shy and uncomfortable with social interactions, with people of his age
or otherwise. The boy needed to become friends with his classmates, was my first thought.
Therefore, I began holding small sessions where the children would talk about their day and
share one special experience every day. This was done to make sure that all the children had
The basic objective in this case was for me to teach the boy basic literacy, which include,
language and primary mathematical skills, pronunciation of sounds and much more. I also had to
teach the boy basic rules of discipline and hygiene, table manners during recess and other related
topics. This helped the boy gradually become more at ease in a larger setting of the kindergarten
than the play school or day-care. I constantly encouraged the boy to mix with the other
classmates in order to make his self-confidence grow. This took a little time but eventually I was
successful in engaging him with the other children, not just during class, but also during recess.

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Task 2
a) In your role identified in task 1 above, identify at least FIVE strategies and resources
that you used in helping the student and state why you chose those strategies.
b) In carrying out your role, Identify factors that influence the referral process and at least
FIVE agencies you worked in consultation with or were likely to have worked with and
explain why you might have worked or indeed worked with these agencies.
My role as a kindergarten teacher teaching literacy entails that I remember the level that the
children are in and based on that I follow certain strategies that will prove to be effective in my
practice (Gardner 2014). The following are five strategies that I used in my practice to help the
students (Ihmeideh & Al-Qaryouti 2016).
1. INTEGRATED TECHNOLOGY
Today’s children are born in the era of the internet. At the same time, many kids are more
technologically adept than the adults who are assigned the task of teaching them. In order to
connect with the kids, I as a teacher must learn to use the technology of the modern age to good
use. At the same time, I must also be conversationally fluent with the children at a level where
they perceive me as more of a friend than a teacher and be intimidated by me (Gardner 2014).
Secondly, integrating technology in early education also ensures that latest and the best
developed materials as well as a variety of teaching resources are always readily available at
hand.

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In my teaching practice with the kindergarten kids, I was able to use the internet successfully.
Not only did this strategy help me gain access to a number of resources for teaching, it also
helped me understand and evaluate certain hurdles that come along the way of teaching literacy
to kindergarten children.
As a resource, I was able to use animated videos and nursery rhymes from the internet to
teach the kids. I was also able to access interesting animated videos that teach basics of alphabets
and numbers, words and primary level sentences. The benefit of using such resources is that the
kids are immediately hooked to something that are recreational for them, like cartoons and
music, while at the same time learning significant subject matter from them.
2. COOPERATIVE LEARNING STRUCTURES
Teaching with the teacher at the centre has always been and will always be a significant
aspect of teaching. But another interesting and valuable resource that can be used in a classroom
scenario is cooperative learning. It entails that the teacher centric instruction system can be
upgraded to a peer led information gathering system where the students help each other in the
classroom (Gardner 2014). Cooperative learning initiates engagement in classrooms by
motivating the students to interact among themselves. This leads to a higher level of engagement
in class as the children effectively engage in helping each other learn whatever the teacher was
teaching them. It also promotes team building and higher class participation.
In my practice I had divided the students into groups and allotted them tasks which required
the students to engage in conversation among themselves. I had experienced that the whole class
engages in the task with equal levels of enthusiasm and proactiveness.

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The student that I was helping achieve the goal also seemed to benefit from cooperative
learning. The group that he was assigned to was extremely helpful. They were able to guide him
through the process of learning alphabets and numbers, words and primary sentences by helping
him identify where and how each are constructed and input. In return, he was also able to help
his peers by providing input in parts about whatever he had learned. This also helped him recap
his learning.
3. DIFFERENTIATED INSTRUCTION
Teachers can modify the learning experiences to identify the different needs of the students.
There are three main styles of learning based on student needs, namely Visual, Auditory and
Kinesthetic. These styles of learning suit different types of students and identifying them at an
early stage is an important step moving forward (Gardner 2014). Teachers can modify the lesson
delivery by dividing the content based on the different styles of learning. Offering choices to
students about which type they would want to do the task in is a great way of enabling their
individual learning styles (Fardon 2013). One drawback however is that in young learners, the
tendency of following the peer selected norm is usually high (Gardner 2014). So there might be
cases where a learner irrespective of a particular style he/she is accustomed to might end up
selecting a style that they would not be comfortable with.
The student I was assigned was a Visual learner. It became clear when the student who had
trouble learning content from text or even the text accompanied by audio stimuli, learned them
very fast when a video tutorial was provided to him. Alternately, he was also able to identify the
content specifically from the video of another group and was able to explain the content
successfully to the children in that group. This was not a task that was assigned to him and he

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was not expected to do so, but this made sure that the child is very intricately connected with his
style of learning and can benefit heavily if the teacher follows his style of learning strictly.
4. GOAL SETTING
Encouraging children to take ownership of their learning is an important aspect of education that
can be achieved by involving the children in the goal setting process. The early stage of learning
requires that the process of goal setting is done in a very simplistic way. The early goal setting
parameters should not be based on academic outcomes but simple goals like help five friends do
a task. Slowly, the goals can be modified to meet more specific requirements. Teachers are
required to facilitate goal setting by using organizers, reward charts and similar other amenities.
Goal setting can also be accomplished by establishing a common set goal for the entire
class. When I put identifying odd numbers from a list of numbers as the goal, my student was
able to perform decently well. Most of the students in the class was able to perform well,
however I also noticed that the performance of the class increased drastically when the promise
of a reward was put up in the form of a yellow star that would be put up against the name of the
student who had reached the target the fastest.
5. CROSS-CURRICULUM TEACHING
In contrast with the traditional styles of teaching, cross-curriculum teaching can be a more
effective way of teaching the children by incorporating multiple concepts and subjects together.
The following elaborates some of the major approaches to cross curriculum based learning:

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a. Project-based learning – involves that the children who are working on a project or a set
task, end with a significant result. The projects are set according to the level of the
learners and their competence.
b. Problem-based learning – It requires the teachers to guide students in developing
solutions based on practical problems. The problems also should be based upon real life
scenarios that are fit for the learners.
c. Inquiry based learning – In this, children must develop their own queries based on their
curiosities or interests.
These methods are effective because there is no explicit direction provided to the student by
the teacher but instead, they engage students in exploring and uncovering the information in a
more engaging and meaningful manner where all the relevant topics come to play a role together.
The inquiry based learning was really helpful for my student when he was assigned a task to
complete for the next day. He was able to complete the task by asking around for information. In
the process he also learned something new.
Factors influencing the referral process.
Following are a list of factors that influenced the process of referral.
1. Individual student need: The student who was assigned to me was limited by his learning
style in the first place. Learning styles differ amongst students and play a significant role
in identifying what aspects of educational development can be useful for him (Fardon
2013). The current student was a visual learner who learned better when materials were
provided to him in the form of pictorial, graphic and animated or non-animated videos.

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His learning process was greatly influenced by the efficacy of the materials provided to
him as well.
2. Limit of own competence and skills: My limitation was in identifying immediately what
each individual student was comfortable with. At the same time, engaging the students in
a group based collaborative activities was also a hurdle as I was not competent enough in
managing crowd of early education learners. It was also hard for me to successfully
engage all the students in the classroom in working towards one singular goal directed
task.
3. Availability of time and student commitment – The time available to successfully
accomplish a session goal was very limited. It was also affected by the fact that when we
are dealing with kindergarten students, heir level of attention and commitment is much
lower than that of a high school or an adult learner. Thus explaining the class objective to
them requires multiple iterations of repetition of the objective. Setting the students up for
the initiation of the task also proves to be problematic because most of the students stay
engaged with something else by the time the class starts. So it becomes important to
identify effective and interesting hooks for the students to engage in.
Lack of attention was also the problem that I identified in the student assigned to me. He was
facing trouble understanding the crux of the task because his attention was getting diverted by a
number of factors elsewhere, which included often some student who started crying in class and
almost everyone got up and gathered around her and started asking questions.
4. Availability of resources – The availability of resources is a factor that significantly
impacts a classroom scenario. The type of resources to be used in a classroom situation is

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dependent on the type of task that the class is trying to achieve. In my class, the objective
was to teach literacy to kindergarten students. There are plenty of resources available
both online and offline that eases the task. However, the modelling of the resources
proves to be tricky task. At the same time, various resources intended for various types of
learners, even though available, come from different sources and require a lot of trials
and testing before being implemented in a classroom scenario.
In my literacy training, I had ample availability of resources that tended to the specific
requirement of the children. However finding the specific resources that attend to the specific
need and style of a learner required a lot of testing in and outside the class.
Another hurdle of finding resources is identifying the demographic of the classroom. In my
case, the classroom consisted of twenty to twenty five kindergarten learners. At this early age,
finding suitable resources prove problematic because of the following factors
a. A large number of kindergarten children follow a norm based selection structure
where they tend to follow the selection made by their peers in order to not feel left
out. This renders the process of identifying learner styles difficult.
b. Even if the individual learner styles are identified, engaging the whole classroom with
a variety of materials curated for meeting the requirements of a learners prove to be
problematic especially when the learners belong to such a small age group.

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Task 3
a) Reflect on your coaching or mentoring role and identify your own strengths and any areas
that you feel the need to improve to help you with in a future one-to-one role with
students.
b) Develop a Five (5) point action plan to help improve your own skills in relation to one-to-
one teaching and learning situations (mentoring, coaching, and tutoring).
In my coaching practice, I identified that in order to effectively engage with kindergarten
students, I need to possess some specific skills that will help me with the process. Upon
reflection, I identified that I possess certain strengths and weaknesses that I must address in order
to ensure that my future practice and profession moves seamlessly.
Strengths –
1. Communication and social skills – I found that I possessed good communication skills
with the students. I was able to express my statements clearly and the children had no
trouble understanding them. I was also able to socialize well with the students where the
students would engage freely in conversation with me, ask questions and clarify doubts,
sometimes even play games with me. This reduced the level of hierarchical demarcation
that separates the students and the teachers in a classroom.

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2. Patience, responsibility and tolerance – I found that I was able to understand my
responsibilities well. I was also able to understand the objective of the class – to teach
literacy to early childhood learners, as well as merge it properly with the demographic of
the class. I also found that I had a good level of patience and tolerance which is a key
element when it comes to dealing with kindergarten students. They tend to have low
levels of attention and high tendencies of disrupting the class. In which case, it become
important for the teacher to show remarkable abilities in terms of patience and tolerance
and deal with the students accordingly (Mittler 2012).
3. Conflict resolution and emotional intelligence – I was also able to handle the conflicts in
the class well. When two or more children engaged in a classroom argument or fight,
which was a common scenario on most days, I was able to resolve their conflict in a
friendly non intimidating manner. I was also able to handle and deal with the emotional
problems of the children by positively reinforcement.
4. Creativity and enthusiasm for teaching – I realised that my enthusiasm for teaching
helped me creatively engage the class. I was able to collate different resources together to
form a study material that was interesting for the kids as well as informative and caters to
different learning styles. I found that the children really enjoyed that. Thus I feel that
enthusiasm for teaching is an important aspect that everyone in the teaching practice and
profession should cultivate in order to develop as a teacher.
5. Ability to explain difficult concepts in a simplified manner – One of my core strengths
that I identified is my ability to explain different concepts in simple terms. I was able to
explain mathematics simply to the children by differentiating between addition and

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subtraction using the same classroom resources. The students found the concepts simpler
to understand and were able to successfully recall whatever they had learned.
6. Ability to connect with students on a personal level – I found that I possessed the ability
to connect with the children on a personal level. It is an important factor that influences
the teacher and student relationship in a positive way. It allows for the children to open
up more to the teachers and talk about their daily activities to the teacher as a friend. In
that way the teacher is also able to maintain a level of friendliness with the child that
helps the teacher communicate better with the child.
Weakness-
I realized that the only weakness I possessed is my over friendly nature with the children
and my inability to provide strict reinforcements as disciplinary action. This means that I was
unable to rebuke or be strict towards the children when they had obviously done something
wrong, such as, hit another fellow student. I was always kind and made sure that I did not raise
my voice to an extent where the children would be afraid of me. But this in turn caused the
children, especially those who are more problematic that I would never punish them even if they
did anything out of bounds.

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5 point action plan
The following five point action plan is developed in order to help improve my skills as a
teacher, a coach as well as a mentor in the setting of one – to – one teaching and learning.
Action 1
Objective – to gain better understanding of the students
Priority – High
Action – Communicate better with the children. Ask them about their family, what they like to
do in their pastime, whether or not they have siblings etc. The questions should serve the purpose
of providing background information about the children which can be used to develop and
modify the lesson plans accordingly (Fardon 2013).
Action 2
Objective – To be more resource effective
Priority – high
Action – understand the children better, especially their preference of style of learning. Based on
that understanding, do a thorough background research on what constitutes a good resource for

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them. Evaluate multiple resources and their effectiveness in terms of deployment and acceptance.
Finally test with the preferred learner group if the resource is useful or not.
Action 3
Objective – Promote classroom inclusion
Priority – high
Action – Classroom inclusivity is a very important factor that all educators should keep in mind.
Inclusivity refers to not differentiating between the children in an educational institution and
incorporating for all the students irrespective of their social, cultural, economic, ethnic or racial
background (Chiner & Cardona 2013). Inclusivity also entails that no student is a victim of ill
treatment based on the above mentioned aspects and that everyone maintains a civil and friendly
decorum in the classroom. For this action, understanding the children’s individual background
becomes important but also to educate others that no one should be differentiated based on that.
Action 4
Objective – be more efficient with time and space
Priority – medium
Action – being more efficient with time and space is a valuable aspect of being a good teacher.
For this action, my primary target in a class would be to measure the classroom space and

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evaluation of how that allocated space can be used to incorporate educational tools,
methodologies, practices and techniques. For instance, Using a small space to accommodate a
smaller classroom but at the same time decorating the classroom with colourful charts, pictures,
reward tables and fairy lights can promote a healthy learning environment for nursery children
whereas using a larger space for role play activities can be resourceful for ESL learners who are
older. Based on those factors, the time and space use
Action 5
Objective – Be more efficient with overall assessment
Priority – high
Action – Assessment of a student is based upon factors like how well the student has performed
in class overall, how much they have learned and how well have they been able to display what
they have learned in the classroom. Assessment will also be done based on the level of the
student in the institution (Salvia, Ysseldyke & Witmer 2012). We cannot assess a kindergarten
student based on a senior level assessment criteria. Therefore, the primary action would be to
understand the level of the student, followed by a recap of the lesson plan to gain insight into
what has been done and how effectively have they been done. Moreover repeated weekly or
monthly testing would also work as a toolkit for evaluating the progress of the students on the
lesson (Salvia, Ysseldyke & Witmer 2012). Assessment would also involve the student’s level of
creativity and involvement in the task along with displays of leadership traits in the classroom
(Salvia, Ysseldyke & Witmer 2012).

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References
Chiner, E. and Cardona, M.C., 2013. Inclusive education in Spain: how do skills, resources, and
supports affect regular education teachers’ perceptions of inclusion?. International
Journal of Inclusive Education, 17(5), pp.526-541.
Fardon, M., 2013. Relationships between students' learning style preference and exam
achievement in differing forms of assessment during an advanced apprenticeship at a
vocational Further Education College. Institute of Learning, Department of Education,
University of Oxford. Retrieved from.
Gardner, P., 2014. Strategies and resources for teaching and learning in inclu
Ihmeideh, F.M. and Al-Qaryouti, I.A., 2016. Exploring kindergarten teachers’ views and roles
regarding children’s outdoor play environments in Oman. Early Years, 36(1), pp.81-96.
Mittler, P., 2012. Working towards inclusive education: Social contexts. David Fulton
Publishers.
Rogers, W.T., Hauserman, C.P. and Skytt, J., 2016. Using Cognitive Coaching to Build School
Leadership Capacity: A Case Study in Alberta. Canadian Journal of Education, 39(3),
p.n3.
Salvia, J., Ysseldyke, J. and Witmer, S., 2012. Assessment: In special and inclusive education.
Cengage Learning.

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Western, S., 2012. Coaching and mentoring: A critical text. Sage.