During September 2013 and June 2014, I was a senior prefect and a student mentor. I decided to put myself forward for both of these roles as I had a difficult time through Secondary school fitting in and wanted to get myself some experience before moving onto the next part of my life.
In terms of my senior prefect roles, I had to firstly ensure that the school rules were being followed by the students (in relation to uniform, their language on the school premises and the 'no bullying' rule that should have been a known thing, but was always good to remind the students as this was one of my duties). I also helped the younger students get to class and if they were unable to find their classroom, I would give them directions.
The third and final main role that I had was assisting with breaktime and lunchtime duties, just making sure that nobody was leaving the canteen with food, that people were sitting down whilst eating, and also making sure that nobody was stealing food from the canteen...
As a student mentor, my roles were similar in the fact that I had to make sure students weren't being bullied, but my duties were more on a one-on-one basis. Students would be allocated to me as their personal mentor, and we would go into a room and discuss their school life, home life or work stresses along with any other questions/queries they had.
The students that usually needed mentors were those who were on 'daily report' and had to have a written reflection at the end of each of their classes, students that would very rarely turn up to class or those with a history of being troubled/misbehaving.
I had to also make sure that I was open minded and able to listen to stories from each student, treating them as individuals rather than just 'another student'. I was also tasked to pass on relevant and important information to students about how they could progress further, as well as updating the senior staff on what was discussed during each of the sessions. Third and finally, I had to ensure that I was acting like a role model, and actively listening to each of the students, instead of rushing in to give them information before letting them speak first.
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