Early childhood teachers as mentors – supporting students at the child care center
During the year, students from the University, TAFE and other institutions get acquainted with our early childhood services. Although we have a few weeks of time with us, they can have a positive, lasting impact on their learning path, which has a lasting impact on early childhood. Your own development as a childcare provider can also influence how you see student students. See the following ideas when receiving the following TAFE or university student in early childhood service:
Remembering Your Own Learning
When did you get into your first practice experience in early childhood how did you feel? Are you shy, insecure and overwhelmed? Was he confident and ready to make the most of his time in the center? Think back to all your exercises and remember these feelings when you start supporting the student at the center.
See the student as a learning journey
The learner strives to become a well-rounded professional but not yet expected. The journey takes time and how we support the children in their development, helping and challenging them, so to support and challenge our students.
Look at who the student is involved in. Are the beginnings of learning or their career? The expectations of a new student must be very different from that of the student completing the course.
Providing a Good Induction Program
Centers must provide a comprehensive induction program that enables students to understand the service and staff expectations. We can not expect the students to do a professional job if they do not know about the center and their programs. Induction programs include access to the center, the introduction and role of individual staff, information on relevant policies and procedures, and confidentiality. Students should be familiar with the Center's expectations of arrival / departure, breaks, practical writing and the implementation of tasks assigned by their learning institution. Encourage the student to ask questions from staff, and especially from the director.
Save staff members
It is very confusing for students to have more staff than their placement. Assign an instructor to the mentor and support the student and, where appropriate, work with the same lessons.
Introduction to Students for Children and Families
As a TAFE supervisor, I've met with workplace students several times and the service families have little idea of the "strange person" playing in the corner with their children. Families have the right to know a little about the care of their children. The requirement for most learning institutions is to let the student show a poster / photo of who they are and where they come from. Make sure this is completed and a note regarding the welcome / introduction in the central newsletter. This helps the student to feel appreciated and led to greater teamwork.
Children usually take the time to ask themselves from strangers, but it is a positive experience for both listeners and children to get the right introduction. Kids will then learn how to tell the student's name and a little about it.
Take the Time to Discover the Writer's Written Work
The student is an adult student and is highly responsible for written evaluations. However, if we are an effective mentor, we need to understand the expectations of the learning institution and how we can best support the student. Get acquainted with what the requirements are, what the student needs at the end of the practical training and what experience the student needs in their time. We do this on a daily basis, discuss with the student what they need for the next day.
We Offer Constructive Feedback
Simply referring to the students' work or by signing their participation our own experience and learning is not the best. Comment on positive things about interactions, teamwork, efficiency, and written work. Offer suggestions and ideas on how to build their strength and challenge their growth areas.
View the Student With a Balanced Perspective
This is the largest trap center when they are under the supervision of students. The students are in one of two endpoints.
first "Only one student" & # 39; – which can lead to high school staff who annoy the student or provide extra rental assistance who can do all the dirty work. OR
2. New "best friend" – which can cause the student to be a staff member who complains or gossips in the center.
A professional mentor will know how to balance a student co-operative team, but it's wise to share in-house information about the service.
Practices are part of the learning process and the development of new staff is an extraordinary part of the early childhood field. During mentoring, student students remember the most supported practices and why … and then they are part of a positive memory of another early childhood professional as you support, steer, and develop.
Source by sbobet th