(S.M.S.)
STUDENT MENTORSHIP SCHEME
There is always a line that is drawn between “duty” and “bond”. Regardless of whatever capability of influence a teacher or boss may or can have on a student, the fact that duty brought them together would always be emphasised. Moreover, it can almost be impossible to set aside time to work one-on-one with every student. This is where a tutor can help dramatically. They do not only answer questions about algebra, but take time to offer more real life examples and applications than otherwise possible.
On this scheme, students are chanced to function with an academic confidence that enhances their psychological effectiveness. Role modelling and tutoring as scheduled by VEIN Consults entail the granting of opportunity for scholars to aspire and look up to people in their line of academics and wider career. This scheme if given a room defines its scope of activities addressing the needs of students, parents and guardians, the school and the community at large.
Working with the Student
The diverse needs of students may require specific counselling expertise and the boundaries of competencies are recognised by the counsellor within the scope by providing only those services for which students requires specialized, intensive or long-term counselling beyond what the school may reasonably be expected to provide, to which appropriate referrals are made.
Working with the Parent and Guardian
Due to the cogency of the primary role of Parents and Guardians, collaborating with them in the best interest of their children and wards is one of the key activities of G.P.S.M.C. The open sharing of guidance education activities with parents is different from the confidential nature of counselling relationship. Working with students without breaching confidentiality is an important responsibility of ours; and this, bridging communication with their parents at every opportunity.
Working with the School
In performing a dual role of an educator and counselor, for instance, by addressing student’s personal and social needs through counselling; resiliency skills are simultaneously taught, affecting the students’ readiness for educational challenges. As a result of such interrelationships, we support the integration of guidance and counselling services to address the school’s need, as regard their demands and expectations from their students.
CATEGORIES
v SMS I: This category of mentorship scheme accommodates students in the tertiary institutions of any type. And are either students met at such stage or groomed from the SMS II.
v SMS II: Students who enroll for his category of mentorship scheme are students in their secondary level of education. Such students are hereby monitored till the level of the tertiary institution, where they join the mentorship class SMS I.
Channels of Effectuation
Ø Direct instructions to students.
Ø Team teaching.
Ø Group and individual counselling
Ø In accordance to the school’s openness, linking up students with resource persons from their field of study.
Ø Enlightening students to a purposeful state of agreeing to have a role model.
(i) Disengaging their mentalities away from unreal perspectives towards modelling.
(ii) Re-orientating their minds towards seeing the essence of role modelling to their academics.
Ø Weekly, Monthly, or Term based privilege for counsellors meeting with studentsone-on-one (Based on the school’s interest and capacity).
Ø Conducting a two-day of openness between the teachers and students.
Ø Regular follow-up on the student’s academic buoyancy and growth.
Benefits of Service
§ It will help revive the attenuating or intimidated zeal and thirst for literacy.
§ It gives room for positive competitions for academic excellence.
§ It is a facilitator for healthy knowledge increase.
§ Creates a platform to earnestly seek how worthwhile academics is.
§ Earnest versatility
§ Inculcating academic confidence.
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