Methodological development "mentoring as a way of accompanying and supporting young teachers." Organization of mentoring in an educational institution. methodological development on the topic Timely mentoring and support of students
PSYCHOLOGICAL - PEDAGOGICAL SUPPORT OF THE ACTIVITIES OF A MENTOR IN HIGHER SCHOOL
SERGEEVA S.V., KALASHNIKOVA S.S., VOSKREKASENKO O.A.
The article reveals the essence, functions and main directions of activity of a mentor in higher education. The necessity of its psychological and pedagogical support is substantiated in order to improve the quality professional activity on the education of students. Particular attention in the article is paid to the characteristics of the model of psychological and pedagogical support for the activities of mentors and the conditions for its effective implementation in educational process higher education institution.
In article functions and the basic directions of activity of the instructor in the higher school reveal essence. Necessity of its psychological-pedagogical support for the purpose of professional work improvement of quality on education of the trained is proven. The special attention in the article is given the characteristic of model of psychological-pedagogical support of activity of instructors and conditions of its effective introduction in educational process of a higher educational institution.
Before modern system Professional education faces the important task of developing the personality of a future specialist, which involves the disclosure of his creative potential and subjective properties. This task inevitably changes the key pedagogical positions in the implementation of the educational process in higher education. Such foundations as variability, democratization of relations between subjects of education, value-semantic orientation, dialogicity, and co-creation of subjects of the educational process are being developed.
A special role in the acquisition by students of interaction experience based on subject-subject relationships in the process of professional education is given to the mentor of the academic group. The patterns of relationships between subjects of the educational process that develop in educational work have a significant impact on the development of the personality of the future professional and form the social and professional position of future specialists. As a subject of the educational process, the mentor occupies a central place in the mentor-student relationship system. His influence on the education of students is largely determined by the degree of his participation in solving the problems of each student individually and the student group as a whole.
In this regard, improving the psychological and pedagogical training of mentors and developing their readiness for effective interaction with students in higher education is of particular importance.
Modern reference and encyclopedic literature on pedagogy and psychology presents concepts that are similar in meaning: curator, mentor, tutor.
In the encyclopedic dictionary edited by B.A. Vvedensky, the concept of “mentor” is interpreted as a trustee, guardian, a person entrusted with monitoring, supervising the progress of a certain work or cycle of work.
In the dictionary of foreign words under the curator [from Lat. si^og-trustee] is understood as a person entrusted with monitoring the progress of any work; and under “tutor” [from lat. Sheog - I observe, I care] - teacher-mentor. The authors of the dictionary explain that this type of teacher comes from among experienced teachers. IN school time He carries out teaching activities, and during extracurricular activities he carries out educational work with students.
In the pedagogical encyclopedia B.M. Bim-Bad gives the following definitions: “a curator is a teacher, educator who supervises the learning of schoolchildren (students)”; “mentoring is the process of transferring experience and knowledge from senior to junior members of society; form of relationship between teacher and student."
In the Russian language dictionary S.I. Ozhegova “a mentor is a teacher and educator, a leader”; “a curator is a person who supervises something.”
The undertaken analysis of the concepts “mentor”, “curator”, “tutor” allows us to consider them as synonymous with the concept of “educator”. We agree with the opinion of modern researchers in the field of pedagogy (V.A. Volchek and others), who rightly believe that a mentor is a professional educator, a spiritual intermediary between society and the student in mastering the culture accumulated by humanity.
Before considering the problem of improving the psychological and pedagogical training of mentors and developing their readiness for effective interaction with students, it is advisable to dwell on the characteristics of the main functions and areas of activity of a mentor in higher education.
Among the functions of a mentor, traditionally there are: cognitive-diagnostic, prognostic, organizational-educational, unifying-unifying, social-pedagogical, coordinating, scientific-methodological, communicative, analytical-reflexive.
The cognitive-diagnostic function of a mentor is associated with the need to study, on the one hand, the characteristics of the development and behavior of students in order to implement individual approach in the educational process, on the other - the psychological microclimate in the student group, the structure and level of development of the student team.
As a rule, diagnostics are carried out by practical psychologists of the institution. However, not every university has such opportunities. Therefore, it is advisable to recommend diagnostic work for mentors of student groups. In this regard, it is necessary to first conduct a series of training seminars to train mentors in the basics of using diagnostic tools. As the latter, the following can be used: “Smishek Test” (about the presence of accentuated character traits), the “Home. Tree. Man", "Study of Anxiety" (C. Spielberg), Eysenck Questionnaire (to identify personality traits), "Sociometry" (identifying leaders and outsiders in a group). Various kinds of pedagogical questionnaires help the mentor to more effectively organize work with students and help them overcome difficulties.
The prognostic function consists in the mentor foreseeing the result of the intended educational impact, the consequences of the relationships developing between teachers, students and parents, predicting the levels of individual development of students and the stages of team formation, building a model of the educational subsystem of the group corresponding to the educational system of the educational institution.
The organizational and educational function of a student group mentor is associated with pressing problems of educating the personality of a future specialist, citizen, and family man. In his activities, the mentor uses a rich set of pedagogical forms, methods, tools educational work with students.
The educational function of the mentor involves introducing students to the system of cultural traditions of the university, helping in solving collective, personality-oriented creative affairs that are important for the group, introducing them to labor education, activating the creative potential of each student and the group as a whole, introducing students to the education of the system of mastering cultural values, spiritual and moral ideals, aesthetic culture, ethical morality and rules of etiquette, civil responsibility of future teachers.
The unifying and consolidating function is aimed at the formation of a student team by the mentor. The implementation of this function can be carried out through the organization of various activities that meet the current needs of students (educational, research, communicative, leisure, etc.); usage pedagogical potential collective traditions of the educational institution, student government, public opinion, etc.; organization of intergroup interaction both within and between faculties in areas (educational, research, leisure); providing assistance in resolving conflict situations, developing skills in conflict-free behavior; familiarizing first-year students with the traditions and organization of the educational process at the university, the rights and responsibilities of students, etc.
For mentors to successfully implement their unifying function, it is advisable to organize and provide their psychological support from specialists - psychologists and teachers. Its content could be training mentors in the basics of group cohesion training.
The socio-pedagogical function of a mentor involves providing pedagogical assistance in the social adaptation of students (mastering social norms, attitudes of a given society, forming value orientations and relationships, mastering social roles, etc.) through their inclusion in different kinds socially significant activities (educational, labor, leisure, communication).
The coordinating function is associated with the need for the mentor to coordinate the pedagogical efforts (of the administration of the educational institution, teaching staff, the public and parents) to solve educational problems and implement a unified approach to students. This function is aimed at organizing interaction with students’ families, cooperation with social institutions, coordination of educational efforts of teachers, protection of the interests of students.
The scientific and methodological function involves the assistance of the mentor, together with the teacher, in introducing the student to research activities, thereby solving the problem of preparing a future specialist who is competitive in the labor market. Using in its arsenal a huge methodological complex, the mentor helps students in mastering the basics of organizational activities, as well as in self-education, self-education, self-organization and leisure activities.
In accordance with the communicative function, the mentor must promote the development of communication abilities, skills and abilities to resolve conflict situations, improve the culture of interpersonal interaction in the student environment, on the one hand, and in relationships with teachers, on the other.
The analytical-reflective function involves the mentor's carrying out analysis and self-analysis of the educational work done with students (the level of achievement of goals and objectives; implementation of functions in accordance with the leading principles underlying the mentor's activities, as well as the main directions of the content of the activity; selected forms, methods and means of implementation pedagogical interaction; compliance of the result with the set goals and objectives).
In accordance with the above functions, the following areas of activity of a mentor in a higher educational institution can be distinguished:
1. Familiarization of students with the charter of the educational institution, internal rules, rights and responsibilities of the student, traditions of the university, organization and content of the educational process, etc.
2. Psychological and pedagogical support for the adaptation of first-year students to the educational process of the university.
3. Formation of a student team.
4. Assisting the active student group in organizational work, in attracting students to research, social work and the development of various forms of student self-government.
5. Creating an atmosphere of friendly, trusting, creative relationships between teachers and students.
6. Interaction with the head of the department, teaching staff, university administration on problems of training and education in the student group, etc.
7. Interaction with parents of students on issues of education and upbringing.
The diverse nature of the activity requires a high level of professionalism from the student group mentor. However, its implementation in higher educational institutions, where mentors are often specialists who do not have sufficient psychological and pedagogical training to perform functional responsibilities, seems difficult.
In order to improve the psychological and pedagogical training of mentors of the student group and develop their professionally significant skills at the State Educational Institution of Higher Professional Education "Penza State Technological Academy" (PGTA) by specialists from the department of "Pedagogy and Psychology" high school"and the education department developed and implemented into the educational process of the educational institution the project "Mentor of the student group at the PSTA." One of the key objectives of the project was the development and testing of the “Model of psychological and pedagogical support for the activities of mentors in institutions of continuing professional education.” The feasibility of covering institutions of continuous professional education was determined by the specific structure of the PSTA, which includes institutions of primary, secondary and higher vocational education. Let us dwell in more detail on the characteristics of the developed model.
A model is understood as “a mentally represented or materially realized system that reproduces some essential properties of the original system in such a relationship of substitution and similarity that its study serves as an indirect way of obtaining knowledge about the original.” In the process of modeling, we gain new knowledge about an object through inference by analogy. In this case, the basis for inference is a model, that is, some known system of relationships inherent in another object or abstract structure. This becomes possible due to the fact that the model: formally organizes and structures the available data; visualizes ideas about the structure of the object being studied; makes it possible to transition to methods and techniques for data collection, to diagnostic procedures.
Structurally, the model traditionally includes the following components: target, content, operational-activity and evaluation-effective (V.A. Slastyonin, I.F. Isaev, etc.). Let us dwell in more detail on the characteristics of the developed model.
Target component. The goal is to improve the quality of professional activities of mentors in educating students in institutions of continuing professional education.
The content component of the “Models of psychological and pedagogical support for the activities of mentors in institutions of continuous professional education” includes psychological, pedagogical and methodological training of mentors in organizing and implementing educational work with students of institutions of continuous professional education. It is presented by the program “School of Mentor, Class Teacher and Master industrial training in PGTA", classes in which are carried out on the following topics:
1. The personality of the mentor, his communication culture, self-education and self-diagnosis.
2. The purpose, objectives and content of the mentor’s work in the study group.
3. Rights and obligations of students in an educational institution.
4. Psychological and pedagogical characteristics of 1st and 2nd year students.
5. Program and methods for studying the personality of students.
6. Student team and ways of its formation.
7. Organization of student self-government.
8. Planning educational work in a study group.
9. Methods, forms and techniques of interaction between the mentor and students.
10. Methodology for organizing activities (project, collective creative, etc.) in a study group.
11. Methodology for studying the level of development of a team and interpersonal relationships in him.
12. Methodology for organizing and conducting tutor hours with students.
13. Management of educational and research activities of students.
14. Forms and methods of interaction between the mentor and the parents of students and the administration of the educational institution.
The operational-activity component of the “Model” includes psychological, pedagogical and methodological training mentors forms, methods and means.
The most effective forms of training are trainings, thematic seminars, lectures, discussions, conferences, round tables, role-playing and business games, individual and group consultations, immersions, creative weeks, workshops and studios.
The main methods of training mentors are active ( didactic games, analysis of specific situations, solutions to problem problems, training using an algorithm, brainstorming, etc.) and intensive methods (immersion method, socio-psychological training, etc.).
In the process of training mentors, it is advisable to use technologies of collective interaction, adaptive and computer training, technologies of pedagogical support, information impact, individual and differentiated approach, etc.
Significant means in the process of training mentors are instrumental, visual, auditory, audiovisual means.
The evaluative-resultative component is represented by criteria, indicators, levels and the result itself.
The main criteria for the quality of a mentor’s professional activity in educating students in institutions of continuous professional education are: motivational, emotional-volitional, cognitive-activity.
The motivational criterion includes the motives of mentors for organizing and implementing educational work with students and the attitude towards “cooperation” with other subjects of the educational process.
The emotional-volitional criterion reflects the nature of the attitude towards the emerging interaction with students in the process of forming their socio-professional qualities, on the one hand, and the ability to overcome internal and external difficulties that arise during this interaction, on the other; the nature of emotional experiences associated with the process of educating students; interest and inclination to educational work as a type of professional activity of a mentor.
The cognitive-activity criterion presupposes awareness of professional goals and objectives for the implementation of the content of the mentor’s activities; awareness of the need to master the knowledge of knowledge for the successful implementation of educational work in institutions of continuous professional education.
The main levels are: high, medium, sufficient, critical and low.
Effective implementation of the above model in the educational process of a university is possible under the following conditions:
1. Psychological:
Formation of motivational and value orientation of mentors for the implementation of professional activities;
Monitoring the activities of mentors;
Providing psychological assistance to mentors in the performance of professional duties;
Organization and implementation of a mechanism for stimulating the activities of mentors;
Creating a favorable psychological climate in an educational institution.
2. Pedagogical:
Professionalization of interaction between subjects of the educational process;
Organization and implementation of the activities of the coordination center for interaction with mentors of institutions of continuing professional education;
Organization and activities of the seminar “School of a mentor, class teacher and master of industrial training at the PSTA”; organization of examination of the project “Mentor of the student group at the PSTA”;
Providing pedagogical support to mentors when they implement educational interaction with students.
3. Methodological:
Development of creative activity of mentors by including them in organizational, methodological and research activities;
Development and design of a mentor magazine;
Development of a program and systematic holding of seminars within the framework of the “School for mentor, class teacher and master of industrial training at PSTA”;
Implementation of publications on the organization and implementation of mentors’ activities;
Preparation of handouts, etc.
4. Regulatory:
Preparation of legal and regulatory support regulating and regulating the activities of a mentor in institutions of continuing professional education (Regulations on the mentor of an academic group, regulations on the council of mentors in the divisions of the PSTA, regulations on the scientific and methodological council, etc.);
Increasing the legal literacy of mentors.
Recognizing the mentor as a key figure in the educational process, the administration of the educational institution rightly strives to ensure the appropriate status position of this very significant socio-professional group. An integrated indicator of a mentor’s status is his professional competence, due to a systematic approach to the organization of psychological and pedagogical support and support in the process of performing functional duties by the mentor. Developed by the authors of the article “Model of psychological and pedagogical support for the activities of mentors in institutions of continuous professional education” contributes to the effective implementation of the goals of organizing educational work in an educational institution. The quality of becoming a future specialist competitive in the labor market largely depends on the professionalism of the mentor.
Bibliography
1. Encyclopedic Dictionary: in 3 volumes//Ed. B.A. Vvedensky. - M.: Publishing house "BSE", 1954. - P. 164.
2. Dictionary of foreign words. - 7th ed., revised. - M.: Russian language, 1986. - P.214.
3. Bim-Bad, B.M. Pedagogical encyclopedic dictionary [Text] / B.M. Bim-Bad. -M., 2002. - P. 54.
4. Ozhegov, S.I. Dictionary of the Russian language [Text] / S.I. Ozhegov. - M., 1984.- S. Z21
5. Isaev, I., Krolevetskaya E. Institute of supervision: problems of effectiveness [Text] /I. Isaev, E. Krolevetskaya // Higher education in Russia. - 2007. - No. 10. - P. 90 - 9Z.
7. Borytko, N.M. Diagnostic activity of a teacher: textbook. aid for students higher textbook establishments [Text] / N.M. Borytko //ed. V.A. Slastenin, I.A. Kolesnikova. - M.: Publishing house. Center "Academy", 2008. - 288 p.
Keywords: observer, psychological and pedagogical support of the mentor high school, models, conditions.
Keywords: supervisor, psychological-pedagogical accompaniment of the mentor's, high school, model, condition.
Lost contact with many alumni – >
Creating mentor pairs
B. Corporate Involvement
D. Involvement of universities
Selection mechanisms:
Mentor training:
">The key value of our project is assistance in creating more than 2 thousand career success stories Russian schoolchildren and students.
Unfortunately, now more than 50% of students work outside their specialty, competition for the most in-demand vacancies ranges from 50 to 200 students per position, more than 40% leave their first job within the first 9 months.
International studies show that mentoring is one of the most effective tools for building a successful career.
24% of students are interested in mentoring (according to our survey, 35% of students consciously want to find a mentor, while only 11% believe that they can do this themselves)
In addition, in the project we solve the problems of three target audiences: students, mentors and educational institutions (schools and universities).
Problems of students (based on international and Russian experience and questionnaires from students registered on our website):
Undecided on the direction of career development;
There is no understanding of how to get into your dream company;
Can't find experts in the industry you're interested in
Problems of mentors (based on questionnaires from mentors registered on our website):
The need for a mentor was not realized at student age, so there is a desire to help modern students who are faced with the same problem;
Lost connection with alma-mater, which I would like to help, including through mentoring (a survey of NES alumni showed that 22% of respondents were interested in becoming mentors);
Problems of schools and universities (based on communication with the administrations of MGIMO, NES, MIPT, REU, RKhTU):
Lost contact with many alumni - > they are not involved in the community of university and school alumni, and do not help their university;
A small percentage of graduates from even leading universities find employment in the best companies;
Students and schoolchildren need a more practice-oriented education.
Relevance of mentoring practice:
Student organizations are active in the university environment (Student Unions, Scientific Student Societies, Student Clubs), which are mainly aimed at organizing conferences, master classes, thematic meetings for large number students with individual successful professionals. At the same time, many students lack a personal consultation with a professional, the opportunity to develop the necessary practical skills over a longer period of time (at least 3-4 meetings), and find answers to pressing questions.
Work with graduates is carried out through Alumni Associations (not all universities exist) or personal acquaintances of the heads/teaching staff of universities. Moreover, after graduation, most graduates stop interacting with their alma mater due to the lack/inadequacy of engagement formats.
In this context, mentoring practice is a tool that allows us to address a number of issues facing various stakeholder groups.
Thus, students will receive those practical knowledge and skills that cannot be obtained at a university will answer exciting questions about career development, goal setting, “life path” and others, and strengthen faith in one’s abilities and possibilities for self-realization.
Graduates will be able to ensure the fulfillment of social needs for the development of society through the training of young specialists, as well as communication with alumni / the community of their native university, strengthening faith in the future of the country.
The project will help universities in increasing student employment rates, increasing graduates’ loyalty to the university (accordingly, greater willingness to participate in other university events/promotions/educational programs), improving the university’s brand, and developing new training formats.
This project corresponds to one of the main objectives " Strategies innovative development Russian Federation for the period until 2020”, such as “development of human resources in the field of science, education, technology and innovation”, as well as such priority activities identified in the strategy as “adaptation of the education system in order to develop in the population, from childhood, the knowledge and competencies necessary for an innovative society and innovative economy , skills and behavior patterns, as well as the formation of a system continuing education" and " sector restructuring higher education, focused on... deepening cooperation between universities and leading companies in the real sector of the economy and scientific organizations... and development network organization educational and research programs."
Also, the My-mentor.ru project solves the problem specified in “To concept of long-term social economic development Russian Federation for the period until 2020", such as "insufficient level of development of the national innovation system, coordination of education, science and business" through the implementation of the first direction of the concept "Development of Human Potential", namely "the transition from the system of mass education characteristic of the industrial economy to what is necessary for the creation of an innovative social oriented economy to continuous individualized education for all, the development of education inextricably linked with the world fundamental science oriented towards the formation of a creative socially responsible personality”, as well as through the implementation of such a priority of social and economic policy, as “the introduction of innovative technologies in healthcare and education.”
Project format (components of our ecosystem):
A. A comprehensive system of working with mentors and students/schoolchildren
Selection of the best mentors and students/schoolchildren,
Creating mentor pairs
Supporting mentoring pairs at all stages of the mentoring process using our own methodology and materials, personal consultations and system feedback, which makes the mentoring process as effective as possible for all its participants.
B. Building a community of project participants
We are also building a mentor and student community where participants can exchange knowledge and acquire useful contacts.
B. Corporate Involvement
Mentoring is free for students, monetization will be through sponsorship of corporations and grants from the state and non-profit organizations.
D. Involvement of universities
We are creating a new format of education, motivating teachers to become mentors for the most motivated students and schoolchildren, and universities and schools to more actively involve graduates in the educational support of their students
Selection mechanisms:
The participant fills out a form on the project website. If the key criteria are met, an interview takes place, during which various aspects of the questionnaire are clarified, and the motivation and competencies of the participant are better identified.
During the start of the semester (February/September), matching takes place. If, after the first meeting of the mentoring pair, both parties (mentor/mentee) are satisfied and ready to continue working, the pair is considered formed and the process of monitoring the pair’s work begins.
Mentoring mechanisms and tools:
Personal meetings or telephone conversations with a mentor, SMART goals for a couple, creation of a learning environment (initiative on the part of the mentor to involve the student in events / other activities of the professional community of interest), active listening, map of goals and objectives, performing practical tasks on the subject of a professional area , role models, reflection on past issues / additional questions allowing you to respond to what motivates, inspires, interferes, distracts, etc.
Mentor training:
Events for community members, including separate events for mentors, handouts (Guide, My Mentor Journal), information on the project website and social networks
Regulatory framework for mentoring:
Guide for Mentor and Mentee;
Mentor couple interaction plan;
Key rules of interaction between the couple (including the issue of confidentiality) and mentoring agreement;
Information materials on the website my-mentor.ru;
Mentoring Evaluation Performance Indicators:
Achieving goals within a mentoring pair (more than 11 successful stories),
Feedback from participants ( emotional condition, feeling of satisfaction, willingness to continue communication)
Assessing the level of satisfaction from interaction (mentor and mentee)
Evaluation of the mentee's progress by the mentor
Involvement in the community of mentors and students (two meetings were held with 30+ people).
Specific achievements include:
The student successfully passed the interview / got a job / published a scientific work;
The student answered the disturbing questions;
The student has developed one or more required skills;
Using a coaching approach and student representative systems to manage the educational trajectory of lyceum students.
Olga Alekseevna Umanets
teacher of biology and chemistry, head of the department of natural sciences, head scientific society students of the MOZG Lyceum, 22 years of experience.
Place of work: Rostov region, Taganrog, GBOU RO "Taganrog Pedagogical Lyceum - Boarding School"
Description of the current situation and relevance of practice: Children from educational institutions of municipalities of the Rostov region enter the boarding lyceum, therefore, they have different level education and motivation to carry out educational activities. A problem arises: it is necessary to increase the efficiency of the educational process in the presence of different starting capabilities of students. Therefore, it is necessary to individualize training, but at the same time strengthen motivation and teach children the skills of goal setting and regulation of their educational route. At the moment, the practice used allows us to maintain a positive psychological climate in the student body, everyone knows the purpose of the activities in the lesson, electives, self-study classes, each lyceum student studying in a specialized biology class has his own individual route to achieve results, goals, which motivates them to make decisions about the quality of your training, the amount of time spent on this process, adjust your route for mastering the educational course
Subject of mentoring: The mentor helps students set a personal goal, creates conditions for planning the educational process, control, correction, and volitional self-regulation. At the same time, students’ readiness for self-development is formed, educational environment, which means that the educational process is built taking into account individual personal qualities student.
Tasks and functions of mentors: Organize students for coaching sessions, conduct diagnostics and process its results to determine the representative systems of lyceum students. Systematically determine the level of achievement of students in the subject and help mentees translate this information into visual information. Advise students on the application of an individual learning style based on the characteristics of their leading representative systems. Involve assistants from mentees to advise newly arrived students. 35% of the time is devoted to mentoring activities.
Requirements for mentors: Possession of psychological counseling skills, knowledge of S. Efremtsev’s methodology for diagnosing the dominant perceptual modality, the ability to use elements of coaching.
Requirements for mentees: Applies to students in grades 10-11 in specialized education and extracurricular activities.
Mechanisms for selecting mentors/mentees: Mentors are determined from among the teachers who carry out specialized training, as well as leading extracurricular activities in the subject. Assistant mentors are among the mentees who have most mastered the elements of mentoring. Mentors are from among the students of specialized classes.
Mentoring mechanisms and tools:
Conducting an introductory lesson for the purpose of motivation and goal setting based on a coaching approach with drawing up a wheel of achievement. The second lesson is diagnostics by Efremtsev S. To understand your representative system, data processing and consultation on using the strengths and weaknesses of your learning style. Further classes as you complete a certain block of knowledge and/or diagnostics ( trial Unified State Exam) to correct the line of formation and maintain the level.
Mentor motivation: The mentor receives the results of the training of lyceum students, which he can use when passing certification to establish a qualification category, to receive incentive bonuses. Work efficiency increases, which provides psychological satisfaction from work for both the mentor and the mentees.
Mentor training: Conducting training seminars and coaching events with teaching staff boarding lyceum within the framework of scientific and methodological work.
Normative base:
- Plan of scientific and methodological work of the State Budgetary Educational Institution RO "Taganrog Pedagogical Boarding Lyceum" for the 2017-2018 academic year, which reflects the conduct of methodological seminars on mentoring using a coaching approach.
2.Working program of the course additional education“Solving Biological Problems” includes a section on mentoring using representational systems and a coaching approach.
3. The activity program of the innovation platform on the topic: “Formation of personal, meta-subject and subject results in extracurricular activities students through implementation educational technologies».
Key practice indicators: In 2017-2018 academic year 1 mentor works with 29-30 mentees. With an increase in the number of mentors, the number of mentees will correspond to the number of 10-11th grade students at the boarding lyceum. Over two years of applying the practice, 1 mentor carried out activities with 44 mentees, of which 4 people became assistant mentors to work with new group members who arrived after the formation of the groups.
Key success factors: Motivation of the teacher-mentor, responsibility, concern for the learning results of lyceum students, interest in a positive result.
Characteristics of personal qualities of a mentor: Professionally competent, responsible, respectful of students, considering them as individuals, interested in students and their successes, dedicated to their profession, able to ask open questions, possessing psychological counseling skills, pedagogical tact, taking advantage of all modalities in the educational process, erudite.
Mentoring experience:
The main thing for me as a mentor is to achieve the following goals: 1. Create conditions for significant differentiation of the content of education for high school students, with wide and flexible opportunities for students to build individual educational programs.
- To promote equal access to a full-fledged education for different categories of students in accordance with their individual inclinations and needs.
How to achieve this result? It is necessary to start designing an educational space.
After working in specialized classes for several years, I identified for myself the main stress points, overcoming which you can achieve the desired result.
The first “point of tension” is the peculiarities of how specific students work with information, i.e. need to understand how they think? How to help children master the material? What can I do to make them absorb what is happening in class?
In this regard, I like to use the material on determining the teaching style of K. D. Dyatlova, “Formation of an individual learning style in biology lessons,” which describes both the methodology for determining the representative system and the methods of work of the teacher and child in accordance with a certain style.
K. D. Dyatlova (tested at Nizhny Novgorod State University) recommends using S. Efremtsev’s diagnosis of the dominant perceptual modality (methodology for identifying the leading channel of perception).
Another “point of tension” is the level of formation of regulatory educational activities, which ensure that students organize their educational activities. The main material of in-depth study of biology requires intellectual, physical and even moral effort from the children in order to master it. How can I help them set a goal so that it is their goal, not mine? How to create conditions for planning this process, control, correction, volitional self-regulation?
The most effective, in my opinion, is the use of a coaching approach. At the same time, students’ readiness for self-development is formed, the educational environment is designed and constructed, which means that the educational process is built taking into account the individual personal qualities of the student.
Result: the teacher can build the learning process in a new way, focusing not on forcing students to master mandatory methods and systems for solving problems, but on the free implementation of various approaches, including non-standard ones.
The first introductory lesson is necessarily carried out using a coaching approach; it is designed to show the students, through visualization of the level of mastery of the program material, how much they need to change their approach to studying or correct it, what problem this particular student faces, and not all students as a whole. For example, you can use the biology knowledge wheel, dividing it into seven sectors, which corresponds to seven blocks of knowledge tested on the Unified State Exam in biology. We sign each block and the child himself determines for each block his level of knowledge of the section. Introspection occurs.
Don't be afraid that children will overestimate or underestimate their level (there are fewer of them). This will be corrected after the first diagnostic work. Here the student rated herself by indicating the percentage of mastery. And after the diagnostic work, the result is indicated in pencil. At the same time, she used the yellow color to show where her initial result increased or was confirmed.
In most cases, children adequately assess their knowledge. While working with the wheel, a natural question arises: “What should I do?” And I already have a proposal ready. I tell them that as part of the educational activities, I will help them improve their positions in five blocks, the main thing is systematic preparation for lessons. As a rule, visiting children do not know the two blocks “Man” and “Diversity of Organisms”. Here, most lyceum students show nervousness, because... they understand the scale of the impact of unexplored topics on Unified State Exam result, but they don’t know how to change the situation for the better. They involuntarily ask the question: “Can you help us?” It is very important that this is their initiative! My option: a system of additional education classes. Let's start planning together. What will we study in 10th grade (humans or plants, mushrooms and animals), and what in 11th grade. I give them the right to choose so that some of the planning is based on their choice.
After the first diagnostic work, each mentee, with the help of a mentor, processes their results and puts new data, converted into percentages, on the wheel, which gives them the opportunity to compare the desired and achieved results, which involves adjusting the educational line, increasing efforts in one block and decreasing in another or redistribute the load differently. Everyone finds his own solution that will suit him, which will be comfortable for him and which will be implemented at the speed that the mentee himself chooses in order to achieve his planned level.
Such wheel adjustments are carried out after each diagnostic work on Unified State Exam materials, after finishing studying the topics curriculum, which correspond to the Unified State Exam blocks. This approach ensures the success of the mentor-mentee tandem, because both have an idea of where they should come and what route.
In the second lesson, a mandatory part is to determine the modalities or leading representative systems of lyceum students using S. Efremtsev’s diagnostics. Diagnostics are not labor-intensive and can be easily processed immediately with students. It is necessary to tell mentees the importance of understanding the process of processing and transmitting information, in in this case knowledge. Usually this activity is easy and interesting for the children, because they learn about themselves, about their friends, their desk neighbors... They are actively involved in the process of discussing the characteristics of the main systems (visual, auditory, kinesthetic), correlate these characteristics with their experience and receive tools for successful work in the classroom and at home. The mentor at this lesson immediately notes in his journal opposite the name of the lyceum student his leading representative system.
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