Coaching And Mentoring Assignment Part A

Topics: Educational psychology, Coaching, Learning Pages: 9 (2764 words) Published: June 29, 2015
The context of this report focuses on the planning of a coaching and mentoring programme related to my workplace and I will then critically reflect on my mentoring skills as a student mentor within the 14-16 Education system, I will then go on to clarify how the theories behind learning can be employed in conjunction with specific mentoring and coaching models. Over the last century there have been various theories of learning published, some of which can be directly linked to mentoring (Jarvis 2006).Rice (2007) explains that, 'Mentors use adult learning theories although the extent varies within the case being studied, with such variability the needs of individual student teachers, the context in which the mentors are working in, and their own knowledge of professional practice and of espoused theories.' During the mentoring process, whatever age, adult learning theories are used, in regards to the individual requirements (Brookfield 1994). Having a thorough understanding of the relevant theories associated with learning is essential to ensure learning is achieved and relevant to the individuals concerned. The DFES declares that mentoring is a 'valuable opportunities to relate theory to practice and to try out new ideas' (DFES 2005). Over the course of my studies relating to learning along with the experience of mentoring people, specifically those within the 14-16 Education sector, I can clearly see that there are several theories of which can be employed throughout the coaching and mentoring process. One of the most prominent in my mind, having had firsthand experience of using this theory, is that of the Behaviourist school of thought; this developed classic conditioning which is effectively deemed as learning by association, of which Pavlov (1849-1936) scientifically proved this. His theory recognised that there is significance in receiving a ‘positive experience’, this can be pertained to mentoring: Pavlov suggests that the significance of acting in response with constructive support tends to prompt mentees’ to progress. Furthermore, Watson ‘s’ (1876-1958) went on to promote the stage by stage deductive approach, this is where previous learning was replicated in order to strengthen learning and assist succession. From a personal perspective, when mentoring a person through a practical situation, weapons training for example, Watsons stage by stage approach works extremely well in ensuring learning has taken place whilst it has also been retained. A study, conducted by American Educational Psychologist Robert M Gagne (1916-2002) about the ‘mental events’ concluded that learning was a progressive situation and that learners were able to build on skills which had been learnt previously. It is apparent that by relating these theories to mentoring, they can sustain the mentee, as learning through repetitive experiences and by relating actions to endorse perfections, being able to build on learning can enable individuals to accomplish their objectives (Reece and Walker 2006). Moreover, cognitive theorists deem that learners should be encouraged to ‘reflect for themselves’ something of which I strongly believe, by reflecting, it should enable them to actively hunt out knowledge in a more inductive manner, representing this knowledge and understanding whilst being able to reflect on what they have learnt. John Dewey (1859- 1952), the renowned educational reformer and philosopher identified learning as ‘learning to think’ using reflection. Furthermore, Jerome Bruner (1915) claimed that learners should be educated how to evaluate problems themselves and develop into independent learners; moreover, the andragogy model as defined by Kolb (1939), provided a structure to learning, in which it promoted the use of all four learning styles, in the same way as Honey and Mumford (1982). When trying to understand the importance of reflection as highlighted by Bolton (2005) Humanists, however, perceive learners as 'individuals' to...
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