Mentoring

Content

Part 1 Part 2 Part 3

Setting Mindsets and Beliefs Creating Positive Culture Giving Feedback

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 3

◉ The real fault is to have faults

and not to amend them.
Confucius

“
 Setting Mindsets
1 and Beliefs

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Introduce and Discuss

◉ Find a partner and discuss the following

questions
◉ Do you think a person’s intelligence is fixed?

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Fixed mindset….

◉ Believe intelligence, talents and personality

are innate
◉ Nothing can change what one has
◉ Worry about their own traits and how
adequate they are

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Growth Mindset

◉ Believe their quantities can be developed

through dedication and efforts
◉ Acknowledges their talent is their starting
point
◉ Agrees that great things are accomplished
with great effort

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Discussion

◉ With the same partner, discuss and

share after the video
○ Three things you agree with
○ Two things you disagree
○ One thing you find interesting

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Power of Belief

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Discussion

◉ With the same partner, discuss and

share
○ Three things you agree with
○ Two things you disagree
○ One thing you find interesting

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 Creating Positive
2 Culture

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Positive Culture

◉ Setting expectations and routines

◉ Maintaining positive discipline

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Setting Expectation

◉ Appropriate and inappropriate behaviour

◉ Procedures for carrying out frequently
occurring tasks in a consistent manner
◉ Consequences for not following

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Discussion

◉ With the same partner, discuss and

share after the video
○ Three things you agree with
○ Two things you disagree
○ One thing you find interesting

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Setting expectations

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Setting Expectations

◉ Fix goals for mentee

◉ Persuade them to believe goals are possible
◉ Put necessary effort to empower student
◉ Self-reflection and Learning

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 Split into groups!

Jan + Dec Mar + Nov May + Oct

Jul + Sept Aug + Feb Apr + June

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Discussion

◉ In groups, brainstorm the areas and

expectation you would set for the camp

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Maintaining Positive
Discipline

◉ What would you do when there are mentees

talking out of turn
◉ Throwing things at each other
◉ Distracted by something under the table

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Maintaining Positive
Discipline

◉ Conducive environment for learning and

development of self-disciplined students
◉ Taking proactive or preventive measures

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General Principles

◉ Remain objective and in control of your own

emotions
◉ Criticise the behaviour and not the student
◉ Be firm and emphasise what the student
should be doing
◉ Be consistent and fair
◉ Properly manage the misbehaviour in the
least amount of time
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Examples

◉ What not to do
○ Yelling
○ Using tense body language
○ Attacking student’s character
○ Pleading or bribing
○ Using physical force
○ Making unsubstantiated accusations

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Stages of intervention

Stages Description
Level 1 Nonverbal Intervention
Level 2 Verbal Intervention
Level 3 Logical Consequences

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Non Verbal Interventions

◉ Planned ignoring
◉ Proximity
◉ Signalling

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Verbal Interventions

◉ Peer reinforcement
○ Example: When Molly was caught chatting with
Max
○ Teacher: Class! Are we supposed to be chatting
when someone is answering?
○ Class: No!
○ Teacher: What is the expected behaviour?
○ Class: Listen!
○ Teacher: Then I do not want to see anyone
chatting. 25
 Verbal Intervention

When you… Objectively state the student’s behaviour

The effects are… Describe the concrete effect that the behaviour has

I feel… Describe emotional state associated with the behaviour

I’d prefer you to.. State desired action

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Try composing your response using the Verbal Intervention in the I-
message format for the following scenario:
◉ Danny utters some vuglarities.
When Objectively state the student’s behaviour
you…

The Describe the concrete effect that the behaviour has

effects
are…

I feel… Describe emotional state associated with the behaviour

I’d State desired action

prefer
you to..
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 What would be your feedback to the girl?

What went well? What is the area for What was interesting?
improvement?

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Try composing your response using the Verbal Intervention in the I-
message format for the following scenario:
◉ Mary sits in one corner and she is not participating.
When Objectively state the student’s behaviour
you…

The Describe the concrete effect that the behaviour has

effects
are…

I feel… Describe emotional state associated with the behaviour

I’d State desired action

prefer
you to..
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 What would be your feedback to the girl?

What went well? What is the area for What was interesting?
improvement?

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Try composing your response using the Verbal Intervention in the I-
message format for the following scenario:
◉ You spot Harry using his mobile phone as you are
conducting a briefing.
When Objectively state the student’s behaviour
you…

The Describe the concrete effect that the behaviour has

effects
are…

I feel… Describe emotional state associated with the behaviour

I’d State desired action

prefer
you to..
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 What would be your feedback to the girl?

What went well? What is the area for What was interesting?
improvement?

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Try composing your response using the Verbal Intervention in the I-
message format for the following scenario:
◉ Students are asked to line up, but you spot Adam
refusing to move.
When Objectively state the student’s behaviour
you…

The Describe the concrete effect that the behaviour has

effects
are…

I feel… Describe emotional state associated with the behaviour

I’d State desired action

prefer
you to..
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 What would be your feedback to the girl?

What went well? What is the area for What was interesting?
improvement?

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Verbal Intervention

◉ Example:
◉ When you shove May, I see the possibility of
her spectacles being broken. I feel worried as
I’m responsible for everyone’s safety. I’d
prefer if you took your turn in queue.

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Try composing your response

◉ Danny utters some vuglarities

◉ Mary sits in one corner and she is not
participating
◉ You spot Harry using his mobile phone as
you are conducting a briefing
◉ Students are asked to line up, but you spot
Adam refusing to move
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Logical consequences

◉ Use of reason and logic

◉ Accepts responsibility instead of punishment
◉ Emphasis should be on changing behaviour

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Logical consequences

◉ Two main strategies

○ You break it, you fix it
○ Loss of privileges

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Logical Consequences

◉ You break it, you fix it

○ Billy and Philly were throwing the balls at each
other even when it was not their turn. One of the
throws hit the cones that mark out the play area
○ Mentor: Billy and Philly, you will help to put the
cones back in place

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Logical Consequences

◉ Loss of privileges
◉ While playing games, Molly repeatedly
ignored the rules and “travelled” with the ball
◉ Teacher: Molly, you will sit out for this game
until you show that you are able to follow the
rules properly.

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Logical Consequences

◉ Danny utters some vulgarities

◉ Mary sits in one corner and she is not
participating
◉ You spot Harry using his mobile phone as
you are conducting a briefing
◉ Students are asked to line up, but you spot
Adam refusing to move
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3 Giving Feedback

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Objective

◉ Describe how to give feedback

◉ Compose feedback

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Considerations

1. Timely
2. Based on first-hand data
3. Quantity Regulated
4. Balanced
5. Clear

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Considerations

6. Encouraging
7. Purposeful
8. Relevant
9. Factual
10. Specific

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 What would be your feedback to the girl?

What went well? What is the area for What was interesting?
improvement?

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Giving Feedback Practice

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Giving Feedback on Video

◉ Using the frame for giving feedback, write

your group’s feedback to the presenter
◉ Highlight how your feedback exhibited some
standards of feedback discussed earlier

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