I’m really liking the idea that teach-ability is a quality of a true leader.
I’ve noticed that those students who exhibit a desire to learn and a willingness to seek and respond to suggestions from others really accelerate the rate at which they improve.
I think this is important in any position, but it seems to be especially important in a mentoring position.
Mentors need to be pros at seeking and responding to feedback.
We need to be able to seek it from our employers and supervisors, as well as from our mentees.
Making this behavior a part of ourselves truly creates real leadership.
— Cam, TFL Mentor
As mentors we focus on what’s good for the students emotionally and socially.
Usually this revolves around a predetermined schedule of events that the mentors and students agree on.
Sometimes individual needs come up and we wonder what the best thing for the student is, given the new information, and how best to proceed.
Do we try to meet group needs or individual needs?
I think both.
Sometimes the best thing for the individual and the group is to show the group how important individual progress is by focusing on the one student who needs extra support.
At times this comes at the expense of rearranging the schedule, which can be uncomfortable, but we find that most often changes can be made that actually improve progress.
That’s something I like about TFL.
We work individually on what the best thing is for each student.
Not everybody gets treated exactly the same.
It’s definitely not robotic like that.
I’m finding that assembly line education doesn’t work for our demographic, especially not in meeting emotional and social needs.
Knowing how to improvise to help in the best way possible separates mentors from line staff, and is a skill I really value here at TFL.
—Cam, TFL Mentor