Role of the Learning Mentor

A practitioner’s role in meeting children’s learning needs are to understand and work with each and every child’s learning needs. They can do this by providing different opportunities to individual children because each child is unique and learns differently. The practitioners’ role would therefore be to plan and resource an environment that is challenging and helps children learn in many different areas of their learning.

Assessment plays a significant role in the learning experience of students. It determines their progression through their programmes and enables them to demonstrate that they have achieved the intended learning outcomes. It is assessment that provides the main basis for public recognition of achievement, through the awarding of qualifications and/or credit.

Zachary presents the mentorship as a learning partnership between mentor and mentee. This reinforces my understanding of the nature of adult learning and the notion that the mentor is less an authority figure and more of a facilitator. In my work as a mentor for special education directors, I will utilize Zachary’s four-stage approach for encouraging learning and promoting change. This reading has helped me to see mentorship as a process with distinctive components, as defined by Zachary (2012). During the preparation phase, I will focus on ensuring I fully understand the reasoning behind the mentoring relationship (Zachary 2012). I will accomplish this through personal reflection and a collaborative discussion with the mentee. I will remember that this phase sets the tone for the relationship. The next step, negotiating, is the business stage and the time when mentoring partners come to an agreement on the learning goals and define the content and process of the relationship (Zachary 2012). It is essential that during this phase I facilitate the conversation to enable a productive meeting and set measurable goals with aligned activities that will ensure they attain their goals. Part of the stage that I need to work on is creating a shared understanding of boundaries and limits. I will accomplish this through communicating the delineation between the mentor and mentee’s role and responsibilities. The third stage, the enabling phase, takes the longest amount of time because it is when the implementation of the learning occurs (Zachary 2012). During this period, I will support the mentee’s learning by communicating the goals and providing thoughtful and timely feedback and encouragement. I will ensure that additional time is dedicated to supporting the mentee’s work. Before reading this book, I was less confident during this phase and

In 1989 a group of voluntary researchers named the Assessment Reform group (ARG) were formed by the British Educational Research Association (BERA). The group had the task to take account of relevant research and evidence in regards to assessment for policy and practice. In 1996 BERA’s support ceased and was taken over by the Nuffield Foundation till the ARG dissolved in 2010. It was in 1996 that the foundation funded Paul Black and Dylan Wiliam members of the ARG to review literature on the use of assessment to help with learning. As a result, evidence was found that ‘formative assessment’ could help to improve learning and the findings were published under the title ‘Inside the black box’. The ARG was one of significant influences on the design of Scotland’s Assessment is for Learning (AfiL) initiative which aimed to develop assessment in learning in Scottish schools. This essay will discuss and explore how effective formative assessment of pupils’ progression can be carried out.

Assessment is a valuable tool to measure students learning and achievement. It is an essential element for teacher to reflect on what and how they teach. To assess students is to collect evidence of their learning. Teachers use the information to modify their lesson plans and adjust their instructional methods; students need feedback on their performance to concentrate on their vulnerable areas. Assessment is necessary for parents to reinforce their children strength and assist them where extra attention is required. The data collected will inform school

In educational and school settings the curriculum is constantly changing, as well as the different styles of teaching pedagogies that educators use on a daily basis to match the types of learning of each child within their classroom. Educators strive to bring out the best within their pupils and through using personalised learning this can be done efficiently supplying the child with the correct type

Criminologist James Fox of Northeastern University predicts that murders committed by teens will skyrocket as the population of kids 10 and under is higher than population of 21st century teens by 20%. (Stephens) Mentoring is the act of helping out someone that isn't as knowledgeable or experienced in different areas. The goal is to make them leaders. (Patterson)

Scotland re-evaluated assessment strategies which saw the Assessment is for learning (Aifl) initiative implemented in 2002 which aimed to improve children’s life chances through a more coherent system (Gov.scot, 2005). The revised system, A Framework for Assessment (BtC5), incorporates principles of Curriculum for Excellence (CFE) and the values of Aifl, which collectively aim to support pupil progression. Furthermore, they aim to build confident individuals and successful learners (Educationscotland.gov.uk, 2008) who are active participants in their own learning and set their own targets. However, ‘for this to be effective teachers need to build an intimate and detailed knowledge of their pupils’ thinking and assist them, with fairly specific advice and scaffolding, in achieving the next stage’ (Harris, 2007). Therefore, for formative assessment to effectively support learner attainment, teachers must have a detailed knowledge of pupil capability and support them progressively in developing their own metacognition.

Before any activity, the pupil will need to know what they are going to learn, why they are learning it and how the assessment will take place. The teacher will discuss these with the pupils before the session and when each group of children sit down to start the activity they will be explained to them again. As the pupils get used to assessing their own work, they will find it easier to look at their own work naturally. As well as the objective for the activity, the pupils will need to know their own personalised learning goal so that they can integrate them. One example of how we do this at our setting is by having a learning activity

Over the course of a person's career, it is likely that there will be many people who positively impact and make a significant difference in a person's life. Sometimes, these people may even surface before a person begins their career and may appear in the form of teachers, coaches or even parents.

Young people should have positive relationships with primary care givers, education staff and peers as this leads to higher levels of self-worth, high self-esteem and a positive self- image. This positive outlook on life may lead to that person becoming more approachable and popular individual. Structure, routine and boundaries should be put in place and positive reinforcement is to be used, this allows an understanding of the young person’s position within their society and leads to a more settled and well balanced individual. Positive and dependable role models allow the young person to model the behaviours of well-balanced, well behaved and already resilient individuals. Positive encouragement offered to young people may lead to higher levels of self-esteem and enables the young person to develop an optimistic attitude about learning new skills and having the ability to keep trying when things become challenging. Regular attendance to education should be encouraged, ‘Schooling may be vital in enabling children to make the best of

The function of assessment in learning and development is to provide a measurable way of planning and supporting students’ progress. Assessment is carried out by means of checks and tests carried out throughout the course. Assessors should provide feedback throughout ensuring that learning is occurring and the learner is at the correct level. It is also important that assessor’s decisions are also consistently reviewed and internally and externally verified.

One thing I believe is a necessity in growing up is having a mentor. Having a mentor is, not only, beneficial for the mentee but also the mentor. Being a mentor is a learning experience for everyone participating, it helps people grow as a person and friendships are created when a bond if formed. Some people might think it's a waste of time for a child or that it'll never work out for a troubled delinquent but based on the research I've done, I have proven them wrong. Through-out this paper I will provide the pros and cons of mentoring and how they affect both mentor and mentee. To back up my proposal that mentoring is supporting, I will supply examples to answer the question: Is mentoring really important?

My mentor has participated in a PST (Problem Solving Team) meeting. My mentor has to feeling out some paper work, the paper work say that the teacher has done everything that he/she cold do to help the students. The student's teacher will have a meeting with the district, the district will look over the paper work that the teacher has fled out about the student. If the teacher has done everything the he/she can do to help the student then the district will help the student as much as they can.

Mentoring, in general, is a term used to describe a relationship between two individuals, the ‘mentor’ and the ‘mentee’. In this relationship, the mentor with more knowledge supports and passes on knowledge to the mentee through teaching, guidance, and encouragement, thus empowering the mentee to make decisions based on his/her capabilities. According to Fouché & Lunt (2010), in this relationship, it requires two parties to collaborate together to learn new things, allowing them to further their personal development and perform to their fullest potential.