1.0 How an ordinary teacher can help the guidance and counselling teacher in order to meet the needs of pupils more effectively?
“I am not a teacher, but an awakener- Robert Frost”. A mentor plays a large role in assisting pupils developing not only their education but also physically, emotionally and spiritually. In academics, a mentoring relationship develops over an extended period, during which a pupil's needs and the nature of the relationship tend to change. A mentor will try to be aware of these changes and vary the degree and type of attention, help, advice, information, and encouragement that he or she provides. 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 schools, primary especially, teachers’ perception to the roles of their post as mentor turns out to be mix reviews which are positive and negative. Some teachers do not aware their role as mentor which is supposed to be. Based on the interviews done to the teachers, it can be generalize that teacher alert their role as mentor but do not exactly know their roles as a mentor. Some teachers said that teacher just mentoring by assisting them in studies while another part has another perception that their roles more towards guiding and counsel pupils on their needs.
Some of the teachers believe that being a mentor is about building a trusting relationship with pupils. One of the mentor’s initial responsibilities is to establish a trusting relationship with the pupils. Research indicates that mentoring is most effective when the pupils trust the teacher. The mentor builds this trust by creating a risk-free learning environment for the pupils by providing support that is non-judgmental and confidential. Confidentiality invites honesty, risk taking, and self-reflection by the pupils. While the mentor does not share any evaluative information about the pupils with anyone however topics, content, and strategies can be shared with administrators. The relationship gain by the mentor which is the teacher can help the teacher to know more about the pupils and on the other hand, pupils will feel easy and comfortable to share anything with the teachers including their private matters. The amount of attention that a mentor gives will vary widely. A pupil who is doing well might require only "check-ins" or brief meetings. Another pupil might have continuing difficulties and require several formal meetings a week; one or two pupils might occupy most of an adviser's mentoring time. Try through regular...