Work Experience – Mentor – University of Sheffield

Contributor: Charlotte

What?  Mentor for the University of Sheffield

Why did you choose this place? I had worked with younger children and wanted experience working with teenagers.

How did you find the application process? The application process was typical of many jobs. There was an application form and then an interview, the interview was fairly informal involving working in a group which definitely helped my nerves!  Before starting my second year of mentoring I was invited to be a lead mentor responsible for the group of mentors in my assigned school.

What do you do here? I work with young people on both a 1:1 basis and in the classroom to act as a role model and mentor.  I help to raise their achievements and aspirations by targeting subject areas students are having trouble with or by helping them to research careers they’re interested in.  ‘Widening participation’  is another aspect of my role,  whereby groups who are typically underrepresented in Higher Education such as low income or single parent families are encouraged to reach their potential and attend University.

As a mentor I have worked in two very different secondary schools. First was one with a ‘satisfactory’ judgement from OFSTED whilst the second was deemed to be ‘good’.  Seeing such different teaching environments really opened my eyes to how the school which you attend as a child affects your future.

The good things: I have often found the role rewarding when you can provide answers to questions the pupils have struggled to find themselves. Whether these are questions about careers, university, or just tips for handing homework in on time- you can see the impact you’re having on a young person.

Being a linguist, my first school was particularly interesting. Many pupils were new to the country and had a limited understanding of English which proved to be a major barrier to their learning. It showed how knowledge of TESOL could prove useful to those wanting to enter teaching in the UK and not just those wanting to teach abroad.

The bad things: If the children aren’t having a good day or if it’s snowing(!) it can be difficult keeping them on task, I’ve definitely had to learn to be more patient. Also, entering the schools for the first time was daunting but the teachers were all very welcoming so my initial anxieties were quickly forgotten.
Anything else we should know: Despite not wanting to be a teacher when I graduate, the experience has made me want to work in Education or more generally in the public sector. Seeing how you can help improve people’s lives despite only seeing them once a week definitely made me eager to know what you could do with more time! I believe my linguistics degree will put me in good stead for such roles, it has taught me to be more organised and a better communicator. Additionally, what I thought was just an interest in people’s language when beginning my degree; I now see is a wider interest in people’s lives. So I’m thankful to both my Linguistics degree and experiences like mentoring which have helped me to discover the route I want to take after graduation.

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