Mentoring
MENTORING PROCESS IN THE DEPARTMENT OF GEOGRAPHY (2018-2019)
The nature of mentoring relationship varies with the level and activities of both student and mentor. In general, however, each relationship must be based on a common goal-- to advance the educational and personal growth of the student. Most students define teaching as activity that happens around the usual classroom routine and includes concepts derived from the curriculum. In contrast, mentoring occurs when a teacher enters the life of a particular student usually within a one-on-one context. Mentoring is often seen as a support either to deal with personal problems, or to help a student achieve sometimes beyond the curriculum.
1. Keeping in touch: In our department, we have noticed that different students would require different amounts and kinds of attention, advice, information and encouragement. Some students would feel comfortable to approach; others will shy, intimidated, or reluctant to seek help. Often students would not know what question to ask, what information they need, or what their options are. So, we have decided to keep in touch with them regularly. Some students who were doing well in their study required only ‘check-ins’ and other students who have faced continuing difficulties required several formal sittings.
2. Different non-academic issues: Some students who were from rural areas or who have different cultural backgrounds have different communication and learning styles. They faced serious problems to accommodate with others. Family issues, sexual issues etc. were another field of stress of some students. We have tried to build personal relationships on trust, developing self-awareness and fostering passions and tried to provide constructive and supportive feedback.
3. Mental health: From a personal interview of 3rd. year Honours (Annual system) and 3rd. Semester Honours students (Total 48 students) we came to know that 66% of students were under a lot of stress caused by college pressure, home life and peers. Over 50% reported they were actually losing sleep because of their stress. Almost 50% of students were concerned with family issues, while 72% of students were worried about their futures, such as acceptance into highly competitive programs and lack of prospects upon graduation. This realization had prompted us to conclude that there seemed to be a gap in addressing the mental health of not only at risk students, but also the majority of students who are not considered at-risk. Some students claimed that in certain areas, their parents were not able to help, nor would they approach their parents for such help. This lack of parental involvement was especially true in the area of personal relationships. we were trying to create an environment where students felt their teacher would better understand how to address relational issues with peers.