Final Presentation

Final Mentor Presentation

Example of my written feedback…

I kept a few of the feedback sheets for the second year students. Here’s a look at some of the things that I put down. I find it important to look at improvements than negatives; negatives will put the group down whereas improvements offer suggestions. Of course, when things go badly to the point where nothing is happening to overcome it, then you should start to suggest the negative work. With the group I’m mentoring, their work ethic is at a good level. They are constantly having fun and this helps them work efficiently. This is just one example of many…

Students showing initiative and being brave…

I found out that the group had to change their whole plan (in terms of script, set, theme etc) due to a family group not being able to attend their TV show. In normal circumstances, people would panic and end up debating with one another, which is what our group did back in the second year. This group looked at this obstacle and wanted ways of overcoming it. They showed real courage and unity to change their plans, with only a few weeks left, but they have done it in advance. There have been minor setbacks such as their lack of set design and referring to chroma keying for post production. Part of the module is to use the surroundings within the studio but again, in my opinion, they chose a bold approach to overcoming their set design. I understand that other groups have their sets up and running, but every group is different and if they want to use the chroma key, I’ll do my best to ensure that every flows smoothly.

As a result, I had to ensure that the presenters didn’t wear anything that was blue for the final recording. Such a thing would have disastrous and messy consequences, resulting in a poor TV show. I told the group to think about their set design that they will import to the chroma key. I suggested doing test shoots using the chroma key, helping the vision mixer, and utilising that with the presenters actions. The camera operators left the wheels unlocked once again and I had to have a quick word with them. I made sure that I didn’t undermine them but still got my message across. It is a health and safety hazard not only to them, but the whole group and the University. Everyone will be blamed as a result. They understood what I was trying to say and I hope that they improve on this error. I know the camera role is tedious and sometimes you’re left standing around, but this is a professional practice role and you need to be alert the whole period.

Overall the group did a fantastic job in preparing their new script. The presenters, again, made life easier for the director. They improvised on their lines, read clearly from the auto cue and were entertaining on the camera. What the group needs to do is finalise their script, prepare the set design via the chroma key and ensure that everyone has a task to do in order to complete the project successfully. Again, they didn’t need much help and were doing very well by themselves.

Ensuring the boring stuff is complete!

I had a friendly chat with some members of the group in the Ellen Terry building, asking them how their project was going. It got to the point that they were happy with the practical work and they didn’t think much for the theoretical and written work. I ensured that they were meeting ALL of the module requirements and this included a workbook/blog detailing their research, context and reflections among others.

I showed them some examples from my blogs and let them know that it can gain them higher marks; whereas the practcial aspects gets you a group mark, the written work is an individual mark. They weren’t too enthusiastic about the written work but I made sure they had their minds set on it. It would be a shame to see a good group devise a good project but lose out on marks for the basic things. At the end of the day this is a University module and they should be into the habit of updating their workbook and blog accounts.

Mentoring a different group…

The session last Thursday was different as the groups swapped their time slots. I could only attend the morning session due to clashes with other modules. There was a massive contrast between the two groups in terms of producing a project; the group I normally mentor were willing to listen and taking on the feedback regardless of whether it was positive or negative. With the new group, it was the total opposite and I felt like I was under pressure. I understood the groups’ position, where the stress of work gets to them but it is up to them to turn it over. I have learnt that if a problem exists in a group work, then all are to blame.

The group had several problems; the presenters didn’t read revise their script and weren’t engaging with the camera. I let the presenters know that they must show enthusiasm just like real life presenters, because if they didn’t then they wouldn’t attract their audiences. I could understand that they were nervous with everyone looking at them, but it’s what they should have expected. They chose the role and should have known what they were in for. It was obvious that there wasn’t any research done by the presenters. It was a shame to see the presenters hardly spoke to one another off camera. In addition to this, other group members were speaking over one another, making the job more difficult for the director and floor manager. The camera operators were engaging in another conversation and one of them was using his laptop during a test recording. At one point, there was a debate amongst the group that left everyone feeling negative.

Large credit was due to the director, who in the most difficult situation, managed to bring the group back together. He showed great leadership and getting his message across. There was a common error with reading the script and I helped him by suggesting that their presenters improvise on the lines and that the guests read off the auto cue. This made the process slightly efficient for the group, but more work needed to be done.

I didn’t give the group any feedback as the atmosphere wasn’t very friendly. I have to admit that I didn’t feel confident to tell them to improve on a lot of things for their project. This is part of the teaching world and I know I have failed myself. This was a real challenge for me and I guess I was used to easier situations with the other group. Along with this is the fact that I wasn’t their common mentor, but it has given me more sight into what happens with groups when things don’t turn out so well. I have to prepared to block out feelings and tell them what needs to be done for the project to be a success. I understand the stress that occurs but it is something they have to overcome and I hope to make them understand this in the next sessions.

Comfortable with the students…

Thursday’s session ran more smoothly than the previous ones, largely due to the fact that we had a longer time slot to set up and practice. I also approached the students in a friendly way, learning from the materials on how to be a good mentor, which helped me advise them and be informal with them. To emphasise the connection, they wanted me to play an extra guest on their TV family show. When I took this role, I still kept an eye on things in the studio and through the gallery; one of the issues in the session was that the script was too short and the PA couldn’t time it correctly to suit the pace of the presenters. On a positive side, they didn’t debate with one another and instead tried to resolve the problem as fast as they could. Because I had played the role of the presenter in the second year, I suggested that the presenters improvise on their lines, facing other cameras and making realistic conversation. I let them know that on the last day, they would have to learn the whole script as well as improvising with time, as they may finish too early or take too long. As a result they tried this four times with different conversations which made the session less tedious.

The sound operator did a good job in experimenting with the radio and tie clip microphones. It proved to be an efficient process, especially for the health and safety approach. Following on from the health and safety, I was disappointed with two of the camera operators who spoke over the floor manager and director as well as throwing gaffer tape across the studio. One of them still made a basic mistake in not locking the camera wheels and tightening the tilt function. Instead of lecturing them, I got the whole group together in the gallery to look at their positives and their improvements. I didn’t make specific eye contact with any of them and just reminded everybody that only the director and floor manager have conversations – other operators speak when they are spoken to by the floor manager, under the orders of the director. All equipment must be double checked, particularly the cameras as they are big and can cause an accident when not locked properly. Again, all praises were towards the director, who kept her calm throughout the whole process and I encouraged them saying that this group is going to get a high mark with the way they keep working. I ensured that they had a draft of a script ready for the next session, something to help the process move along and take action. They should record and edit some VTs during activity week and think about the set design. This group doesn’t need any more practice sessions and are already in mode for production.

Success and Failures of a Mentor

SUCCESS

FAILURE

• Time commitment• Positive attitude • A good match • Commitment • Empathy • Appropriate time and place – mutually acceptable • Shared understanding of the purpose/shared expectations • Effective outcomes are achieved • Mutual give and take • Shared commitment to the process • Open and honest discussions • Building trust over time • Setting clear/shared ground rules • Confidentiality • Mutual learning/development • Objectivity • Right physical environment • Commitment – both parties • Honesty • Mentors skill/knowledge level • Success (breeds success) • Giving proper time • Preparing • Clear agreed expectations • Get to know them as an individual • Being able to deliver on advice as far as possible • Attention on the mentee • Mutual respect Clarity of expectations

• No rapport• Not understanding/feeling where they are (empathy) • Too cosy • Poor communication • Lack of “chemistry” • Being dogmatic • Not listening • Lacking empathy • Breakdown of confidentiality • Not being able to shut off from other workloads Too directive