Scenario 25: Peer mentoring

Slides:



Advertisements
Similar presentations
Stage One: Registrant Mentor, (N.M.C., 2006).
Advertisements

Setting up a Parent Council
Session Objectives: For Mentors to know:
Scenario 1: Setting classroom standards
WAGGGS Policy & Guidelines: Adult Training, Learning and Development
1 School Inspection Update Key Changes since January 2014 Updates continued 17 June 2014 Name Farzana Aldridge – Strategic Director & Caroline Lansdown.
Councillor mentoring Councillor Development Network, East Midlands Councils 30 Sept 2010 I
Topic 4 How organisations promote quality care Codes of Practice
1 School Inspection Update Key Changes since January 2014 …continued 17 June 2014 Name Farzana Aldridge – Strategic Director Caroline Lansdown – Senior.
Scenario 13: Identifying behaviour hotspots
Mentoring Workshop. Workshop aims Aim To introduce participants to the role of the mentor and help them prepare for mentoring as a part of the Leadership.
1. 2 The Induction of New Governors A Guide for Governing Bodies Governor Support Unit.
Behaviour Scenarios A specially commissioned set of resources for tutors, school mentors and trainee teachers Scenario 7: Establishing your authority.
Behaviour Scenarios A specially commissioned set of resources for tutors, school mentors and trainee teachers Scenario 9: Responding to a pupil who refuses.
Behaviour Scenarios A specially commissioned set of resources for tutors, school mentors and trainee teachers Scenario 3: Including pupils with Special.
Behaviour Scenarios A specially commissioned set of resources for tutors, school mentors and trainee teachers Scenario 14: Giving Praise and Reward.
Behaviour Scenarios A specially commissioned set of resources for tutors, school mentors and trainee teachers Scenario 5: Setting Classroom Standards.
Peer Aquinas College. Purpose: To provide further support options for Year 7 – 10 students. To provide further support options for Year 7.
Schools as Organisations
Subject specialist mentoring on the DET
Skills Workshop New Mentors & Mentees
Faculty Mentoring Program for Students with Disabilities
GOVERNING BODY SELF-EVALUATION TOOLKIT
Scenario 4: Identifying behaviour hotspots
Welcome to Complaints and Code of Conduct
Mentoring CPD Festival 2017.
Scenario 3: Maintaining standards of behaviour
Room Supervisor: Leadership training
Workshop for ART mentors
Dr Catherine Louise Murphy, Dr Katie Au and Dr Gopinath Ranjith
Scenario 13: Identifying behaviour hotspots
Scenario 1: Defusing a conflict between pupils
Scenario 23: Conflict resolution (A)
Scenario 24: Conflict resolution (B)
Scenario 16: Effective Sanctions
St Peter’s CE Primary School
Why bother – is this not the English Department’s job?
Maximising Pupil Involvement in Anti-bullying
Investors in Pupils Award Which staff can support you
Scenario 18: Giving Instructions
ADSHE South West Regional Meeting Professional Peer Supervision - Ground Rules and Approaches Taken from ADSHE Professional Tutor Handbook Led by Kelly.
RECOGNISING AND RESPONDING TO RACISM
Supervision and creating culture of reflective practice
RECOGNISING AND RESPONDING TO RACISM
Skills Workshop Mentors & Mentees
Peer mentor training Session 1
An Honest Conversation
Scenario 21: Restorative Approaches (A)
Practice of Teaching Part 1
Workshop 2-Getting started with your peer support programme
Scenario 2: Gaining attention in a noisy class
Standard for Teachers’ Professional Development July 2016
Scenario 6: Maintaining Classroom Standards
Scenario 22: Restorative Approaches (B)
Scenario 17: Physical Intervention
Behaviour Scenarios A specially commissioned set of resources for tutors, school mentors and trainee teachers Scenario 26: Circle Time 1.
Enhancement of Learning Support
Developing a User Involvement Strategy.
Scenario 10: Defusing a conflict between pupils
Scenario 12: Dealing with unacceptable language
CORE 3: Unit 3 - Part D Change depends on…
Behaviour Scenarios A specially commissioned set of resources for tutors, school mentors and trainee teachers Scenario 8: Setting Learning Intentions and.
Scenario 1: Setting classroom standards
Scenario 15: Managing a pupil who is angry
Maximising your progress on your professional placements
Scenario 19: Managing transition in a lesson
Scenario 1: Starting a Lesson in an Orderly Way
RBWM SCITT Mentor Meetings 2017.
Scenario 13: Enforcing a school rule
Enhancing Learning in Practice
Presentation transcript:

Scenario 25: Peer mentoring Behaviour Scenarios A specially commissioned set of resources for tutors, school mentors and trainee teachers Scenario 25: Peer mentoring 1

Scenario 25 Peer Mentoring Your school has an anti-bullying policy and you want to involve pupils in your class/form in helping to resolve situations when someone is unhappy. How do you go about this? www.behaviour4learning.ac.uk 2

Key Learning Outcomes Knowledge about the purpose and value of peer-mentoring in relation to Behaviour for Learning and understanding of how to support a peer mentoring scheme in schools Modelling and practice in setting up and supporting peer mentoring by finding out about the training and support needs of the pupils involved. Relevant QTS standards: Q2 & Q30 www.behaviour4leqrning.ac.uk 3

What do you do? Talk to the whole class/form about your ideas and share your concerns. Ask them what they intend to do about it. Launch a scheme that you have seen in another school. Capitalise on pupil interest and get the most enthusiastic to mentor a few victims of bullying to see how well it works. Hold an exploratory discussion to help identify what the pupils think about bullying and how to help anyone who is unhappy. Pick out a few known bullies and ask them why they behave this way. Speak to some victims and ask them about what should be done. www.behaviour4learning.ac.uk 4

What may be the best choice? Hold an exploratory discussion to help identify what the pupils think about bullying and how to help anyone who is unhappy. It is important to establish pupil ownership of any peer mentoring scheme at the beginning of the initiative. Finding out the views of pupils will also help to inform your planning. The teacher’s role is to oversee the scheme, to advise guide and monitor the mentors and to ensure that they are well prepared and trained, including knowing their limitations and how to refer any serious problems on to experienced counsellors. www.behaviour4learning.ac.uk 5

What are the considerations? You must first have permission from the senior leadership of the school. Talk with your mentor. Approach another teacher(s) who might be interested in supporting your idea. Agree aims, objectives and success criteria and prepare any resources and facilities needed. Decide the ‘client group’ e.g. new pupils; those who need help academically or with ‘behaviour problems’; those identified by staff as being at risk of bullying; or ? You will need to decide how the pupils will participate in the scheme and establish clear guidelines for them so that they can feel ownership without over-reaching themselves Plan recruitment of participants – who to involve and how, as well as how the scheme will be publicised Work out a training and support plan for peer mentors and how this is to be organized. Plan how monitoring and evaluation will be arranged. www.behaviour4learning.ac.uk 6

Underlying principles Mentoring is usually a 1:1 relationship, although it can and should be monitored. Those who take part are similar in age and/or have had similar experiences. Peers can offer real support if they are understanding and empathetic. There is a whole range of approaches, from informal buddying to targeted and focussed peer advice and support. The role of school staff is enshrined in the common law duty of care. Peer mentoring schemes must be carefully organised, monitored and controlled by designated staff. www.behaviour4learning.ac.uk 7

Rights and Responsibilities Designated members of staff are accountable for support, advice, training and monitoring to ensure that the scheme is effective in helping reduce the effects of bullying Peer mentors should be advised about a number of rights and responsibilities in a code of conduct which should be agreed at the outset e.g. The need to talk to the staff supervising the project about any problems and concerns, and to have these concerns dealt with. The importance of not gossiping to anyone else. Although the process is voluntary, once involved there is a need to be reliable and committed. Peer mentees have the right to be listened to and respected. www.behaviour4learning.ac.uk 8

Activities to try Watch the programmes listed on slide 10 and evaluate them for help in understanding peer mentoring. Design a training programme for mentors and practice a session in role within your group. Give feedback to each other and report on the effectiveness of the session – how well will it prepare a pupil mentor? Discuss and share ideas of peer mentoring schemes experienced by the group, both as pupils and trainee teachers. Plan together the stages for establishing a peer mentoring scheme in a school to meet a particular need you have identified. www.behaviour4learning.ac.uk 9

Want to find out more? References on the B4L site The Mentoring and Befriending Foundation - Guidance and training advice Peer mentoring site - www.peermentoring.org.uk DCSF – Teachernet - Peer mentoring resource pack Teachers TV – Peer Mentoring - Challenge and Change Teachers TV – Peer Mentoring - A Personal Journey Teachers TV – Peer Mentoring - Matching and Caring Teachers TV – Peer Mentoring - Making the Grade Teachers TV – Primary support staff - Peer Mediation www.behaviour4learning.ac.uk 10

Conclusions What is the key message have you gained from this scenario material? How might you apply this approach in your own practice in school. Further insights and notes for tutors and mentors are available on the website Updated August 2009