Mentoring Library
Text

M6_1 Inclusive & Mutual Learning Environment Mentoring Arrangement

Lesson 1

Discuss the requirements for an inclusive and mutual learning environment:

Suggested Actions ... based on answering this question:

"Can you discuss the requirements for an inclusive and mutual learning environment?"

If yes - move to the next lesson or module

If no - follow this pathway

1. Watch the video

2. Identify 3-5 Key Learning Points from watching the video

3. Read the Notes and Additional Resources below - if available

4. Summarize your learning

5. Confirm you can answer the question with "Yes"

Use the Comment section below - Public message

Use this link for a Private message via the website Contact Form


Notes

Define inclusive:

  • including or covering all the services, facilities, or items normally expected or required.
  • containing (a specified element) as part of a whole.
  • with the inclusion of the extreme limits stated.

Define mutual:

  • of a feeling or action) experienced or done by each of two or more parties toward the other or others.
  • held in common by two or more parties.

Define learning environment:

  • refers to the diverse physical locations, contexts, and cultures in which people learn
  • There is an infinite number of possible learning environments, which is what makes teaching so interesting.
  • Learning environment can refer to an educational approach, cultural context, or physical setting in which teaching and learning occur.

Identify characteristics of an inclusive and mutual learning environment:

  • freely express who they are, their own opinions and points of view
  • fully participate in teaching, learning, work and social activities
  • feel safe from abuse, harassment or unfair criticism
  • Learning is two-way: mentors offer valuable knowledge and skill development based on their experience to provide a pathway out of life’s cul-de-sacs.
  • Equally, mentees can offer valuable resources to the mentor to reciprocate their support (Mezias and Scandura 2005).
  • Moreover, mentoring provides for both, individually and together, feedback about their assumptions and roles (Hall 1996) and is an effective

Discuss the contributions of a mentee to an inclusive and mutual learning environment:

  • The mentee would help define the learning environment
  • Mentoring relationships are two-way so both parties contribute to the learning and development
  • Mentee would learn from the mentor and the environment from which they are working in
  • Mentor would learn from the mentee - part of this learning would be of self

Discuss the contributions of a mentor to an inclusive and mutual learning environment:

  • Mentor would help define the learning environment
  • Mentoring relationships are two-way so both parties contribute to the learning and development
  • Mentor would learn from the mentee and the environment from which they are working in
  • Mentor would learn from the mentee - part of this learning would be of self
  • Mentee would learn from the mentior - learning would help discover self

Discuss the requirements for an inclusive and mutual learning environment:

  • Mentees learn through of process of gaining insight, which entails observing, noticing what is being observed and then realising and drawing from the subsequent knowledge that arises from this. This process is conducted conjointly with the mentor
  • The first, transformational, facilitates mentees to discover meaning within their own experiences through critical self-reflection (Mezirow and Taylor 2009; Taylor 2008).
  • The second perspective, humanist, allows mentees to develop or hone their critical thinking skills by using existing knowledge and motivations to develop their own approaches to self-learning through their own or mentor’s direction. Once the information and understanding are creatively opened up them, the mentor and mentee seek to make sense of it gaining further practical understanding and skills.
  • In the third, emancipatory perspective (Mezirow and Taylor 2009), mentees become positioned for action based on an analysis of role and context: (a) organisational and legal contexts; (b) cultural including political situations; (c) learning about technical systems and processes e.g. policy context; and (d) motoric techniques e.g. performance of techniques through to the overall performance of a role e.g. clinical relationship with clients.
  • Essentially, there are very few instances when issues cannot be resolved in some way. Many issues are created, exacerbated or suffered because people do not seek to stop, observe and explore them further. On more occasions than not, the way to resolve them is embedded in the challenge that the person is experiencing, and the issue is either how the person is viewing it, a lack of observation or within the relationships. This is what is meant by mentoring mindedness
  • Review material listed above

External Resources

https://en.wikipedia.org/wiki/Learning_environment

http://www.springer.com/cda/content/document/cda_downloaddocument/9783319409818-c2.pdf?SGWID=0-0-45-1581484-p180037379

Powered by Thrive Apprentice
Pen
>