The Personal Tutor Self-assessment System

Good Morning people!

Today I have some great news- the authors of our book ‘Becoming an Outstanding Personal Tutor‘ have put together a FREE resource for you to use!

Becoming an Outstanding Personal Tutor-Front

A bit about the book

Personal tutoring and mentoring is often referred to as the support side of the teachers’ role. This text is therefore vital in ensuring outstanding practice in that field. Given the new Personal Development, Behaviour and Welfare Ofsted inspection grade, this is a subject that is especially relevant to teachers in the current climate.

The book is relevant to any pre-service or in-service trainee teacher or existing practitioner with a personal tutoring role, a specialised personal tutor, manager or anyone in a learner-facing role within further education.

About the FREE resource

Ben Walker and Andrew Stork have created these two documents to allow their readers to continually self-assess their own practice and that of their institution. You can access these documents by clicking the links below.

Individual Self-assessment Form

Institutional Self-assessment Form

 

** Ben and Andy‘s book is NOW only £17 on our website– where everything is 15% off till the end of April…

So don’t miss out some great deals!

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Meet Emily!

TGIF! The end of the week is finally here (hurray!) and with that is our last extract from Ben Walker‘s and Andrew Stork‘s new book ‘Becoming an Outstanding Personal Tutor’. This extract is especially exciting because it demonstrates just how interactive the text is! So have a read, enjoy and without further ado, meet Emily!

Pg. 106: CASE STUDY, Supporting Emily

A support manager has received a safeguarding file about one of your learners, Emily, from the school she attended prior to college, and has suggested you read it. Below is an extract from a report in the file.

15 July

From Chris Wilkins, Head of Year 12, Shotley Park Secondary School

Emily was removed from the care of her birth parents at the age of nine. This was as a result of reported abuse and neglect. She has been in foster care since that time. There were behavioural problems at school resulting in an exclusion from her previous school. Emily has difficulty with authority figures and in taking responsibility for her actions. Emily’s emotional state can be unpredictable and she can overreact to situations if feeling threatened or overly pressured. The educational psychologist’s report suggested Emily has a younger emotional age than her 15 years nine months. Academically, Emily excels at certain focused tasks, more on the practical side.  Socially, Emily can find it  difficult to mix with new peers and tends to form separate groups, which can be with learners who are a ‘bad influence’.

Critical thinking activity 7

Read the case study extract and then answer the following.

  1. What are the key points for your role and how will it inform your support of Emily?
  2. How do you think other members of staff should be involved and what would you tell other members of staff about?

Discussion

Safeguarding reports come in a mixture of formats. They can be divided up under topic headings or dates or as continuous writing, as in our example. They may stick to facts or make suggestions about approach. There is a need for you to pick out the key points, and it could be good practice to do this with a support manager.

Complex case

At first, it can be easy to be daunted by cases like Emily and not knowing where to start. However, you need to remember that all learners, whether they have complex backgrounds and needs or not, all react differently. There’s also a need to not let such information unduly influence your view of an individual. Their past experiences may not adversely affect them in a new environment in which they may, hopefully, thrive. You need to avoid putting this in danger by ‘overcompensating’, and you should strike a balance between being aware of the issues, adapting your approach appropriately and seeing a learner like Emily with fresh eyes and giving her the same opportunity as any others.

Foster care

A good starting point would be to contact those who know her best, her foster parents, about support and approach.

Unpredictable emotional states

Communication with additional support is necessary. Receiving direct support relies on Emily’s consent, but strategies such as a ‘time out card’ and ‘cooling off period’ would seem to be relevant here.

Difficulty with authority figures and taking responsibility

As we have seen, your positive approach is about the young person understanding and investing in the process of improvement rather than dictating this to them. With Emily, your one-to-ones or PLCs will be important in reinforcing this. Since you are up against a history of resistance, you should not get disheartened if progress is slow and change is incremental.

Academically, Emily excels at certain focused tasks

You need to reinforce the positive with Emily and link that to positive feelings and beliefs in one-to-one meetings and conversations. ‘How can you do more of this?’ is the key reinforcing question to use with Emily when emphasising these positives.

Involving other members of staff

There is not a need to give the specific background details to other staff who teach Emily, for example the details of the abuse suffered. As we have seen though, you can take an advisory role for other teachers regarding teaching and group strategies for Emily and adapting your own group tutorial in a similar way. Additional support staff can aid her. There is a similarity to the additional support issues of the last section: considered communication is everything. Action plans can be drawn up, with additional support and possibly involving yourself, and ideally kept on the electronic learner tracking and monitoring system. This can, in turn, inform disciplinary meetings (where it is not to be used as an excuse for poor behaviour but rather to inform and be taken into account).

A final thought on safeguarding

Finally, these can be emotionally draining issues and you need to make sure you look after yourself. Structured offloading, where you talk about your most complex cases, can be very important in reducing the likelihood of taking your worries about these issues home with you, and to reassure you that you are doing the right things and all that you can.

Summary

The personal tutor role can feel all-encompassing, and a dizzying feeling can come from the sense that almost everything in your institution is of relevance to it. Moreover, when we start, not only do we not necessarily know the answers to the questions but we may not know what questions to ask in the first place! This chapter has, hopefully, addressed both of these issues by informing you:

  • which the key procedures for the personal tutor are;
  • what the procedures are and a good practice model for each;
  • how you and others need to operate within the procedures most effectively.

Moreover, you should now have the terminology in order to further understand and enquire about how things work in your institution.

If you want to be outstanding in the role and have ambitions to progress, you need to be a constructive enquirer of those around you including those in more senior roles. You’ll need the appropriate knowledge and language to do this. There will be more on the higher-level support skills to become outstanding in the next five chapters where we also discuss the bigger picture enquiries needed when you’re aiming to be outstanding.

We were feeling generous so that’s a slightly longer extract for you. Go to our website to buy the book and to check out what other texts are right for you!

Planning the Perfect Lesson

Good morning and welcome! Enjoy our next extract from ‘Becoming an Outstanding Tutor’ which includes a checklist on planning a positively perfect lesson.

pg 71, Critical thinking activity 10

The following short checklist of points (adapted from an article by David Didau, entitled ‘Planning a “Perfect” Lesson’ (Didau, 2012, online)) can contribute to delivering effective and engaging teaching, learning and assessment. Using this checklist, identify the similarities and differences between what you believe is good curriculum lesson delivery and good group tutorial delivery.

Page-71-table

Please don’t hesitate to go to our website and stay tuned for the last extract entry tomorrow!

What is a Personal Tutor?

So it’s a Wednesday afternoon and time for our third exclusive from Ben Walker and Andrew Stork‘s new book ‘Becoming an Outside Personal Tutor’. Enjoy and keep watching this space for more extracts throughout the week.

p.9: The definition of the personal tutor

Here, we define the personal tutor. But remember, in this book we shall explore what it means to be an outstanding personal tutor.

The personal tutor is one who improves the intellectual and academic ability, and nurtures the emotional well-being, of learners through individualised, holistic support.

What constitutes emotional well-being is discussed later in the book.

In addition to this definition, we want to bring in the highly important and valuable element of coaching. Personal tutoring and coaching can be seen as separate, but the model of the outstanding personal tutor includes coaching elements within it.

For more information, please visit our website. See you all tomorrow!

Want to Read an Exclusive Extract from Our Newly Published Book?

What an exciting week we have lined up! Throughout the next few days we will be publishing some extracts from our newly published book ‘Becoming an Outstanding Personal Tutor’. Our first is on solution-focused coaching, an essential technique worth adapting for those of you who are aspiring personal tutors! Thank you to the co-writer Andrew Stork for providing this exclusive and exciting insight.

5 key characteristics of using solution-focused coaching with learners

The following 5 key characteristics help you focus the way you view and use solution-focused coaching in your day to day conversations with learners:

  1. Positive change can occur

Solution-focused coaching works on the assumption that positive change can occur with your learners and that this change can happen quickly.

  1. Clear goals and self-directed action

You should work with each learner to define specific goals, however, it’s worth noting a good coaching conversation doesn’t stop when it stops. Set a clear expectation that the learner must be self-directed and take the responsibility to implement actions to achieve their goals outside of the coaching conversations.

  1. Develop solutions and focus on the future; not dwelling on problems within the past or present

Ensure you listen to any issues or problems to communicate empathy and develop rapport with your learners. However, swiftly move the conversation on to exploring future goals, past successes and what skills, knowledge and abilities they have.

  1. Using the learner’s experience, expertise and resources

A solution-focused coach is an enabler and facilitator. There is a belief that the learner is likely to already have the answers and the ability to take themselves forward and as their teacher or personal tutor, it is your role to help them notice this.

When learners feel they have worked something out for themselves, there is a greater chance that they will ask themselves these questions in the future and coach themselves. The best coaches in some ways become invisible.

  1. Reframing the learner’s perspective and help them to notice positives

Possibilities include reframing and helping them to notice:

  • a distant possibility as a near possibility;
  • a weakness as a strength;
  • a problem as an opportunity.

If this already strikes your fancy then please go to our website for more details on the book, or stick around for the next couple of days for more exclusive extracts!

Mentors on their best behaviour at Westminster

Here, Bob Thomson, author of Non-Directive Coaching: Attitudes, Approaches and Applications, talks about a recent training session he gave at the University of Westminster, and pulls out some key messages for you.

I spent an enjoyable evening with some very interesting people at the University of Westminster recently. At Julia’s suggestion, I was speaking about coaching and mentoring to Rebecca Eliahoo and her colleagues. Rebecca oversees a staff mentoring scheme there, and the people I met were using mentoring to support colleagues, trainee teachers, and adult learners in Further Education colleges.

Together we explored a number of themes from my book Non-Directive Coaching: Attitudes, Approaches and Applications. We spent some time considering different behaviours that a mentor might use, ranging from giving instructions, offering advice and making suggestions at the directive end of the spectrum to listening, questioning and reflecting back at the non-directive end. A mentor can engage in any of these behaviours in a conversation, and I think it’s vital that the mentor does this with a clear awareness of their intention. And, if you’re going to make a suggestion, don’t disguise it in the form of a leading question. Would you not agree that this is important?

We went on to share ideas on when it was more helpful to operate at each end of the directive to non-directive spectrum. One time when it’s useful to be directive is when there is a right answer. If you know how to fix the photocopier, just tell me! However, if your mentee is a final year student pondering what career to follow, there’s not necessarily a right answer, and it’s vital that the mentee not the mentor identifies the future career direction that will satisfy the mix of hopes and dreams and needs and fears that they are experiencing.

We ended by considering the nature of a coaching or mentoring relationship. I find it useful to think in Transactional Analysis terms of Parent, Adult and Child ego states and behaviours. One of the risks in mentoring from the directive end of the spectrum is that it may set up a Parent – Child relationship where the mentee is continually looking to the mentor to provide the answers. I think that coaching and mentoring work best when the relationship is an Adult – Adult one, based on rapport and trust.

Click on the image below to download Bob’s Powerpoint slides, used in support of his seminar:

bob-mentoring-ppt

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