Welcome Establish quality standard for the delivery of a volunteer led tutor programme To clarify the role of a volunteer tutor To share the underpinning pedagogy of the programme For you to be comfortable with the programme and your role within it ID: 532187
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UFA People Powered Schools Volunteer Training
Welcome!Slide2
Establish quality standard for the delivery of
a volunteer led tutor programme
To clarify the role of a volunteer tutor
To share the underpinning pedagogy of the programme
For you to be comfortable with the programme and your role within it
To meet and get to know other volunteers
Why are we here?
0Slide3
Big Picture
Overview
VLL in your school0Slide4
Who is UFA
National Educational Charity
Work with children & young people age 5-25
Transforming learning through leadership
Team of National Development ManagersSlide5
What do we do
Develop Programmes for young people
Train professional to use our programmes
Provide advice and support to schools and community organisationsSlide6
Our reach
50 Local authorities
Over 6000 staff (lead practitioners)
750,000 young people
Community organisations Slide7
What difference do we make
Character
Skills
Knowledge
So young people are ready for
learning, work and life.Slide8
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Story of my
name
Meet & Mingle
Teambuilding:
Getting to know each otherSlide9
What do I want from today?
Set a goal:
What do I want to get out of the session
Set an intention:
How do I need to be to get the best out of my learning?
"You have to know what you want to get it."
Gertrude Stein
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Explaining
Commentating
Orchestrating
Modelling
…being emotionally aware in all of these areas.
Using positive adult talk
Nurturing a growth mindset
Minimising limiting self talk
Raising
young people’s self
confidence
Have an awareness of emotional states
Attaching
positive emotions to learning
Reducing
stress
What is the role of
tutors
in learning
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Administration
&
Local Coordination arrangements
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Things I still need more clarity on
Reviewing my learning
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WALK AND TALK
REVIEWSlide13
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Time to
EAT
.
TALK
.
THINK
.
ASK QUESTIONSSlide14
Energiser
0
Back seat driverSlide15
Supporting adults coach and facilitate the learning not lead it
.
Relationships built on mutual trust & respect underpin effective learning & performance
Regular & varied guided reflection makes sense of the experience for learners
Having a positive mindset makes you more open to feedback.
Effective feedback is crucial. Feedback should be timely, positive, honest, constructive and specific.
3 big ideas underpin
how
to be an effective
tutorSlide16
Relationships build on mutual trust & respect underpin effective learning & performance
Let’s explore...Slide17
Energiser
0
1 2 3Slide18
0
Exploring our comfort zonesSlide19
Exploring our comfort zones
PANIC ZONE
No belief in your ability
Little trust in others to support
Flight, Freeze, Flock, Fight
No
learning
CHALLENGE ZONE
Overcome fears
Learn about yourself
Belief in own ability
Chance to change your beliefs
You believe in others to support you
New
Learning
COMFORT ZONE
Nothing new
Boredom
What I do all the time
No learning
This is OK
.
I am not comfortable
but I am willing
.
I am not willing!Slide20
Let’s explore...
Reflection makes sense of what you experience.
Guided Reflection encourages personal growth & development.Slide21
“Trying to learn without reviewing is like trying to fill the bath without putting the plug in.”
Closing the Learning Gap: Mike HughesSlide22
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A chance to...
Think about the experience.
Feel the experience.Analyse the experience
Make personal sense from the experience.
Reframe and learn from the experienceCommunicate the experience.
What is reviewing & reflectingSlide23
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Active Learning Cycle: Kolb
Active
Learning
for personal &
social developmentSlide24
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In its simplest form ‘guided reflection’ asks three basic questions.
What – So what – So now what?
‘What?’
ask people to recount what happened
in their experience
Examples
: How did your team do?
Where did you go wrong?
Who came up with the ideas?
Who took the lead?
‘So what?’
ask people to identify the learning
Examples
: Is that important?
Did you know you could do that?
Can you see why that worked?
How would you do things differently?
‘So now what’
ask people to make a commitment to change
Examples
: What will you do differently in future?
Can you make a promise to the group?
What support are you going to get?
Guided Reflection
- simple frameworkSlide25
What do we need to review?
personal skills development
communication skills
team skills development
leadership development
curriculum contentlearn to learn skills
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Powerful Conversations
Listen to me
Don’t judge me
Believe in me
Let me solve my own problems
Don’t offer me advice
Respect me
Help me see the future
Accept
me as I amSlide27
“Simply changing the way you listen to an observational style will improve your relationships and engagements with others by orders of magnitude”
The Success Zone , 2009 p110
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What I see is….
What I hear is….
Speak less, observe more
Limit feedback
to a summary of what you hear or see…objective observation
Avoid judgement and advice
Observational ListeningSlide29
Believe
that the solution will come from the speaker
Optimistic Listening
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Listen more than you speak
Observe and ask more than you tell
If you have to “Tell” follow immediately
with
“Ask” (direct the conversation back to their thinking)
Use questions that focus on the present or future
more than the past
Conversations for growthSlide31
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Good volunteers treat
people with respect
; they give you a higher level of respect – they expect that you can rise to the challenge – they treat you with understanding and really listen to what you have to say and act on it.
There’s
involvement – you always feel involved.”
(Young Person)
Unconditional RespectSlide32
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Skills
for
Leadership
Building
Character
I can
Lead myself
Manage my feelings
Recognise my strengths
Develop a positive
mindset
Think for leadership
Solve problems
Think creatively and critically
Make decisions
Communicate
Negotiate
Present to others
Coach and give feedback
Plan and organise
Manage time and resources
Set goals and track progress
Manage risk
Leading others
Build teams
Motivate others
Empathise
Resilient
Curious
Resourceful
Optimistic
Reflective
Respectful
Responsible
Ethical
Confident
means I am
Learning
Work
Life
Ready forSlide33
Let’s explore...
Build a positive
mind set
open to feedback.
Effective feedback should be timely, positive, honest, constructive and specific.Slide34Slide35
Building a positive
mindset
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Try this…
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Good feedback relies on good observation
Be present.
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Feedback for better behaviourSlide39
DESCRIBE
the situation DESCRIBE the behaviour
STATE the effect staying constructive
Giving effective feedback
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What you think matters!
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Two BELIEFS about intelligence
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A fixed
mindset believes
Intelligence is
CARVED IN STONE
Scores in a test
MEASURE POTENTIALIntelligent people
SHOULDN’T have to work hard
Failure reflects a
LACK
of Intelligence
0Slide43
Intelligence is
MALLEABLE
Learning requires HARD WORK
and EFFORT
ALL individuals
CAN LEARN and improve
We CANNOT MEASURE a person’s
POTENTIAL
A growth
mindset
believes
0Slide44
See failure as confirmation that they are
not smart
Feel helpless & unmotivatedCan’t keep going so give upStop enjoying the learning
Feel stressed, worried & anxiousBlame themselves & get depressedSTOP getting involved in the learning
See failure as a valuable
feedback
Don’t blame anyone
Look for challenging activities
Try harder
Look for other ways to do things
Try to solve the
problem
Stay hopeful
Get better at learning
The ResultsSlide45
45
FIXED MINDSET
GROWTH MINDSET
What does the student want to achieve?
To look smart even at the cost of sacrificing
learning by avoiding challenging tasks
To learn new things even if hard or risky
Response
to
failure
Failure is seen as a
sign of low intelligence
Failure seen as sign
of not enough effort and/or wrong strategy
Response
to
effort
Effort seen as a
sign of low intelligence
Effort activates
and used intelligence
Typical response after difficulty
Less effort
More effort
Self defeating defensiveness/ response to feedback
HIGH: not willing to face not
knowing and to make mistakes. Doesn’t listen to feedback about learning
LOW: eager
to learn and open to feedback about mistakes
Performance after
difficulty
Impaired
Equal or improvedSlide46
Praise effort
Praise struggle
Praise persistence, despite setbacks
Praise strategies
Praise choices… for choosing difficult tasks
Praise for learning and improving
Praise for learning from mistakes
You should praise children for qualities they can control
.
Growth
Mindset
praise
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0
TOP
10
What makes a great volunteer?Slide48
A V
olunteer
Builds a thoughtful relationship based on trust and sensitivityInitiates learning conversations, using guided reflection
Builds a learning agreement, establishing confidence in boundaries and ground rules Grows self direction by increasing responsibility for learners own development
Sets challenging goals linked to project and school/organisation priorities
Supports learners to explore different approaches and recognise the benefits of social learning
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Reflecting on the learning from todaySlide50