1. Post 16 Tutoring Intervention planning Purposeful discussion 1 Establishing climate of influence Purposeful discussion 2 Materials, activities, this presentation etc are yours… http://edcvs.co/1da3Ieb Steve Williams Blyth School Post 16 tutor training Feedback, questions etc welcome: steve.williams@ntlp.org.uk

2.  Introduction – SLE programme, me  Post 16 Tutoring  Intervention planning  Purposeful discussion 1  Establishing climate of influence  Purposeful discussion 2 Materials, activities, this presentation etc are yours… http://edcvs.co/1da3Ieb This afternoon…

3.  Introduction – SLE programme, me  Post 16 Tutoring  Intervention planning  Purposeful discussion 1  Establishing climate of influence  Purposeful discussion 2 This afternoon…

4.  The right course  Taught well  Effective monitoring, encouragement and intervention Post-16 Success 1.This point of view is correct 2. This is the current situation at Blyth

6.  The right course  Taught well  Effective monitoring, encouragement and intervention Post-16 Success

7. Please look at and read the intervention plans from tutors at WBHS. They focus on 3 students every half term. The pictures are from Google! They would normally carry the student’s picture and name…

8. Just a Minute One person must start to answer the question. At the first repetition, pause or mistake the next takes over. Anyone who completes the minute wins… ClipClip From 1:13

9. Questions: What is the point of writing one of these intervention plans? What information could inform such a plan were you to write one for three of your new tutees and what might it reveal? Which is the most helpful and why? Which is the least helpful and why?

10.  Introduction – SLE programme, me  Post 16 Tutoring  Intervention planning  Purposeful discussion 1  Establishing climate of influence  Purposeful discussion 2 This afternoon…

11. Mentoring Hard MentoringSoft Mentoring Evidence basedRelationship based Direct interventionImplied intervention Agenda drivenOpen to negotiation AccountabilityOptional responsibility Zero toleranceExcuses are heard and considered Teacher ledStudent led

12. Please read the extract from the student’s report (2 mins) 1.In pairs, please label yourselves A and B 2. “A” is the student and will be HARD mentored by “B”. “B” please remind yourself of how you will need to conduct this interview. “A” please prepare some responses that will test “B”’s hard mentoring eg have some excuses. (3 mins) 3. Now interview for 2 minutes 4. “B” is now the student and will be SOFT mentored. “A” please remind yourself of how you will need to conduct this interview. “B” please prepare some responses that will test “A”’s hard mentoring eg have some excuses. (3 mins) 5. Now interview for 2 minutes Task…

14.  Introduction – SLE programme, me  Post 16 Tutoring  Intervention planning  Purposeful discussion 1  Establishing climate of influence  Purposeful discussion 2 This afternoon…

15. Professor of Psychology at Arizona University developed six principles of influence. NB When he says reciprocity in the second clip, he means authority! principles of influence Used by Hurworth School in the design of their mentoring programme. TASK: Please take the A3 sheet and write definitions for each of the principles. Authority is done for you to avoid confusion. “A” should write the first definition from the video, “B” the second, “A” the third and so on so that you have time to write them. You can swap at the end of the clip. Robert Cialdini

16. Use your A3 sheet to: 1Complete the boxes to plan things to say and do that will ensure that the six principles are an ever-present part of your tutor room and what is said and done there. Example on next slide 2. List some of the students you work with currently (or finished this summer) think needed some form of intervention that you could have assisted with 3. Relist them, as either suitable for Hard or Soft Mentoring Now - reflection

17. My Students: John Smith, Sally Brown, David Johnson, Christine Davis Hard Mentoring: John Smith, Christine Davis Soft Mentoring: Sally Brown, David Johnson Find out who is revising what and when and make charts/posters that suggest it’s very widespread in the tutor group Say “Don’t worry what your friends are doing. You worry about your own revision.”

18. Do this: 1: 1: Do something ‘extra’ for them 2: 2: Make them feel indebted 3: 3: Cash in on their wish to reciprocate Reciprocity: Don’t do this: 1: 1: Tell them “It’s no skin off my nose if you don’t want to change.”

19. My Students: Hard Mentoring: Soft Mentoring:

20. So far, we have looked at MENTORING. Mentoring is for students who need to be told what to do and given help and support doing it. Some students (those in greatest need) require hard mentoring, which is high on checking and accountability Some students (those more capable) require soft mentoring, which allows for flexibility. Now, we look at COACHING, which is for those students who have moved beyond mentoring and into independence. Coaching helps them bring about self-improvement. Summary

21.  Introduction – SLE programme, me  Post 16 Tutoring  Intervention planning  Purposeful discussion 1  Establishing climate of influence  Purposeful discussion 2 This afternoon…

22. First, we need to acknowledge that you may not naturally be a coach. You may naturally be more directive. Consider these “types”…

23. The ‘home’ you: How you are with friends and family The ‘parent’: How you are with your children (if applicable) The ‘partner’: How you are with your partner (if applicable) The ‘work’ you: How you are at work generally Different ways to packtype yourself

24. The ‘home’ you: How you are with friends and family The ‘parent’: How you are with your children (if applicable) The ‘partner’: How you are with your partner (if applicable) The ‘work’ you: How you are at work generally

25. Establishing a common language – what are coaching and mentoring? Working pairs/groups, decide where to put ‘coaching’ and ‘mentoring’ on the following grid. low high selfdirected Expertise required by tutor Mode of development of student

26. Establishing a common language – what are coaching and mentoring? Working in table groups, decide where to put ‘coaching’ and ‘mentoring’ on the following grid. low high selfdirected Expertise required by tutor Mode of development of student Coaching Mentoring

27. Example: Coaching vs Mentoring You cannot pass media or Theatre Studies because the coursework is almost complete and is a group task You can pass ICT You still need to pass Maths GCSE You got an E in ICT at AS The best thing is for you to do AS and A2 ICT and GCSE Maths resit See Mr x and ask if AS and A2 can be done simultaneously this year See Mrs Y and ask if GCSE Maths can be sat in summer and when sessions are Come back and see me with the answers What are the benefits of taking four ASs? What will you lose if you choose to move to three? Can you guarantee achieving the same outcome if you do four as if you’d done three? What does your research into your next step suggest is best? How do you see your week being different if you move to three? Student B: Has to make a decision whether to do 3 or 4 ASs. Student B: Long-term illness has led to a change in curriculum

28. Don’t get confused! This is a different graph. Coaching is now in the top right! Working alone, think of Post-16 students you have taught and decide who can be coached and who mentored. Try to start with the extremes. low high lowhigh Competence level of student re. improving own learning Motivation level

29. Don’t get confused! This is a different graph. Coaching is now in the top right! Working alone, decide who can be coached and who mentored. Try to start with the extremes. low high lowhigh Competence level of student re. diagnosing and improving own learning Motivation level Optimum student for coaching Minimum student for coaching Higher likelihood of success MENTORING COACHING

30. Developing Coaching in the 6 th Form tutor team Ethos, purpose, skills Ethos: to be an effective coach I need to believe… Skills: the skills I require to coach are… Purpose: the purpose of an effective coach is to…

31. Developing Coaching in the 6 th Form tutor team Egan’s skilled helper model Action leading to valued outcomes

32. Developing Coaching in the 6 th Form tutor team The coaching triad Please choose a role to start…

33. Developing Coaching in the 6 th Form tutor team Here, you are eliciting information. You will be listening for 95% of the time – resist the temptation to speak! Ask questions only when you think the coachee is getting stuck. When they are finished, repeat the situation as you have heard it and ask for confirmation. We will now demo!!

34. Developing Coaching in the 6 th Form tutor team Possible questions – Story, Blindspots, Leverage What are the real challenges for you here? What do you think might be keeping you from making progress? What do you think could make the difference? What’s the hardest thing about this for you? How do you think this may look from X’s point of view? Where should we start tackling this?

35. Developing Coaching in the 6 th Form tutor team PLEASE CHANGE ROLES

36. Developing Coaching in the 6 th Form tutor team Goals, Commitment, Possibilities move from broad aims to more specific outcomes gain the commitment of others describe the outcomes he or she wants be clear, specific and realistic test out his or her commitment to action Again, the coach should not be speaking, suggesting or advising – just questioning and listening!! The coach’s task is to help the client:

37. Developing Coaching in the 6 th Form tutor team Goals, Commitment, Possibilities – Possible questions What would you really like to see in place? What possibilities could you envisage? What would it look like if you achieved excellence in this area? What would be your ideal scenario? What would really break the mould? Shall we try to shape up one or two specific goals? What would you realistically like to see in place? What benefits would that bring to you? What would it mean for you?

38. Developing Coaching in the 6 th Form tutor team PLEASE CHANGE ROLES As always! The coach should not be speaking, suggesting or advising – just questioning and listening!!

39. Developing Coaching in the 6 th Form tutor team The coach’s task is to help the client Critique the list and choose the best-fit strategies to make up the action plan. Identify the first three or four important steps. Consider consequence and timescales.

40. Developing Coaching in the 6 th Form tutor team Possible questions Who do you need to consult? How might you engage others in bringing about this change? What strengths and resources do you need in place to draw on? Where could you go for new approaches or thinking? Who will share the load? How will you let people know what is going on?

43. Do this: Scarcity: Don’t do this:

44. Do this: Commitment and Consistency: Don’t do this:

45. Hard MentoringSoft Mentoring Evidence basedRelationship based Direct interventionImplied intervention Agenda drivenOpen to negotiation AccountabilityOptional responsibility Zero toleranceExcuses are heard and considered Teacher ledStudent led

46. Do this: Consensus or Social Proof: Don’t do this:

47. Do this: Liking: Don’t do this:

48. Authority: We feel a sense of duty or obligation to people in positions of authority. This is why advertisers of pharmaceutical products employ doctors to front their campaigns, and why most of us will do most things that our line manager requests. Do this: Don’t do this: