velop into a successful professional. Some students, particularly those working in large laboratories and institutions, find it difficult to develop a close relationship with their faculty adviser or laboratory director. They might have to find their mentor elsewhere-perhaps a fellow student, another faculty member, a wise friend, or another person with experience who offers continuing guidance and support.
In the realm of science and engineering, we might say that a good mentor seeks to help a student optimize an educational experience, to assist the student's socialization into a disciplinary culture, and to help the student find suitable employment. These obligations can extend well beyond formal schooling and continue into or through the student's career.
The Council of Graduate Schools (1995) cites Morris Zelditch's useful summary of a mentor's multiple roles: "Mentors are advisors, people with career experience willing to share their knowledge; supporters, people who give emotional and moral encouragement; tutors, people who give specific feedback on one's performance; masters, in the sense of employers to whom one is apprenticed; sponsors, sources of information about and aid in obtaining opportunities; models, of identity, of the kind of person one should be to be an academic."
In general, an effective mentoring relationship is characterized by mutual respect, trust, understanding, and empathy. Good mentors are able to share life experiences and wisdom, as well as technical expertise. They are good listeners, good observers, and good problem-solvers. They make an effort to know, accept, and respect the goals and interests of a student. In the end, they establish an environment in which the student's accomplishment is limited only by the extent of his or her talent.
The Effect of Teacher/Student Relationship on Learning Essay
1479 Words6 Pages
The Effect of Teacher/Student Relationship on Learning
There are many controversies when it comes to the relationship between teachers and students. However, one idea remains, the teacher's primary job is to educate while the student's primary job is to learn. The techniques are what differ among teachers and in turn that shapes the relationship between the two parties. As many of the writers discussed in class, have pointed out, the education experience, from curriculum to academic and extra-curricular programs directs a person's path in life. Is this relationship among teacher and student that important to discuss and analyze? Does a student's education depend on the techniques of the teacher? Alternatively, do students have a…show more content…
In hooks' opinion, the teacher's response to the student's welfare plays a vital role in the student's self-concept and self-awareness. Experiences at Stanford led hooks to believe that her fellow students were not like her and the professors she had never acknowledged the differences among social classes. This phenomenon bothered hooks and caused her to take on the role of an educator, traveling to different universities discussing the differences and adverse effects of social classes in education. In her case, the distant relationship she had with her professors gave her motivation to be a more open, "self-realized," realistic educator (87).
When hooks lectures she speaks with confidence and ease. She uses simple language but not to be confused as many do, with ignorance (89). In her own words, "I make eye-contact, talk extemporaneously, digress, and address the audience directly" (89). With this type of technique, hooks is often placed in an "anti-intellectual, unprofessional, unprepared" category and accused of "reinforcing the stereotype of black as non-theoretical and gutsy" (89). Contrary to those beliefs, her students and audiences are impressed by her realism and openly share their personal experiences with hooks. She mentions one student telling the painful truth of her drug-addicted father living on the streets. This type of relationship offers