Monthly Archives: March 2015

A304MC – Mentoring Presentation

 https://vimeo.com/122689950

  1. Definition of a Mentor

Mentoring is a unique learning relationship based on encouragement, constructive comments, openness, mutual trust, respect, and a willingness to learn and share.

  1. The Role of a Mentor
  • The role of a mentor is to ‘Make a difference’. They encourage and guide their mentee, where the development of the mentee is the key focus. They must listen and be supportive, yet provide non-judgemental support. They need to create goals for the mentee to obtain while passing on their knowledge and experience. A mentor will provide guidance on issues raised by their mentees, to help, guide and encourage their learn experience.
  1. The qualities/skills required of a good Mentor

There are many vital qualities and skills required to be a good mentor. My research and experience has taught me that a person needs to be

  • Accessible
  • Consistent
  • Empathetic
  • Open-minded
  • Patient
  • Honest – Offer guidance – but not instructions
  • Flexible
  • Create a friendly atmosphere
  • Be a Role model
  • Enable Problem solving
  • Be prepared and plan your sessions

All of the above contribute to becoming a good mentor. These factors will give the best possible chance of their mentee being successful.

Primarily, mentors need to make a difference. Whether it is a one to one babis or a group mentoring session, each of these skills will need to be shown and used to make a difference upon their mentees experience.

A mentor passes on their knowledge and experience, but they can pass on some of their skills too.

My experience has taught me how to be patient and improved my problem solving skills, so I can now go into my future career having gained these skills.

  1. Skills mentors use –

A mentor uses a range of different skills, so their mentee can get the best learning experience possible. Each skill is vital to making a learning environment the best it can be. Not everyone has the skills to be a mentor, however some of the skills you can gain through experience. Some of the skills include:

Listening – It is important to listen carefully to your mentee so you offer the best solution of advice,

Action planning – Plan what each session entails and why you are doing it, this will help your mentee to trust your knowledge but also so you can both get the best out of the time available

Problem solving – You may come across problems, if so always have a back up plan and tell your mentee what to do if there is any problems.

Trusting – It is very important that your mentee trusts you.

Good communication- being aware of emotions, needs and values. Always look out for their emotions to see if they understand what they are doing, they may need reminders or extra help.

Be aware of individual and cultural differences. The last thing you want to do is offend someone.

And be aware of body language. Bod language will show how your mentee is feeling.

These skills put together make a great mentor. Each one is just as important as another, so it is vital a mentor has these skills to make a difference to their mentees learning experience.

  1. The Boundaries to student mentoring (confidentiality, mentoring agreement, ground rules, mentees)

A student mentor should have their boundaries. They need to be trustworthy and friendly, but not their friend. It is important that Mentors set ground rules with the mentees, so they know that they are there to teach and inspire their mentees and not be a shoulder to cry on. Confidentially can be tricky, they could tell you something in confidence and ask you not to tell anyone else, it is then your call whether you tell someone higher then you or not. By telling someone else you’re breaking their trust, however you are helping them in the long run and keeping them safe. Often mentees confide in their mentors as they see them as role models, but there need to be boundaries and ground rules. The important thing is that you keep them safe.

Here is a list of attribute which contribute to becoming a bad mentor:

Bad Mentor:

  • Fear of the unknown
  • Lack of information / misinformation
  • Fear of failure
  • Fear of looking stupid
  • Strong peer pressure
  • Lack of trust
  • Reluctance – not that bothered
  • Absence
  • Miscommunication
  1. The transition point/s that turn an average mentor into a great one.

Giving good, constructive feedback will turn someone from a good mentor, to a great one. Providing useful information about someone’s approach, skills or actions, in order to encourage professional development.

It is a lot easier for someone to give good feedback, be too general or too vague. It is best to use the ‘feedback sandwich technique’. Good, bad, good. Using this feedback method will turn an average mentor into a great one, as it will leave your mentee feeling better about their work, rather then demotivating them and leave them thinking about the bad points.

A great mentor will create a code of conduct or a pledge. They will read over this before and after every session to make sure they’re doing their best to create a good learning environment and make a difference for their mentee.

Code of Conduct/ Pledge:

  • I promise to do the best of my ability
  • To further the skills and knowledge of my mentees
  • To create a positive learning environment

A great mentor will come up with lesson plans. It was important to come up with lesson plans so you know what you’re teaching them for the full hour. The mentor will need to be prepared so the mentees trust you and know you are organised. The mentor could come up with their lesson plans depending on how they learnt.

  1. Reflections on your own mentoring experience

I have thoroughly enjoyed my mentoring experience. I’m sad that it has come to an end, as during the experience I have thrived from having the opportunity to pass on my knowledge to the first year students. It is defiantly something I would look into doing again in the future.

As I really believe I made a difference with in students first sessions in the TV studio.

Through out the experience, personally I have gained confidence and knowledge. Before I became a mentor, I didn’t like public speaking and felt very nervous about having to do it to a room full of students looking at me, however after the first session I realised it wasn’t that bad and I overcame that fear. It gave me confidence to talk to people in a group and individually. It gave me confidence within the TV studio and helped me decide that I would like to defiantly have a career in TV or teaching.

A304MC – Mentoring Research

 Definitions of Mentoring:

  • “Mentors are people who, through their action and work help others to achieve their potential” (Shea, G.F. Mentoring; a guide to basics 1992)
  • “Behind every successful person, there is one elementary truth; somewhere, somehow, someone cared about their growth and development. This person was their mentor.” (Kaye, B L, Up is Not the Only Way)
  • Mentoring is ” a process that supports and encourages learning to happen” (Parsloe & Wray, Coaching and Mentoring 2000)
  • ‘Mentoring is a powerful personal development and empowerment tool. It is an effective way of helping people to progress in their careers and is becoming increasing popular as its potential is realised.’
  • ‘Mentoring is most often defined as a professional relationship in which an experienced person (the mentor) assists another (the mentee) in developing specific skills and knowledge that will enhance the less-experienced person’s professional and personal growth.’
  • ‘Peer mentoring is a form of mentorship that usually takes place between a person who has lived through a specific experience (Peer Mentor) and a person who is new to that experience (Peer Mentee)’
  • ‘Mentoring is a learning relationship based on encouragement, constructive comments, openness, mutual trust, respect, and a willingness to learn and share. ‘

Peer mentoring is usual a one on one relationship. It is a unique type of learning relationship, which is voluntary. It is more about enabling the learner rather than teaching them. It is learner-centred and involves trust, honesty, openness, and an acknowledgement of the learner’s role in shaping the learning process. It is always about a POSITIVE view of the world, recognising strengths and celebrating achievements. It develops the mentor as well as the mentee. Most peer mentors are picked for their sensibility, confidence, social skills and reliability.

Top 10 ways to communicate:

  • 1. Listen
  • 2. Breathe
  • 3. Say “I”
  • 4. Avoid judgement, blame, denial of responsibility
  • 5. Separate facts from opinion
  • 6. Be aware of emotions
  • 7. Be aware of needs and values
  • 8. Ask for what you want
  • 9. Be aware of body language
  • 10. Be aware of individual and cultural difference

  Feedback:

  • Definition: Providing useful information about someone’s approach, skills or actions, in order to encourage professional development.
  • Constructive Feedback: Talking about BOTH what the mentee is doing AND what the mentee needs to improve.

Good Feedback: 

  • Behaviour – concentrate on the mentees’ behaviour, not their personal.  And practice what you preach!
  • Encourage – keep criticism simple and constructive. Encourage and motivate – set achievable goals, give regular feedback, offer helpful advice.
  • 

Sensitive – treat them as adults, appreciate their situation; imagine you are on the receiving end.

Boundaries:

  • In order for the peer mentoring relationship to be productive, it is important to understand that there are certain boundaries and expectations which both the Peer Mentor and Mentee need to adhere to.
    • I promise to do the best of my ability
    • To further the skills and knowledge of my mentees
    • To create a positive learning environment

Peer Mentor Code of Conduct:  

In order for the peer mentoring relationship to be productive, it is important to understand that there are certain boundaries and expectations which both the Peer Mentor and Mentee need to adhere to

  • I understand that it is expected of all the Peer Mentors and Mentees to be reliable and punctual for scheduled sessions, in order to make the mentoring relationship effective.
  • If there is an issue that a Peer Mentor feels may put a Mentee or someone else in danger, they will have to inform the Mentoring Tutor.
  • I understand that if I am unhappy with my experiences associated with the mentoring processes that I can speak to the Mentoring Tutor about it.
  • Peer Mentors and Mentees must not act in any prejudicial or discriminatory manner towards members of staff, students, visitors or members of the public. They should counteract such behaviours or practices by challenging them and reporting them to the Mentoring Tutor.
  • Peer Mentors must attend all relevant training sessions when required to do so.
  • I must take responsible care of health and safety policies, University codes of practice and follow all University policies which have already been implemented.

A304MC – Lesson Plans

A great mentor will come up with lesson plans. Before starting our mentoring sessions, Fiona and I came up with some lesson plans. We thought back to when we started in the TV studio and how we learnt to use everything and came up with our schedule from that. It was important to come up with lesson plans so you know what you’re teaching them for the full hour. We will need to be prepared so our mentees trust us and know we are organised.

3rd March:

  • Introduce ourselves, talk about our experience, the importance of attending each week and working as a team.
  • Discuss how the TV studio works, the technical side, equipment etc. The different roles within the TV studio, what each role involves.
  • Let me have a go on a role and see how they get on, change roles if there is enough time.
  • General health and safety

10th March:

  • Let them pick a role, get them to rotate at least 2 or 3 times
  • Rotate the room the make sure each person understands the role they’re trying. Tell them what the role involves, what they do when recording etc.
  • Team building exercise

17th March:

  • Turning on the studio and gallery without any help, time them and let it be a competition between each group, so they want to do it as quickly as possible. This will teach them not to waste time when setting up and how quick it can be done.
  • Tell them that after Easter they will need to book out the equipment themselves. Once they decide who their producer is, then that person is responsible for booking the equipment and studio out for rehearsal.
  • In depth health and safety. Demonstrate how wires should be wrapped, how cables should be taped to the floor and how they should use the ladder. Show each one then get them to practice it themselves.

A304MC – 1 Minute Mentoring Video

https://vimeo.com/122578746

Here is a one minute video which shows clips of one of my mentoring sessions. The first clips show me demonstrating how the talk back works, where the wires plug in etc. It also shows me talking to the class, telling them about the next task they will be doing. I was nervous when doing this as it was the first group, but I felt better and more confident when I had to do it for the rest of my mentoring experience.

 

 

 

A304MC – Mentoring Session Three

Mentoring-Record-Week-Three

Todays session started with a little competition. We want each group to be timed setting up the studio, to see who is the quickest. The quickest group at the end of the module, will receive a prize. We thought this would be a good idea, as it will show the students how quickly it can be done, so they do not waste time during rehearsals. Making it a competition would also encourage them to work quickly.

This weeks session was based around the importance of health and safety within the TV studio. The studio can be a dangerous place to work if you do not know about the potential risks. Fiona and I would demonstrate each health and safety astbritute, before getting the student to practice it themselves.  These involved how to correctly gather cables, how to tape the cables to the floor and how to correctly use the ladder. During each demonstration we gave, Fiona and I also told them the incorrect way of doing these things, why they were dangerous and what could happen if you do not do them properly. We got the students to practice the exercises themselves, so it is another way of teaching, as some students learn better this way and because it would keep them interested.

IMG_7230 IMG_7231IMG_7231

A304MC – Mentoring Session Two

Mentoring2-Record-template

We began each lesson with a group exercise, to help build their team work and connect with one another. They had to get into pairs and tell one another a story about a bad experience which has happened to them. It didn’t have to be anything personal and could have been from last week or 10 years ago. They then had to explain how that experience came to good and how they learnt from it. After a couple of minutes, they would share a couple with the rest of the group. The idea of the exercise is to see that although sometimes bad things happen, you can turn them around into something good and they should keep that in mind during this module.

For the rest of the session, they chose a role, completed a quick run through, then change to do something different. The idea is to let the students have a run through doing as many roles as they can, to understand what each role entails and its responsibilities. Each student had a try on at least 3 or 4 different roles, however during the last groups session, the sound between the studio and gallery stopped working, so while Becks was sorting this, Fiona and I had to continue the run throughs without sound. This was quite difficult, but it was an opportunity for us to tell them what to do in this situation and how to resolve it. At the end of each session, the students would write on their groups board a role which the didn’t want to do, as it is much easier to decide what you wouldn’t want to do, rather than what you would. Especially if they haven’t had a go at each role yet.

Overall, I really enjoyed the sessions. I was able to work with all of the students in the gallery and studio, to tell them about the different roles available. It was a very active session which the students also enjoyed and I had a good opportunity to pass on my knowledge.

A304MC – Mentoring Session One

Mentoring Record template

My first mentoring session went really well. I came out feeling that I done the best I could and made a difference. I was happy that Becks was there too, otherwise I would have felt over my head going into it on my own in the first session. Becks lead the class telling them about the health and safety, what they were going to be doing etc. But got Fiona and I to introduce ourselves and tell them about our experiences in the TV studio. We told them about the importance of working in a team and how it can affect your work, but mostly told them they will enjoy it. After that Becks let them chose a role they wanted to try out. While Becks was in the studio teaching them about the roles in there, I taught the roles in the studio to the students who wanted to try out roles in the studio. I taught the Floor manager how important their roles is, that they’re in the link between the studio and gallery. I taught them how to count down to the show, how to signal the presenters, that they’re responsible for getting the presenters prepared etc. Always I taught the camera crew how to focus their camera, that they should always listen to the direct and do what he/she wants, to keep their camera still if it is being ‘queued’ and to always give the director different shots, so keep moving when they can. The presenters job was the most simple, yet hardworking at the same time. All they have to do is read from the auto queue, but keep up with the camera changes. While we done some run throughs, I stood beside the floor manager, listening to what the director was saying and giving step by step guidance to the floor manager, telling them what they should be doing next and what things meant. By the third run through, she understood what she had to do and I could take a step back to watch. I think I was able to explain things easily about what each role had to do.

During the second half, I was in the gallery. There was a lot of students, so while Becks was helping one person, I would be helping the others. I was talking the director through what he had to say to start the show, ‘stand by studio ..’ etc. We practised it a number of time before doing it for real. The student of the Vision Mixing Desk was getting confused quite a lot, so I sat with him and slowly went through each section of what he had to do. Once I explained it he said it was actually quite simple, so I done a run through with him, as if i was the director, telling him which cameras to ‘queue’ and ‘take’ and he soon got the hang of it.

A304MC – Task 4

1.  Write up a Mentor’s code of conduct that is specific to your peer mentoring sessions.

•I promise to do the best of my ability
•To further the skills and knowledge of my mentees
•To create a positive learning environment

 

2.  What is the purpose of having this code of conduct?

The purpose of having this code of conduct, is to read over before and after each session, to make sure you are sticking to it to be the best mentor you can.

3.  What health and safety considerations have you considered for working in the TV studio.

The health and safety considerations I have thought about include;

– Lights. The students will need a ‘grown up’ in the room go up the ladder to move the lights. They will also always need to wear gloves, as the lights get extremely hot and will burn you. Always not sure the ‘stick’ to move the lights without someone in the room. The lights could easily break or smash, which will cause harm.

– Wires. We will need to be sure all of the wires are taped down to the floor at all times, so no one till trip over them, on knock over the cameras if they get caught on them.

– No food or drink in the studio or gallery. Drinks could easily be spilt over equipment or on the floor and not be cleaned up properly. This could lead to someone having a shock or slip on the wet floor, so all food or drink should be kept in the green room area.

A304MC – Task 3

Write up a blog post on suggesting at least 5 ideas that you think will ensure you run good mentoring sessions

The 5 things I will do, to make sure my mentoring sessions run well, will include;

– Attend each session and be on time or early. Never cancel.

– Always try to explain information or tasks as well as I can, so they find it easy to understand and follow. Give them a chance to ask any questions about what they have to do before doing it.

– Spend the full, allotted time with the mentee. Don’t go off doing other personal things, spend all the time possible with them.

– I will always try to give balanced feedback. If there is a task they had done wrong or could have done better, I will sandwich it between two other bits of good feedback. This will encourage them and not leave them just thinking about the bad feedback.

– Always listen. Listen to any question or queries the mentee might have. Always give the best answer I can. If I do not know the answer, I will be honest and say I do not know the answer but will find out for them and let them know as soon as possible.

 

A304MC – Task 2

Write a blog post on today’s session – consider what you have learnt about “bad mentoring” and how to communicate well.

 

Today I have learnt about ‘bad mentoring’. Last week I learnt what a mentor does, so it was good to learn what a mentor shouldn’t do. This things include;

1. Don’t make your mentee feel unwelcome or awkward. You want them to feel comfortable around you, so they can confidently tell you if there is something they don’t understand etc.

2. Do not overload your mentee with information. It will be a lot for them to take it and they will feel overwhelmed. It could also make them feel nervous about what they are learning.

3. Always make time for your mentee. One of the worst things to do will be to rush through things with your mentee, it won’t help them learn anything.

4. Do not cancel sessions with your mentee. Everyone of them matters and goes towards your mentees success. Cancelling sessions could affect the hard work they have put in so far.

5. Not listening to you mentee. They could be talking about something which is important to them, so you want to always be listening so you can give the best answer you can. If you do not listen, you could give incorrect information.

6. Do not discourage your mentee, they will need encouragement to carry on with their learning and gain confidence in what they are doing. Always try give balanced feedback. Giving good feedback before and after critisted feedback, will usually leave the mentee feeling good about their work, rather than them constantly thinking about the bad feedback, which could leave them feeling down about their work.

How to communicate well:

  • 1. Listen
  • 2. Breathe
  • 3. Say “I”
  • 4. Avoid judgement, blame, denial of responsibility
  • 5. Separate facts from opinion
  • 6. Be aware of emotions
  • 7. Be aware of needs and values
  • 8. Ask for what you want
  • 9. Be aware of body language
  • 10. Be aware of individual and cultural difference