Professional Documents
Culture Documents
Professor Gardella
4/28/2010
influential senior sponsor or supporter. This seems to be a common universal response when one
is questioned what one thinks a mentor might be. In theory, it is true that most Mentors are these
things, but there is also so much more. Through mentoring, both student and teacher gain new
outlooks, and knowledge. In reality the mentoring process can be influential to both persons
involved. Also the impact constructive mentoring gives could potentially shape imperative
learning habits, and skills. Some necessary qualities a good mentor should have are defined well
in an article titled Nature’s Guide for Mentors. In this article there are helpful pointers, and
examples for anyone who is attempting to become a mentor. Another article Mentoring for
Productivity: Success Across the K Through Grey Continuum highlights the importance of
having strategic methods and techniques for mentoring. It also recognizes the need for
community, state, and national support for mentoring in the science, and mathematical fields.
Throughout one’s mentoring relationship progress should be marked, and evaluated so it can be
kept as evidence to demonstrate that mentoring can make a profound impact on future
generations. It is proven that mentoring can help influence hard work ethic, and new intelligent
When approaching the concept of how to mentor someone, one must consider many
variables. It is necessary for one to have a decent amount of time and effort, along with an
optimistic attitude in order for the right environment to be established. The Nature’s Guide for
Mentoring gives some more helpful suggestions on character traits that can be useful as a
mentor. Some being respect, sensitivity, unselfishness, and enthusiasm. When mentoring respect
and enthusiasm must be present. Encouragement and appreciation lets the student know that no
idea or flaw will be mocked. This will create a safe environment for the relationship to grow.
Another useful resource in this article is the checklist provided on what makes a good mentor.
The checklist has topics such as availability, self direction, skill development, networking, etc to
evaluate oneself on. Again, this is also a very resourceful item to use, but it fails to realize the
uniqueness of all mentoring case scenarios. For example sometimes mentoring relationships are
strictly timed and cannot be lifetime long relationships, or if the mentoring is being done in a one
on one setting it is almost impossible to create that outside community. The lack of these things
may not make one’s mentoring relationship any less effective. Although this checklist can
greatly improve the relationship between mentor and mentee it is clear that there is more to it.
The characteristics and situations described help nurture a trusting and learning bond but do not
make them. A relationship should be formed with the aid of these suggestions, but still based on
one’s genuine personality to make the relationship real and more helpful then authoritative. A
“Can you plan your approach to mentoring by including strategies, processes, and
behaviors described here that clearly work? If so you will not only influence the next
generations, but also increase your own satisfaction by being in charge of a productive
Evans 2
It tends to be truthful that using these suggestions have proven to be helpful in creating a healthy
Mentoring can often be somewhat free form, and flexible, but some structuring also must
be present in order to achieve goals. One of the first things that should be done is set goals, If
there is an ambition in place, it automatically helps set up the motivation to get there. Also both
student and teacher should agree that this goal is desirable, and attainable through hard work and
practice. After the initial aspirations are set, the mentoring can begin. This type of strategic
Workforce Development and Lifelong Productivity: Success Across the K Through Grey
Continuum. Another point expressed in this article, is the importance of setting, and age when
mentoring. The way one mentors a 1st grader will not be the same as how one would mentor a
college student. The atmosphere of a technical, collegiate, or informal environment calls for
different ways of mentoring. In k-12, preparation and learning are the main focus. They are
learning techniques and tools in order to prepare for their future, or attain a goal. In a
community college or technical school encouragement is key. They are either moving towards
their next step in life, or trying to overcome challenging coursework that is usually a lot different
then what they are used too. A friendly person who is always there to push them is probably
exactly what they need to keep trying hard. A collegiate mentoring relationship focuses a lot on
academic and social needs. Many students are in the process of transferring into the workforce,
or applying for graduate studies, so it is important to make sure they do everything possible to
Evans 3
reach those goals. A Mentor for a college student should be comforting, and goal orientated.
relaxing, and social relationship too so it is not all work all the time. When mentoring a college
student it is important to also tie in work ethic, goal setting, and encouragement.
Mentoring programs have proven effective, and should be implemented so every student
can have an encouraging role model. Hopefully the state and national governments will take
notice, and can help to start funding and starting these beneficial programs. These programs
would be especially helpful in urban and underrepresented areas. The National Science and
Technology Council (NSTC) should also have a more active role in funding and providing
mentoring.
“NSTC should organize the coordination of these interests with an overall strategy for
mentoring across the k through grey continuum. The role of professional organizations in
mentoring should not be overlooked. These groups are already committed to increasing
awareness of their respective career opportunities and shaping the public image of
scientists.”(9).
Science programs have shown to increase interest and opportunities for younger generations to
consider science as a path for their education. With the help of NSTC Science, Math and
Technology fields could become more diversified if mentoring programs were developed in
inner city schools. It is clear that mentoring is beneficial, very much so in grades K-12, since its
benefits have been proven hopefully more funding will be provided so every child has the
Measuring the quality of a good mentor is often done by evaluating the results. Did the
mentee feel like it was time well spent? Were goals worked towards or attained? Did the help of
a mentor help prepare the mentee for their next levels of education, or work? There are a million
questions that can be asked to try and fulfill a success quota, but perhaps the most telling sign is
what the mentee has gained from the relationship. Since it has been proven that mentoring
programs have helped people reach their potential, hopefully these programs and tactics uses will
become more widespread. If the National government can acknowledge these programs than
more awareness can be brought to the public, which in turn could also cause the state or county
governments, and the individual school districts to set up plans for new mentoring groups. The
K- Grey continuum expression means learning has no bounds. A mentor is not just meant for
elementary aged child anymore, it has become more widely accepted that people can use a
mentor in any stage of their lives. There will always be time in one’s life where encouragement
and guidance is needed, and it is nice to know one doesn’t have to worry where they will find it
from.
Works Cited: MLA Format
Gardella, Joseph, Tanya Furman, Ashok Puri, Cheryl Schrader, David Pagni, and Sheryl Tucker.
and Lifelong Productivity: Success Across the K Through Grey Continuum." (2006): 1-17. Print.
Lee, Adrian, Carina Dennis, and Philip Campbell. "Nature's Guide For Mentors." Nature 447 (2007):