Learning mentors support underperforming students both inside and outside of the classroom in order to increase their academic success. They assist students experiencing (multiple) disadvantages, such as learning difficulties, behavioural issues, and attendance problems, and also assist gifted students who are under-challenged. They may also work with adult students in the further education system. Learning mentors develop schedules and action plans with the students in order to plan the necessary mentoring activities and monitor progress. They also liaise with the students’ teachers, educational psychologists, school social workers and, if necessary, with the student’s parents, in order to improve the student’s educational development.
ISCO skill level is defined as a function of the complexity and range of tasks and duties to be performed in an occupation. It is measured on a scale from 1 to 4, with 1 the lowest level and 4 the highest, by considering:
the nature of the work performed in an occupation in relation to the characteristic tasks and duties
the level of formal education required for competent performance of the tasks and duties involved and
the amount of informal on-the-job training and/or previous experience in a related occupation required for competent performance of these tasks and duties.
These occupations require some skills and knowledge of learning mentor. They also require other skills and knowledge, but at a higher ISCO skill level, meaning these occupations are accessible from a position of learning mentor with a significant experience and/or extensive training.
This knowledge should be acquired through learning to fulfill the role of learning mentor.
Learning needs analysis: The process of analysing a student’s learning needs through observation and testing, potentially followed by the diagnosis of a learning disorder and a plan for additional support. Learning difficulties: The learning disorders some students face in an academic context, especially Specific Learning Difficulties such as dyslexia, dyscalculia, and concentration deficit disorders. Behavioural disorders: The often emotionally disruptive types of behaviour a child or adult can show, such as attention deficit hyperactivity disorder (ADHD) or oppositional defiant disorder (ODD). Communication disorders: The malfunction in a person’s ability to comprehend, process and share concepts in various forms, such as verbal, non verbal or graphical during language, hearing, and speech communication processes.
These skills are necessary for the role of learning mentor.
Consult student’s support system: Communicate with multiple parties, including teachers and the family of the student, to discuss the student’s behaviour or academic performance. Monitor student’s behaviour: Supervise the student’s social behaviour to discover anything unusual. Help solve any issues if necessary. Liaise with educational support staff: Communicate with education management, such as the school principal and board members, and with the education support team such as the teaching assistant, school counsellor or academic advisor on issues relating the students’ well-being. Show consideration for student’s situation: Take students’ personal backgrounds into consideration when teaching, showing empathy and respect. Adapt teaching to student’s capabilities: Identify the learning struggles and successes of students. Select teaching and learning strategies that support students’ individual learning needs and goals. Listen actively: Give attention to what other people say, patiently understand points being made, asking questions as appropriate, and not interrupting at inappropriate times; able to listen carefully the needs of customers, clients, passengers, service users or others, and provide solutions accordingly. Support children’s wellbeing: Provide an environment that supports and values children and helps them to manage their own feelings and relationships with others. Communicate with youth: Use verbal and non-verbal communication and communicate through writing, electronic means, or drawing. Adapt your communication to children and young people`s age, needs, characteristics, abilities, preferences, and culture. Assist students in their learning: Support and coach students in their work, give learners practical support and encouragement. Oversee extra-curricular activities: Supervise and potentially organise educational or recreational activities for the students outside of mandatory classes. Liaise with educational staff: Communicate with the school staff such as teachers, teaching assistants, academic advisors, and the principal on issues relating to students’ well-being. In the context of a university, liaise with the technical and research staff to discuss research projects and courses-related matters. Encourage students to acknowledge their achievements: Stimulate students to appreciate their own achievements and actions to nurture confidence and educational growth. Counsel students: Provide assistance to students with educational, career-related or personal issues such as course selection, school adjustment en social integration, career exploration and planning, and family problems.
This knowledge is sometimes, but not always, required for the role of learning mentor. However, mastering this knowledge allows you to have more opportunities for career development.
Counselling methods: Counselling techniques used in different settings and with various groups and individuals, especially concerning methods of supervision and mediation in the counselling process. Education law: The area of law and legislation that concerns education policies and the people working in the sector in an (inter)national context, such as teachers, students, and administrators. School psychology: The study of human behaviour and performance with respect to various school processes, the learning needs of young individuals, and the psychological tests accompanying this field of study. Primary school procedures: The inner workings of a primary school, such as the structure of the relevant education support and management, the policies, and the regulations. Developmental psychology: The study of human behaviour, performance, and psychological development from infancy to adolescence. Psychology: The human behaviour and performance with individual differences in ability, personality, interests, learning, and motivation.
These skills and competences are sometimes, but not always, required for the role of learning mentor. However, mastering these skills and competences allows you to have more opportunities for career development.
Cooperate with education professionals: Communicate with teachers or other professionals working in education in order to identify needs and areas of improvement in education systems, and to establish a collaborative relationship. Assist in the organisation of school events: Provide assistance in the planning and organisation of school events, such as the school’s open house day, a sports game or a talent show. Guarantee students’ safety: Ensure all students falling under an instructor or other person’s supervision are safe and accounted for. Follow safety precautions in the learning situation. Assist students with their enrolment: Help the accepted students with the enrolment in a certain programme. Prepare legal documents and support the students as they settle in. Construct individual learning plans: Set up, in collaboration with the student, an individual learning plan (ILP), tailored to the student’s specific learning needs, taking into account the student’s weaknesses and strengths. Support the positiveness of youths: Help children and young people to assess their social, emotional and identity needs and to develop a positive self image, enhance their self esteem and improve their self reliance. Apply person-centred care: Treat individuals as partners in planning, developing and assessing care, to make sure it is appropriate for their needs. Put them and their caregivers at the heart of all decisions. Identify education needs: Identify the needs of students, organisations and companies in terms of provision of education in order to aid in the development of curricula and education policies. Manage resources for educational purposes: Identify the necessary resources needed for learning purposes, such as materials in class or arranged transportation for a field trip. Apply for the corresponding budget and follow up on the orders. Promote the safeguarding of young people: Understand safeguarding and what should be done in cases of actual or potential harm or abuse. Provide teacher support: Assist teachers in classroom instruction by providing and preparing lesson materials, monitoring the students during their work and helping them in their learning where necessary. Perform playground surveillance: Observe students’ recreational activities to ensure student safety and well-being and intervene when necessary. Secondary school procedures: The inner workings of a secondary school, such as the structure of the relevant education support and management, the policies, and the regulations. Organise projects to fill education needs: Fill education gaps by organising projects and activities that help people to grow academically, socially or emotionally.
