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Becoming an outstanding personal tutor

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An essential text for pre-service and in-service trainees and existing practitioners in further education focusing on delivering outstanding personal tutoring and coaching.

Title Becoming an outstanding personal tutor : supporting learners through personal tutoring and coaching / Andrew Stork, Ben Walker.
Edition 1st ed.
Publisher Northwich, [England] : Critical Publishing Ltd
Creation Date 2015
Notes Description based upon print version of record.
Includes bibliographical references at the end of each chapters and index.
Content Cover -- Half-title -- Series information -- Title page -- Copyright information -- Table of contents -- Meet the authors -- Meet the series editor -- Acknowledgments -- Introduction -- Who this book is for -- Why you need this book -- Why else is personal tutoring so important? -- Why is personal tutoring so crucial in the current educational climate? -- How does this book link to your teacher training or current role? -- Chapter summaries -- About the book and how to use it -- References -- 1 What is a personal tutor? -- Setting the scene -- How outstanding personal tutoring principles lead to outstanding teaching -- The definition of the personal tutor -- Personal tutoring and coaching: dictionary definitions and history of the terms -- The relationship between personal tutoring and coaching -- Discussion -- Other useful ways to understand the role of the personal tutor -- Which personal tutoring institutional model do you work within? -- Why is it important to know about models? -- Main personal tutoring institutional models -- Discussion -- Summary -- Taking it further -- References -- 2 Core values and skills of the personal tutor -- Introduction -- Section 1: What are the core values of the outstanding personal tutor? -- What is a core value and how do I know what mine are? -- How to develop the personal tutor core values -- Discussion -- Individual and shared core values -- Learners' values -- Discussion -- Section 2: What are the core skills of the outstanding personal tutor? -- What is a core skill? -- Different categories of personal tutor core skills -- Hard and soft skills -- How to develop the personal tutor core skills -- 1. Building genuine rapport -- 2. Decision-making and problem-solving -- Summary -- Taking it further -- References -- 3 Setting boundaries -- Introduction -- What are boundaries? -- Expertise boundaries.
Temporal boundaries -- Behavioural boundaries -- Peer boundaries -- Discussion -- The difficulty of letting go and when to do it -- Discussion -- Boundaries in context -- Discussion -- Expertise -- Temporal -- Behavioural -- Peer -- Summary -- Taking it further -- References -- 4 The learner experience: key activities -- Introduction -- What is the purpose of the personal tutor key activities? -- The tracking and monitoring of learners -- What do we mean by at risk and vulnerable learners? -- What characteristics might mean a learner is at risk or vulnerable? -- The tools to keep your learners on track to succeed -- Feedback to the learner -- How risk is assigned to a learner -- Discussion -- At risk meetings -- Discussion -- Electronic learner tracking and monitoring systems -- Good practice tips when using electronic learner tracking and monitoring systems -- One-to-ones with learners -- Dos and don'ts for one-to-ones -- A final thought on one-to-ones -- Group tutorial planning and teaching -- Discussion -- Content to be covered in group tutorials -- Group tutorial contextualisation -- Differentiation -- Summary -- Taking it further -- References -- 5 The learner experience: key procedures -- Introduction -- Disciplinary: a positive approach -- Discussion -- What do we mean by 'poor behaviour'? -- Does research say a positive approach works? -- Tools to get your learners back on track -- The case for a positive approach to disciplinary -- Discussion -- The formal disciplinary process -- Right course review -- Background -- What is right course review? -- Why should you do right course review? -- When do you do right course review? -- How do you carry out right course review? -- Discussion -- Internal progression -- What is internal progression and why is it important? -- A typical internal progression process explained -- Progression monitoring.
Discussion -- External progression -- The personal tutor's role in learner destinations -- Discussion -- What about learners who are not progressing and need alternative provision? -- Working with learners who have additional support needs -- Discussion -- Safeguarding -- Discussion -- Complex case -- Foster care -- Unpredictable emotional states -- Difficulty with authority figures and taking responsibility -- Academically, Emily excels at certain focused tasks -- Involving other members of staff -- A final thought on safeguarding -- Summary -- Taking it further -- References -- 6 Using solution-focused coaching with learners -- Introduction -- What is solution-focused coaching? -- Key characteristics of using solution-focused coaching with learners -- Reframing -- Helping learners to notice -- Discussion -- Solution talk and problem talk -- The OSKAR framework -- Scaling -- Using OSKAR in practice -- Discussion -- A final thought -- Summary -- Taking it further -- References -- 7 Observation -- Introduction -- Discussion -- The format of observation -- The Common Inspection Framework (CIF) -- Summary -- Taking it further -- References -- 8 Reflective practice -- What do we mean by reflection and reflective practice? -- Reflective practice for your personal tutor role -- Models of reflective practice -- The Experiential Learning Cycle: David Kolb -- Concrete experience -- Reflective observation -- Abstract conceptualisation -- Active experimentation -- The Reflective Cycle: Graham Gibbs -- Model of Structured Reflection: Chris Johns -- Johns' Model of Structured Reflection (1995): adapted -- Four Critically Reflective Lenses: Stephen Brookfield -- Scenarios for you to reflect on -- Scenario 1: group tutorial -- Group tutorial potential reflection considerations -- Scenario 2 -- Scenario 3 -- Discussion -- Scenario 2: reflection considerations.
Scenario 3: reflection considerations -- Summary -- Taking it further -- References -- 9 Measuring impact -- Introduction -- What do we mean by impact and measuring impact? -- What can be measured in relation to personal tutoring and how can it be done? -- Discussion -- Qualitative and quantitative measures -- Why measure impact? -- Measuring the impact of the personal tutor at individual and institutional levels -- Discussion -- How you measure impact -- Personal tutor impact measures -- Discussion -- The importance of comparison and timescale -- Using the National Occupational Standards -- Being constructively critical of measuring impact -- Acknowledging other factors that influence learner performance -- Discussion -- Correlation and causation -- Summary -- Taking it further -- References -- 10 What next? -- Introduction -- Why retain the information in this book? -- How to retain the information in this book -- Going for platinum (not gold)! -- The bigger picture -- Going for platinum as an institution -- Summary -- Taking it further -- References -- Index.
Series Further Education
Extent 1 online resource (214 p.)
Language English
Copyright Date ©2015
National Library system number 997012746998605171
MARC RECORDS
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