Mentoring
Evaluation of mentoring experience
For my mentoring placement, I was placed in Willows high school, a diverse community secondary school that covers the areas of Tremorfa, Splott and Adamsdown in Cardiff. The school is situated in an area where there is deprivation socially and economically. The pupil’s range from ages eleven to sixteen and all have different abilities some including special needs which the school accommodates for. Many of the pupils who attend the school are from minority ethnic backgrounds and live in Cardiff’s most disadvantaged areas. This can have an affect on the pupils due to different socio-economic groups in educational achievement which can be developed by their home learning atmosphere, moderate pupil’s attitudes and behaviours as well as assisting disadvantaged pupils believe their own responses and accomplishment can result in progressed effects. (Goodman and Gregg, 2010.)
The culture of the school can have an affect on the pupils as explained by Watson (2001) who defines that if the culture is not courteous to education then this can have an unsatisfactory impact on the pupils performance and attainment. Climate of the school has also seen to have an affect on its pupils, as to the pupils enjoying attending school and wanting to be there as well as their connection with their teachers. Wang et al (1997) clarifies how the culture and climate of a school have an actual influential part in pupil’s achievement. This school has a culture were pupils and teachers both work together to encourage and motivate academic success and learning is honoured and awarded.
I mentored four pupils who were in year ten at key stage four, in their first year of preparing for their gcse’s. I helped my mentees with anything they were struggling with in school as well as giving advice and guidance on careers and goals (Haney, 1997.)
I feel that as a mentor I built a very good relationship with my mentees even though this went through stages, as at first
For my mentoring placement, I was placed in Willows high school, a diverse community secondary school that covers the areas of Tremorfa, Splott and Adamsdown in Cardiff. The school is situated in an area where there is deprivation socially and economically. The pupil’s range from ages eleven to sixteen and all have different abilities some including special needs which the school accommodates for. Many of the pupils who attend the school are from minority ethnic backgrounds and live in Cardiff’s most disadvantaged areas. This can have an affect on the pupils due to different socio-economic groups in educational achievement which can be developed by their home learning atmosphere, moderate pupil’s attitudes and behaviours as well as assisting disadvantaged pupils believe their own responses and accomplishment can result in progressed effects. (Goodman and Gregg, 2010.)
The culture of the school can have an affect on the pupils as explained by Watson (2001) who defines that if the culture is not courteous to education then this can have an unsatisfactory impact on the pupils performance and attainment. Climate of the school has also seen to have an affect on its pupils, as to the pupils enjoying attending school and wanting to be there as well as their connection with their teachers. Wang et al (1997) clarifies how the culture and climate of a school have an actual influential part in pupil’s achievement. This school has a culture were pupils and teachers both work together to encourage and motivate academic success and learning is honoured and awarded.
I mentored four pupils who were in year ten at key stage four, in their first year of preparing for their gcse’s. I helped my mentees with anything they were struggling with in school as well as giving advice and guidance on careers and goals (Haney, 1997.)
I feel that as a mentor I built a very good relationship with my mentees even though this went through stages, as at first
References: Allen, T. D., Poteet, M. L., & Burroughs, S. M. (1997). The mentor’s perspective: a qualitative enquiry and future research agenda. Journal of vocational behaviour, 51 (1), 70-89. Carole. J. Bland, Anne L. Taylor, S. Lynn Shollen, Anne Marie Weber-Main, Patricia A. Mulcahy. Faculty Success Through Mentoring. R&L education, 2009. Carter, S., & Lewis, G. (1994). Successful mentoring in a week. London: Headway Goodman, A. and Gregg, P. (2010) Poorer children’s educational attainment: How important are attitudes and behaviour? York: JRF Haney, A. (1997) ‘The Role of Mentorship in the Workplace’ in workplace education, edited by M.C Taylor, pp. 211-228. Toronto, Ontario: Culture. Kember, D., & Leung, D. Y. P. (2006). Characterizing a teaching and learning environment conductive to making demands on students while not making their workload excessive. Studies in higher education, 31 (2), 185-198. Mycsn.cc (2011) Welcome To Willows High School. (Online) Available at: http://mycsn.cc/willows17/ (Accessed: 20 Apr 2013). Wang, M. C., Haertel, G. D. and Walberg, H. J. (1997) Learning influences, in: H. J. Walberg and G. D. Haertel (eds) Psychology and Educational Practise (Berkley, CA: McCuthan), pp. 199-211. Watson, N. (2001) Promising practices: what does it really take to make a difference? Education Canada, 40 (4) 4-6.