Post 16 Tutoring Intervention planning Purposeful discussion 1
Establishing climate of influence Purposeful discussion 2
Materials, activities, this presentation etc are yours
http://edcvs.co/1da3Ieb Steve Williams Blyth School Post 16 tutor
training Feedback, questions etc welcome:
[email protected]
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Introduction SLE programme, me Post 16 Tutoring Intervention
planning Purposeful discussion 1 Establishing climate of influence
Purposeful discussion 2 Materials, activities, this presentation
etc are yours http://edcvs.co/1da3Ieb This afternoon
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Introduction SLE programme, me Post 16 Tutoring Intervention
planning Purposeful discussion 1 Establishing climate of influence
Purposeful discussion 2 This afternoon
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The right course Taught well Effective monitoring,
encouragement and intervention Post-16 Success 1.This point of view
is correct 2. This is the current situation at Blyth
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The right course Taught well Effective monitoring,
encouragement and intervention Post-16 Success
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Please look at and read the intervention plans from tutors at
WBHS. They focus on 3 students every half term. The pictures are
from Google! They would normally carry the students picture and
name
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Just a Minute One person must start to answer the question. At
the first repetition, pause or mistake the next takes over. Anyone
who completes the minute wins ClipClip From 1:13
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Questions: What is the point of writing one of these
intervention plans? What information could inform such a plan were
you to write one for three of your new tutees and what might it
reveal? Which is the most helpful and why? Which is the least
helpful and why?
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Introduction SLE programme, me Post 16 Tutoring Intervention
planning Purposeful discussion 1 Establishing climate of influence
Purposeful discussion 2 This afternoon
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Mentoring Hard MentoringSoft Mentoring Evidence
basedRelationship based Direct interventionImplied intervention
Agenda drivenOpen to negotiation AccountabilityOptional
responsibility Zero toleranceExcuses are heard and considered
Teacher ledStudent led
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Please read the extract from the students report (2 mins) 1.In
pairs, please label yourselves A and B 2. A is the student and will
be HARD mentored by B. B please remind yourself of how you will
need to conduct this interview. A please prepare some responses
that will test Bs hard mentoring eg have some excuses. (3 mins) 3.
Now interview for 2 minutes 4. B is now the student and will be
SOFT mentored. A please remind yourself of how you will need to
conduct this interview. B please prepare some responses that will
test As hard mentoring eg have some excuses. (3 mins) 5. Now
interview for 2 minutes Task
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Introduction SLE programme, me Post 16 Tutoring Intervention
planning Purposeful discussion 1 Establishing climate of influence
Purposeful discussion 2 This afternoon
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Professor of Psychology at Arizona University developed six
principles of influence. NB When he says reciprocity in the second
clip, he means authority! principles of influence Used by Hurworth
School in the design of their mentoring programme. TASK: Please
take the A3 sheet and write definitions for each of the principles.
Authority is done for you to avoid confusion. A should write the
first definition from the video, B the second, A the third and so
on so that you have time to write them. You can swap at the end of
the clip. Robert Cialdini
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Use your A3 sheet to: 1Complete the boxes to plan things to say
and do that will ensure that the six principles are an ever-present
part of your tutor room and what is said and done there. Example on
next slide 2. List some of the students you work with currently (or
finished this summer) think needed some form of intervention that
you could have assisted with 3. Relist them, as either suitable for
Hard or Soft Mentoring Now - reflection
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My Students: John Smith, Sally Brown, David Johnson, Christine
Davis Hard Mentoring: John Smith, Christine Davis Soft Mentoring:
Sally Brown, David Johnson Find out who is revising what and when
and make charts/posters that suggest its very widespread in the
tutor group Say Dont worry what your friends are doing. You worry
about your own revision.
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Do this: 1: 1: Do something extra for them 2: 2: Make them feel
indebted 3: 3: Cash in on their wish to reciprocate Reciprocity:
Dont do this: 1: 1: Tell them Its no skin off my nose if you dont
want to change.
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My Students: Hard Mentoring: Soft Mentoring:
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So far, we have looked at MENTORING. Mentoring is for students
who need to be told what to do and given help and support doing it.
Some students (those in greatest need) require hard mentoring,
which is high on checking and accountability Some students (those
more capable) require soft mentoring, which allows for flexibility.
Now, we look at COACHING, which is for those students who have
moved beyond mentoring and into independence. Coaching helps them
bring about self-improvement. Summary
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Introduction SLE programme, me Post 16 Tutoring Intervention
planning Purposeful discussion 1 Establishing climate of influence
Purposeful discussion 2 This afternoon
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First, we need to acknowledge that you may not naturally be a
coach. You may naturally be more directive. Consider these
types
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The home you: How you are with friends and family The parent:
How you are with your children (if applicable) The partner: How you
are with your partner (if applicable) The work you: How you are at
work generally Different ways to packtype yourself
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The home you: How you are with friends and family The parent:
How you are with your children (if applicable) The partner: How you
are with your partner (if applicable) The work you: How you are at
work generally
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Establishing a common language what are coaching and mentoring?
Working pairs/groups, decide where to put coaching and mentoring on
the following grid. low high selfdirected Expertise required by
tutor Mode of development of student
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Establishing a common language what are coaching and mentoring?
Working in table groups, decide where to put coaching and mentoring
on the following grid. low high selfdirected Expertise required by
tutor Mode of development of student Coaching Mentoring
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Example: Coaching vs Mentoring You cannot pass media or Theatre
Studies because the coursework is almost complete and is a group
task You can pass ICT You still need to pass Maths GCSE You got an
E in ICT at AS The best thing is for you to do AS and A2 ICT and
GCSE Maths resit See Mr x and ask if AS and A2 can be done
simultaneously this year See Mrs Y and ask if GCSE Maths can be sat
in summer and when sessions are Come back and see me with the
answers What are the benefits of taking four ASs? What will you
lose if you choose to move to three? Can you guarantee achieving
the same outcome if you do four as if youd done three? What does
your research into your next step suggest is best? How do you see
your week being different if you move to three? Student B: Has to
make a decision whether to do 3 or 4 ASs. Student B: Long-term
illness has led to a change in curriculum
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Dont get confused! This is a different graph. Coaching is now
in the top right! Working alone, think of Post-16 students you have
taught and decide who can be coached and who mentored. Try to start
with the extremes. low high lowhigh Competence level of student re.
improving own learning Motivation level
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Dont get confused! This is a different graph. Coaching is now
in the top right! Working alone, decide who can be coached and who
mentored. Try to start with the extremes. low high lowhigh
Competence level of student re. diagnosing and improving own
learning Motivation level Optimum student for coaching Minimum
student for coaching Higher likelihood of success MENTORING
COACHING
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Developing Coaching in the 6 th Form tutor team Ethos, purpose,
skills Ethos: to be an effective coach I need to believe Skills:
the skills I require to coach are Purpose: the purpose of an
effective coach is to
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Developing Coaching in the 6 th Form tutor team Egans skilled
helper model Action leading to valued outcomes
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Developing Coaching in the 6 th Form tutor team The coaching
triad Please choose a role to start
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Developing Coaching in the 6 th Form tutor team Here, you are
eliciting information. You will be listening for 95% of the time
resist the temptation to speak! Ask questions only when you think
the coachee is getting stuck. When they are finished, repeat the
situation as you have heard it and ask for confirmation. We will
now demo!!
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Developing Coaching in the 6 th Form tutor team Possible
questions Story, Blindspots, Leverage What are the real challenges
for you here? What do you think might be keeping you from making
progress? What do you think could make the difference? Whats the
hardest thing about this for you? How do you think this may look
from Xs point of view? Where should we start tackling this?
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Developing Coaching in the 6 th Form tutor team PLEASE CHANGE
ROLES
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Developing Coaching in the 6 th Form tutor team Goals,
Commitment, Possibilities move from broad aims to more specific
outcomes gain the commitment of others describe the outcomes he or
she wants be clear, specific and realistic test out his or her
commitment to action Again, the coach should not be speaking,
suggesting or advising just questioning and listening!! The coachs
task is to help the client:
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Developing Coaching in the 6 th Form tutor team Goals,
Commitment, Possibilities Possible questions What would you really
like to see in place? What possibilities could you envisage? What
would it look like if you achieved excellence in this area? What
would be your ideal scenario? What would really break the mould?
Shall we try to shape up one or two specific goals? What would you
realistically like to see in place? What benefits would that bring
to you? What would it mean for you?
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Developing Coaching in the 6 th Form tutor team PLEASE CHANGE
ROLES As always! The coach should not be speaking, suggesting or
advising just questioning and listening!!
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Developing Coaching in the 6 th Form tutor team The coachs task
is to help the client Critique the list and choose the best-fit
strategies to make up the action plan. Identify the first three or
four important steps. Consider consequence and timescales.
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Developing Coaching in the 6 th Form tutor team Possible
questions Who do you need to consult? How might you engage others
in bringing about this change? What strengths and resources do you
need in place to draw on? Where could you go for new approaches or
thinking? Who will share the load? How will you let people know
what is going on?
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Do this: Scarcity: Dont do this:
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Do this: Commitment and Consistency: Dont do this:
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Hard MentoringSoft Mentoring Evidence basedRelationship based
Direct interventionImplied intervention Agenda drivenOpen to
negotiation AccountabilityOptional responsibility Zero
toleranceExcuses are heard and considered Teacher ledStudent
led
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Do this: Consensus or Social Proof: Dont do this:
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Do this: Liking: Dont do this:
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Authority: We feel a sense of duty or obligation to people in
positions of authority. This is why advertisers of pharmaceutical
products employ doctors to front their campaigns, and why most of
us will do most things that our line manager requests. Do this:
Dont do this: