In a recent debate about the role of teachers in schools and universities, many aspects of their jobs came to the fore. While it is undeniable that most teachers work hard to achieve their goals, sometimes it is worth paying attention to how they are doing. ‘Work Smart’ is a mantra for those who have learned to use it effectively.
Chasing students, completing their assignments on time, trying to encourage students who are reluctant to study, conducting tutorials or correctional classes for those who need extra help. Here are some ways to keep them engaged. Many people spend more time and effort on the details of their work and often feel discouraged when they do not see results. The fact is that we often try to break the same wheel and see disappointing results.
These efforts, although important, cannot work on an ad hoc basis. It doesn’t matter what age they are, students need guidance and, as long as guidance programs are not institutionalized and embedded in our education system, we will continue to face these challenges. Which can be easily avoided. A mentor is usually a mentor, teacher, role model and friend. It’s a matching process where skills, Personality and mindset work together to create a goal that is goal-oriented and specifically addresses challenges.
Mentorship is not just for students. Studies show that teachers need guidance at every stage of their careers, even in leadership roles, and that it should not be the sole responsibility of deans, directors and school managers to ensure that junior staff Help and support. A well-designed formal guidance program, with clearly defined focus areas, timelines, feedback mechanisms, and reflective dialogue. A successful mentorship program could potentially eliminate existing biases in organizations, helping staff improve their skill sets, motivate staff, and improve retention rates. Often, senior and high-performing employees can share their vision, ideas and development opportunities with their peers. Interestingly, mentorship has a long history as it grew up in a time when the only way to acquire professional or professional skills was to spend time with more experienced colleagues, learn from their statements, and learn from someone in general. Had to look closely so as not to make mistakes. Be repeated
The Mentorship from the point of view of ‘big brother watching you’ was a bit scary, it also ensured integration at many levels of professional rankings and helped to ignore the isolation and uniqueness that many educational institutions today have. Is recognized. Mentorship programs that work in a group setting, or with external links with other organizations have the added benefit of extensive learning networks, creating opportunities for collaboration between organizations and helping teachers acquire such skills. Helps that are not taught internally. As mentors talk about their experiences, appearing inaccurate and inaccessible, the level of trust grows and expands through the recognition of authenticity – creating greater harmony, empathy and positive respect among employees. happens. The guidance also helps to contribute to a positive attitude by changing employees’ misconceptions. For example, most students and staff feel they will be disqualified if they ask for advice.
Through mentorship programmes, students may find a sense of belonging to the institution, as they establish a connection with those interacting with them. Research shows a sense of belonging is essential to student motivation and is particularly relevant in higher education.
It is important to remember that a mentor gives ‘food’ to this process but does not give ‘food’ to it. Most counselling programs work when consistently followed diligently and the results are carefully considered. Most of the informal guidance in these institutions where a good teacher can decide to help a student – or a peer can help another in a difficult situation – is not a constructive process in setting sustainable goals. May end Formal mentoring programs, on the other hand, have the power to change the course of students’ lives by creating pathways.
Mentoring students give teachers a more rewarding teaching experience, helps them stay connected with students and keeps them aware of individual student’s capabilities and challenges. Mentorship can help teachers identify the grey areas in learning so quickly that many issues can be nipped in the bud. Mentoring also minimises behavioural disruptions, making classroom management easier.
Students generally do not want to be told what to do. They need a guide to show them what they can do.
Rayees ibn Mushtaq
Student at GDC Bemina Srinagar.