Mentoring and Tutoring Information
In this section, I will discuss approaches to mentoring, various adult learning theories, the mentoring process, resources for mentoring, and tips for mentors and their mentees. This information can also be applicable to tutoring sessions, with tutor and pupil.
Mentor and Tutor Information
Here, I discuss the various approaches to mentoring, adult learning theories, the process of mentoring, resources, and tips for mentors/tutors and mentees/pupils. This information is applicable to tutoring sessions as well. Please click on the tabs to learn more about each category.
Approaches to Mentoring
Mentoring has been around for ages, and is typically referred to as someone with more experience assisting someone with less experience. There have been many approaches to mentoring through the years, and the ideology has shifted over time.
Adult Learning Theories
There are many different ways of learning, and each person learns differently. However, there are overarching themes and principles of learning that seem to correlate with adult learners. Adult learners typically strive for autonomy and want to be in control of their learning. They also typically fear making mistakes (Gordon & Magler, 2007).
I will discuss four different principles of adult learning here – Perry, Belenky, et al., Kegan, and Knowles.
Belenky, et al.
They discovered four categories of learning processes in women:
This information is cited from Gordon & Magler, 2007.
Both categories here related to Perry's positions 6 and 7 because they know that knowledge is gained by objectively analyzing information.
Separate Knowers may use the scientific method to analyze, test, and confirm ideologies or beliefs. They tend to judge all the information they are given.
Connected Knowers learn through dialogue. Instead of judging the information, they tend to analyze it through different perspectives.
Stages of Development
Robert Kegan’s adult learning model is really based on adult development and how we move through stages from independence to interdependence. Mentees in this learning model sometimes need their mentor to be directly involved with their learning and may wish for a hands-off approach at other times (Gordon & Magler, 2007).
Please see this article and Robert Kegan’s book for more information about this learning model.
Eriksen, K. (2006). The Constructive Developmental Theory of Robert Kegan. The Family Journal, 14(3), 290–298.
Kegan, R. (2001). The evolving self: problem and process in human development. Harvard University Press.