Mentoring

&
Feedback
to
Students
 MENTORING

Sharing

Supporting Modeling

MENTORING

Networking Guiding

Advising
Feedback is a process of sharing observations, concerns and
suggestions with the other person with an intention of improving
his/her performance as an individual.
 DIMENSIONS

1. Controlling skills
2. Interaction level
3. Behavior towards students
4. Concern for growth of student
5. Building student’s confidence
Controlling skills:
• Whether faculty is giving punishment to students to control class?
• Whether faculty make the class engaged in different activities?

Interaction level:
• Whether there is two way interaction between students & faculty?
• Whether there is formal or informal interaction?

Behavior towards students:

• Whether the faculty is biased towards anybody?
• Whether the faculty is Rude, or Strict, or Friendly?

Concern for growth of student:

Whether faculty is concerned only about teaching or overall growth as well?

Building student’s confidence:

What steps does he/she is taking to motivate the students?
 Controlling skills:

5. Always informs about the topic to be discussed beforehand.

Engages class in different activities to make it interesting so that
students enjoy the class and don’t indulge in misbehavior.
4. Informs about the topic sometimes and introduces new activities to
capture interest. Sometimes uses punishments for defaulters.
3. Hardly informs the topic beforehand. And new activities are
sometimes included in lectures. Uses punishment quite often.
2. Never informs the topic beforehand. New activities are rarely
introduced. Punishes the defaulters.
• Uses harsh punishment to control the class. The classes are
always same uninteresting and theoretical.
 Interaction level
5. Facilitates two way interaction which varies from formal to
informal as per the situation. Encourages class to discuss study
related topics amongst themselves. Adds value to the interaction by
providing anecdotes to illustrate key concepts and assistance in
confronting complex or new ideas.
4. Facilitates two way interaction viz always informal. Sometimes
encourages class to discuss study related topics amongst
themselves. Quotes anecdotes sometimes.
3. Facilitates two way interaction viz always informal. Class is not
allowed to discuss amongst themselves. Uses cases from books
only.
2. Facilitates two way interaction viz always formal. Class is not
allowed to discuss amongst themselves. Uses cases from books
only.
1. Facilitates two way interaction viz always formal. Class is not
allowed to discuss amongst themselves. No practical orientation.
 Behavior towards students:

5. Treats everyone as equal. Is friendly and cooperative. Takes

initiative in asking students’ problems and tries his best to solve
them.
4. Treats everyone as equal. Is strict sometimes and takes initiative in
asking students’ problems and often tries to solve them.
3. Sometimes biased towards some particular group of students.
Doesn’t take initiative in asking students’ problems but sometimes
solves them if asked.
2. Always biased towards a group of students. Queries of only
preferred students are entertained.
1. Always biased towards a group of students. Is not cooperative and
friendly. Doesn’t entertain students’ issues.
 Concern for growth of student:

5. Organizes career development programs for students very

frequently. Keeps giving an overview of industrial working. Organizes
industrial visits. Guides students personally as to what is best for
their career.
4. Organizes career development programs for students sometimes.
Keeps giving an overview of industrial working. Organizes industrial
visits sometimes. Personal guidance is sometimes provided.
3. Seldom organizes career development programs for students but
tells them where they can attend these. Less exposure to industrial
working. Seldom organizes industrial visits. Personal guidance is
seldom provided.
2. Only gives information as to where such events are taking place.
Less exposure to industrial working. Seldom organizes industrial
visits.
1. No industrial exposure but sometimes gives information about
career development programs organized at different places.
 Building student’s confidence

5. Appreciates initiative of students and always encourages them to

work on new ideas. Organizes confidence building classes.
4. Appreciates initiative of students and encourages them to work on
new ideas. Organizes confidence building classes on students’
request.
3. Sometimes appreciates initiative of students and encourages
them to work on new ideas. Organizes confidence building classes
rarely.
2. Doesn’t encourage students to come up with new ideas.
Appreciate the ideas written in books only. Doesn’t organizes
confidence building classes.
1. Never entertains contradictory ideas of students. Demotivates
students if they come up with their own ideas.
THANK YOU

PRESENTED BY

Deepika
Prabhleen
Charu
Parikha
Shruti
Shubhangi
Shilpi