Telementor Guide
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How should students' access to resources shape my advice? Another constraint on the advice that your mentees are likely to find useful is their access to various sorts of learning resources (including textbooks, periodicals, reference sources, data archives, and so on). In almost any challenging investigation, students can bump into the limits of the learning resources available close at hand. Sometimes students can find creative ways to escape the limitations of local resources, but often they will need help to do so. While your mentees should not treat you solely as a librarian, you should certainly do your best to help them with information needs that stand in the way of them getting to the pedagogical point of their work. Because of their deep subject-matter expertise, the majority of our telementors are also well aware that access is more than a physical issue. Novice investigators very often try to take on work that is conceptually over their heads, and this presents unique problems. Teachers and telementors must search for ways to help students pursue their curiosities, without carrying out an unconscious parody of whatever discipline they are working in. While students may learn more valuable lessons from struggling with a very difficult question than one that doesn't interest them, they will merely frustrate themselves if they cannot find resources to work with that they can understand.
What are mentees expectations in a telementoring relationship?
How much help is too much?
Why telementoring?
What does telementoring bring to the classroom?
See all the questions