Coaching And Mentoring Assignment Part A
The context of this report focuses on the planning of a coaching and mentoring programme related to my workplace and I will then critically reflect on my mentoring skills as a student mentor within the 14-16 Education system, I will then go on to clarify how the theories behind learning can be employed in conjunction with specific mentoring and coaching models.
Over the last century there have been various theories of learning published, some of which can be directly linked to mentoring (Jarvis 2006).Rice (2007) explains that, 'Mentors use adult learning theories although the extent varies within the case being studied, with such variability the needs of individual student teachers, the context in which the mentors are working in, and their own knowledge of professional practice and of espoused theories.' During the mentoring process, whatever age, adult learning theories are used, in regards to the individual requirements (Brookfield 1994).
Having a thorough understanding of the relevant theories associated with learning is essential to ensure learning is achieved and relevant to the individuals concerned. The DFES declares that mentoring is a 'valuable opportunities to relate theory to practice and to try out new ideas' (DFES 2005). Over the course of my studies relating to learning along with the experience of mentoring people, specifically those within the 14-16 Education sector, I can clearly see that there are several theories of which can be employed throughout the coaching and mentoring process. One of the most prominent in my mind, having had firsthand experience of using this theory, is that of the Behaviourist school of thought; this developed classic conditioning which is effectively deemed as learning by association, of which Pavlov (1849-1936) scientifically proved this. His theory recognised that there is significance in receiving a ‘positive experience’, this can be pertained to mentoring: Pavlov suggests that the significance of acting in
Over the last century there have been various theories of learning published, some of which can be directly linked to mentoring (Jarvis 2006).Rice (2007) explains that, 'Mentors use adult learning theories although the extent varies within the case being studied, with such variability the needs of individual student teachers, the context in which the mentors are working in, and their own knowledge of professional practice and of espoused theories.' During the mentoring process, whatever age, adult learning theories are used, in regards to the individual requirements (Brookfield 1994).
Having a thorough understanding of the relevant theories associated with learning is essential to ensure learning is achieved and relevant to the individuals concerned. The DFES declares that mentoring is a 'valuable opportunities to relate theory to practice and to try out new ideas' (DFES 2005). Over the course of my studies relating to learning along with the experience of mentoring people, specifically those within the 14-16 Education sector, I can clearly see that there are several theories of which can be employed throughout the coaching and mentoring process. One of the most prominent in my mind, having had firsthand experience of using this theory, is that of the Behaviourist school of thought; this developed classic conditioning which is effectively deemed as learning by association, of which Pavlov (1849-1936) scientifically proved this. His theory recognised that there is significance in receiving a ‘positive experience’, this can be pertained to mentoring: Pavlov suggests that the significance of acting in