Telementor Guide
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How does time pressure influence how my advice is taken? Academic telementoring relationships take place in the context of a packed curriculum that places strict limits on the amount of time that teachers can invest in long-term inquiry. No matter how fascinating they may be, students?investigations must end on schedule, and students must be concerned with getting good enough grades to be admitted to the universities of their choice. Ironically, this context can make students averse to taking on the very sorts of challenging inquiry that lead to robust learning. One of the great promises of telementoring relationships lies in their capacity to support and scaffold students so that they can take on challenging academic work with less fear of failure. A good telementor does not merely cheer students on, though. Mentors who keep pushing for more work or harder work when a deadline is approaching are usually seen as unsympathetic and unworthy of trust. For this reason, a mentor’s encouragement should always reflect an appreciation for student's deadlines and the insecurities they produce.
How does timing affect the quality of advice?
What are mentees' expectations in a telementoring relationship?
What judgment calls do mentors have to make in crafting advice?
Why telementoring?
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