Mentors - giving feedback

Each and every one of us working in children’s services will be a mentor at some stage – if you’re not already mentoring someone, you probably soon will be!!  Mentoring is the process where a more experienced individual works closely with a lesser experienced individual to assist in training and general support. Every student studying children's services will need a good mentor to begin, or continue, a successful career in children's services.

Acting as a mentor to a colleague can only be effective if you develop a relationship that is based on positive and respectful communication practices as well as one that values each other’s opinions and their rights to have a differing point of view. Just because one of you may be more experienced and knowledgeable, doesn’t mean there isn’t an equal relationship. Even if you are the mentor with many years of experience, you can still learn from your mentoree!!

As a mentor you will be required to provide feedback to your mentoree. It is important to use the communication skills you have developed over time when offering your feedback to ensure no offence is taken and that it will be used to further progress the protégé in his/her development.

People often confuse feedback with criticism - probably because we often associate it with what we’ve done wrong rather than what we’ve done right. This is unfortunate!! Feedback should not be viewed as a personal assault or a list of errors, mistakes, or mishaps. And this can often be the case if it is provided by an unskilled communicator.

While the content of the feedback can be negative, the delivery can always be constructive. If it’s not, the feedback may be rejected or be received as an insult, which can fuel other issues and problems that may create a barrier to learning.

Constructive feedback is most useful and beneficial to the receiver because it provides encouragement, support, will give suggestions for corrective measures and future direction. Your role as mentor is to be honest with your mentoree. You will need to offer constructive advice to assist them in improving their performance or skills.

Constructive feedback is:

• given with a goal of improvement
• timely in delivery
• honest and respectful
• clear and focuses on the issue
• objective
• supportive
• motivating
• solution-oriented.

Destructive feedback is:

• unhelpful
• accuses the mentoree and may be personal
• judgmental and subjective
• undermines the self-esteem of the mentoree
• leaves the issue unresolved (or the mentoree is unsure how to proceed). 

The importance of providing feedback to your mentoree is crucial to their ongoing development and growth. In the competitive environment that services operate, constructive feedback is essential for continuous improvement of all concerned.

 

Good mentoring relationships and constructive feedback are foundation building blocks to quality improvement and good practice.

 

The following article is from NCAC archive on the ACECQA website. While it addresses Performance Management, it is very relevant to the current topic and can be used as further reading: http://ncac.acecqa.gov.au/educator-resources/pcf-articles/putting_people_into_performance_mgt_June2010.pdf 

 

(C) ACCCO 2012

Good study skills

It is important you find a balance between study and life – and good study skills can help. Here’s some good tips which may help…

1.       Set aside the time you need each week for study. This way you can be choosy to about when you study - if you like the shows on TV on Tuesday night, you can still watch these because you know that Monday and Wednesday are your nights to study! Or if you have children and need to plan around their needs, you can do this too. You should also plan study around the times when you concentrate best – if you’re a morning person, getting up an hour earlier to study may be a good plan rather than plan study at the end of the day when you’re not your best.

2.       Have a regular place to study which is free from interruptions and any distractions (such as the TV, your phone or questions/needs of family members). Ideally, you should study at a table/desk, with a comfortable chair, good lighting and ventilation. Don’t forget to turn off your phone, email or social networking access, and make sure you've had something to eat recently. After all, you'll be able to study for longer and learn more efficiently when your physical needs are met and there's nothing to distract or interrupt you!

3.       Organise your study space with the necessary tools to complete your tasks. This may be paper, pens, folder, a laptop and printer, a working internet connection or similar. This avoids unnecessary interruptions by having to get up and find what you need, or make a shopping trip.

4.       Set yourself goals and stick to them. For example, your goal is to finish this unit in a month.  Break this down into smaller goals such as your unit has 5 elements so you plan 5 study sessions over the next fortnight to read one element each, and the following fortnight will involve completing the assessment items.

5.       Look after yourself, and plan some time out. This includes getting enough sleep, having a good diet, getting enough exercise and relaxation. You’ll study better when your needs are met. All work and no play is no fun at all, so get the best of both worlds instead!

6.    Ask for help if you need it. If you have difficulty understanding a topic, make sure you contact your trainer! That's what they're there for. If you are unable to contact them (they may be in class or on leave), don't forget that there's always someone to help at head office so phone 1300 139 406.

7.       Stop procrastinating! This is your life, your time and your future. Remind yourself why you are doing this course, and reward yourself for achieving your goals. The hardest part to studying is getting started – so if you’re feeling unmotivated about a study session, start with an easy task or things you can finish quickly. Once you’re in the swing of things, it will be easier!

If you have any further tips, don’t forget to leave a comment below or put them on our Facebook page http://www.facebook.com/australianchildcarecareeroptions

© ACCCO 2012

 

Music and movement is fun!!!

Music and movement can be a joyous experience for everyone! For many people, music and movement can....

• Rejuvenate and uplift
• Sharpen and delight the senses
• Be a release for tension and energy
• Encourage self-expression
• Develop a sense of self confidence
• Bring joy and wellbeing
• Develop a positive outlook

And children enjoy the same benefits!

Music is about making sounds of many different kinds. Music can be defined as sounds a person likes to hear – but then again, music can also be sounds people don’t like to hear as well!!! Movement is just that – moving all or parts of your body. Movement can include formal dance like ballet or ballroom dancing, or it can include things like gymnastics as well. It simply can also be when you get up and dance to your favourite song in whichever way you want to at that particular time!

Think about your childhood for a moment. What do you remember about music and movement? Were you exposed to this through the radio station, through family participation in attending concerts and musicals, through playing a variety of CD’s, through your family singing regularly in car trips/Christmas carols/birthday parties? Were you encouraged to learn to play an instrument during school years? Was this a positive experience? Were you forced into learning to play a musical instrument during school years when you would have much preferred to be doing something else? Did your family culture include (or not) music? Are you memories of music positive?

Many adults will not readily participate in music experiences. Far too often you hear adults say, “But I’m not musical!” The reasons for this mindset/attitude can vary....

• Our feelings of inadequacy hinder our musical abilities;
• Negative association with music is often fostered during past childhood experiences. For example, forced to learn an instrument or banned from the choir;
• You watch reality TV shows that promise to find the next 'superstar' and feel like you can never be close to how they sing;
• You've attempted Karaoke, or other singing platforms on the latest gaming equipment only to be not successful and you haven't participated again!

At this point, we must stress you do not have to be a musician to provide young children with music and movement experiences. Firstly, each and every one of us has been provided with a voice - and that voice can be the most accessible musical instrument to you. You may think you have a terrible singing voice - but we promise you that children won't care! Therefore, it is time you prepared yourself to overcome any previous negative associations because an important part of your role with working in children’s services is to participate in musical experiences. Set yourself a challenge to include music and movement in your curriculum regularly, and do it (even if it is just you and the children, and noone else involved!)

If you do have musical skills, make sure you use them! If you have a musical instrument at home, dust it off and take it along with you to your service. Even if you can only play one song, young children can provide the most wonderful, uncritical audience! If you don’t have musical skills, maybe it is time to learn to play that musical instrument you always wanted to learn?

Most of all, the best thing you can provide for children is a love and enjoyment of music and movement in various forms – after all, you will be part of the children’s musical memories they will take into the future! Even without musical abilities, remember you can easily inspire and motivate through your positive role-modelling, participation, and attitude.

Share your ideas for music and movement experiences on our Facebook page: http://www.facebook.com/australianchildcarecareeroptions 

Excerpt from CHCFC507A. Written by Fran Parry for ACCCO © 2012

Encouraging children to express and manage feelings

Learning about emotions and how to manage and express feelings is one of the most important tasks of childhood. This involves being able to develop children's understanding so that children can begin to be able to label feelings, understand and control their emotions. Helping children to define and to cope with their emotions is not only beneficial for their psychological wellbeing but also for their social development.

Children will need to express their emotions as part of the socialising process and will do so in many ways - the important thing is that they learn to do this in socially acceptable ways. Educators need to be responsive and sensitive in order to assist children to display and manage their emotions in socially acceptable ways. Some strategies you can include:

·        Model appropriate expressions of all feelings yourself – “I am so happy that you brought in your new book to show us”;

·        Ensure children are given clear explanations as to why unacceptable expressions of feelings will not be tolerated - “Hitting hurts. We don’t like hitting. Use your words to tell him ‘I don’t like it’ instead”;

·        Acknowledge and respond positively to a child’s attempts to express emotions in a more positive way - “I really like the way you asked Billy for the bucket back. That is much better than hitting”;

·        Teach and model “I-messages” – “It worries me (your feelings) when I see you running inside (what is happening?) because you may fall and hurt yourself (the reason). I would like you to walk inside (behaviour expected)

·        Observe and acknowledge all attempts at socially acceptable ways of expressing emotions “It was very kind that you helped Jo open his lunchbox since he has a sore finger:

·        Let children know it is OK to be angry, mad, sad etc and that they can express their feelings openly in the childcare environment - “It is OK to cry. I know how upset you are that your friend Nina isn't coming back”;

·        Understand that some children do not know how or may not want to express their feelings. Provide opportunities and the environment, but do not force the child into talking about their feelings.

The environment that you provide for children conveys a strong message about the way you feel about helping children to release feelings. The following play areas encourage children to express emotions and should be available on a daily basis. Both the indoor and outdoor environment needs to be set up to encourage children to manage their feelings in socially acceptable ways, as some children feel more comfortable in either of these environments:

·         Dramatic play area where children can act out feelings and emotions

·         Play dough is a manipulative material that can be pounded, squeezed, pinched or massaged for a release of feelings

·         A quiet an aesthetically pleasing area where children can retreat for some solitude

·         Puppets and other toys to enable children to role play situations where they can express emotions

·         Books, stories and pictures to help children deal with issues

·         Creative play experiences such as painting, drawing, finger painting, collage, crayons, chalk, clay. This will all allow children to have sensory and hands on experiences which can represent their ideas and express emotions in socially acceptable ways.

·         Appropriate music and movement experiences such as music, songs, rhymes, chants, humming, rocking

An important aspect of being an educator is to help children manage and express feelings, however an equally important aspect is to help children understand that just because they can label, identify or express emotions that this does not mean they will instantly go away or that the problem will be instantaneously fixed.

On a final note...

Author and lecturer, Leo Buscaglia, once talked about a contest he was asked to judge. The purpose of the contest was to find the most caring child. The winner was a four-year old boy whose elderly next-door neighbour had recently lost his wife. Upon seeing the man cry, the boy went to the old gentlemen and quietly climbed into his lap and just sat. Later, when his mother asked him what he said to the neighbour, the little boy said, "Nothing! I just helped him cry."

Sometimes our ability to communicate is most profound when we say nothing at all. What we need most is someone who understands us and communicates that they care about us. Even at a young age, this little boy recognized the value of expressing feelings, especially difficult ones, in a respectful way.

© ACCCO 2012

Selecting the right training college

With so many options to study child care, it is no wonder people get confused when choosing their training college. Making the right decision could indeed alter your life or more importantly the children you will be caring for! It is extremely important to consider just what you're getting with your qualification as it could decide how successful (or unsuccessful) you will be in your career.

So what will you need to look for?

• Is the college National Accredited and courses approved in all states? This is important as you may end up moving and need to know your college can allow you to continue to study, or you can find employment.
• Does the college meet your learning needs? For example, can you go to class or can you study from home? Can you swap between class and home study if you need to?
• Does the college offer RPL (Recognition of Prior Learning)? This will allow your previous skills and knowledge to be recognised to allow you to complete your qualification in a shorter time frame.
• Can you study at a pace convenient to you? Can you fast track your qualification if you have the time available to dedicate to study? or do you need extra time to study because you have other commitments such as a family or work?
• What is the maximum number of students in a class? Small groups mean better outcomes for you!
• Does your trainer really know you and know how to support your training needs? Personalised training means you can learn more because your trainer tailors to ensure you learn as much as possible!
• How do trainers support you? Can you call or email them? Do they visit you regularly at your workplace? The more support you get, the more you'll learn. Statistically you'll also complete your course more quickly.
• Do the trainers have appropriate qualification and experience? The more knowledge they have, the more they can teach you!
• Is the College apart of ACPET or equivalent to protect your fees in the event that the college closes?
• Are payment plans available to suit your needs?
• Are all courses Centrelink approved to allow you to gain financial support if needed?

http://www.accco.com.au/about-us/faq/