This term saw the introduction of academic mentoring, regular 1-2-1 meetings with conversations with students concentrating on their academic performance, progress or attitude to learning.
Academic mentoring focuses on teaching students strategies to set goals, and monitor and evaluate their own academic development. Emphasising our school values and promoting self-regulation – we are encouraging our students to manage their own motivation towards learning.
How effective is Academic Mentoring?
These types of approaches have demonstrated consistently high levels of impact and are particularly effective for “low-achieving” and older students. Most studies have looked at the impact on English or mathematics, though there is some evidence from other subject areas like science, suggesting that the approach is likely to be widely applicable.
The potential impact of these approaches is that students learn to take greater responsibility for their learning as well as develop their understanding of what is required to succeed. It is a very personalised endeavour.
Though in it’s infancy, conversations have already lead to a number of positive adaptations for some students. From improved personal organisation, to moving seats in class to improve focus. From being brave enough to ask teachers for help, to restoring fracture student-teacher relationships, to appreciating the importance of getting a good breakfast. In some cases, it has simply established for students that they have an academic advocate and that we care enough to support their academic progress.