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Second Mentoring Workshop Judith Masthoff. What to do if the fire alarm goes Make sure you know the way out of the building where you are mentoring Each.

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Presentation on theme: "Second Mentoring Workshop Judith Masthoff. What to do if the fire alarm goes Make sure you know the way out of the building where you are mentoring Each."— Presentation transcript:

1 Second Mentoring Workshop Judith Masthoff

2 What to do if the fire alarm goes Make sure you know the way out of the building where you are mentoring Each building tests its alarm every week If alarm persists for more than a minute, tell students that you have to leave the building Orderly evacuate, and keep together as a group [make sure all have left the room] If session almost finished, let them go Otherwise, return to your session once the alarm has stopped

3 How did it go? Three mentoring sessions already happened What happened? How do you feel about it? Remember to keep a diary

4 Exercise Need two volunteers to tell us a five minute story about a teaching or learning- related anecdote

5 Discussion Story-teller: how did you feel telling the story and how easy was it to engage the interests of your listeners Story-teller: Give feedback to each of the listeners in turn, on what you noticed, and how it affected you Listeners: in turn, reveal the content of your cards to the speaker, and talk about how it felt to try to listen according to those instructions Discuss the implications for mentoring work

6 Support Available to Students Advisor of Studies Student Advice & Support Unit Counselling Mental health issues Homesickness Personal problems (e.g. illness of family member, relationship problems) Student Learning Service Academic support (e.g. critical thinking, writing skills, preparing for exams, time management)

7 Support Available to Disabled Students Student Advice and Support Office Arrange note takers, extra time in exams, assistive technology, etc Can arrange screening for dyslexia Disabilities include sensory impairments, aspergers, dyslexia, mobility impairments, attention deficit disorder, long term illness Student Learning Service Academic support for students with dyslexia

8 Support Available to International Students International Student Advisors Events for international students Advise on visa and immigration matters Language Center Offer courses in English as a second language

9 Reminder Managing the process of coaching TGROW model provides a structure Topic Goal What do you want to happen? Reality What is happening now? Options What could you do? Will What will you do?

10 Exercise: Coaching Split into trios (coach, mentee, observer) Mentee – discuss a problem you are having, can be anything… Coach – coach using the skills discussed Observer – observe the application of the skills and take notes Discuss how it went Do this three times, so that everybody has had a chance to practice coaching

11 Mentoring a group How does mentoring a group differ from mentoring an individual?

12 Likely differences in people Gender Age Ethnicity Country of origin Educational background Special needs Personality Goals What impact may these have on learning and on mentoring?

13 Strategies for dealing with quiet/wordy students For students who seem quieter or less active, dont write them off as incapable –Use paired discussion activities to give those students opportunities to engage with the others in the group –Give students the opportunity to share insights from their own experience –Increase the amount of time you allow for students to formulate an answer to a question. Count silently to 10 before you restate the question or call on volunteers. Monitor classroom dynamics to ensure that discussion does not become dominated by more aggressive students –Thank you, John, but let us give others here the chance to give us their opinions/thoughts. Mary... ? Adapted from Teaching a Diverse Student Body, N. Loevinger, 1994, University of Virginia.

14 Dealing with multiple goals Option 1: Ask each person in turn what problem they are experiencing/goal they have, and spend some minutes on each Option 2: Ask each person to write problems/goals on post-it notes, one per note, and then try to group them. Spend some minutes on each category.

15 Exercise: Mentoring groups Divide into two groups In each group, select a mentor Group members: Pretend to be students on the CS1014 course (get inspired by the card given you) Mentor: Get the group to discuss what they think about the CS1014 course, what problems they face, and try to agree on steps forwards

16 What to do if….. Only two students turn up for the session A student lacks motivation A student is sad A student is angry What other problems do you envisage?

17 Mentoring Session 2: Acquiring Relevant Information Introduction Check if anybody in the group has missed last week's session. If so, do a quick round of introductions, and remind people of the goal of the mentoring sessions.

18 Mentoring Session 2: Acquiring Relevant Information Activity 1: Information Needs Aim: To identify information that the students want about the CS1014 course. Procedure 1.Ask the students to spend a few minutes individually writing down four or five brief responses to the question: "What are the most important things that you want to know about the Foundations of Computing Science course?

19 Mentoring Session 2: Acquiring Relevant Information 2.Get the group to form a single composite list of the items while they are recorded on the blackboard. To do this, go repeatedly around the group and get each person to tell you one item that has not been mentioned yet, till all are recorded. (Discourage criticism of the comments of others, but encourage clarification in response to questions).

20 Mentoring Session 2: Acquiring Relevant Information 3. Get each person to individually evaluate the items on the group list and 'vote' for them (giving 5 marks for the most important item, 4 for the next most important, etc). 4.Collect the 'votes' for each item, and put the overall scores for each item for the group on the blackboard. 5.Have a group discussion on how to find out this information.

21 Mentoring Session 2: Acquiring Relevant Information Activity 2: Programming books and other resources Discuss whether they have bought the recommended text book Discuss what other resources a programmer can use (like Java API, google, etc)

22 Mentoring Session 2: Acquiring Relevant Information Activity 3 (If time permits): Ask whether they have been to any practicals/tutorials yet (They should have been to a practical if mentoring Wednesday onwards) If so, ask what they thought about it Ask what they thought about the lecture(s) (If mentoring on Monday, this is only one lecture)

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