INDIRECT APPROACHES TO MENTORING
INDIRECT APPROACHES—LEVERAGE THROUGH SITUATIONS AND THE ENVIRONMENT
The Three Agents—<needs to be fleshed out>
Mentor as designer and advocate
changing the environment to change the individual
Attending to Transitions, Recurring Events and Sticky Situations
The Mentor as advocate (situational and indirect approaches). The mentor may have unique insights on the environmental roadblocks and obstacles that Aurelio faces, but not much sway. For these roadblocks and obstacles operate outside the mentor’s wheelhouse. Thus, we encourage the mentor to become an advocate. That is, be prepared to meet with school personnel who have control over what the late educational sociologist Seymour Sarason called “the routines of school keeping,” particularly the places and the times where and when Aurelio’s potential is trapped. Encourage others to adopt this maxim: Change the environment and situations to change the student.
In middle school, the routines of schoolkeeping seemed stifling to Aurelio, not to mention the dangerous places he had to navigate, especially gang territories. In high school, the routines fell into a positive place. Day after day, week after week Aurelio was able to develop the habits that would constitute a strong social, emotional and academic foundation. Aurelio’s informal mentors within the school—the college counselor and his advisor—were able to reinforce these routines.
<reinforcing feedback loops>
His high school also tended to two critical “time” channels in the form of transitions, especially the transition into the high school during the summer and the transition from high school to college in the summer.
As for place, the campus architecture in his high school—a central town square surrounded by hospitable rooms and spaces that allow students to gather informally, the welcoming quality of the classrooms, the cleanliness of the place — all signaled quality and care.
Together, time and place conspire as a school culture well positioned to reinforce the routines of his growing love of learning and in a place that was pleasant and inviting. The wrap-around in the Los Angeles Community Scholars Program.
Tie in mentor as coordinator Examples of the Mentor-Coach as Advocate
Middle school left Aurelio without positive channels :
In high school his travel by bus to and from school was opened up, there were channels opened up:
In college
The Three Agents—<needs to be fleshed out>
- Individuals working on behalf of others
- Groups working on behalf of others
- Situations working on behalf of others
Mentor as designer and advocate
changing the environment to change the individual
Attending to Transitions, Recurring Events and Sticky Situations
The Mentor as advocate (situational and indirect approaches). The mentor may have unique insights on the environmental roadblocks and obstacles that Aurelio faces, but not much sway. For these roadblocks and obstacles operate outside the mentor’s wheelhouse. Thus, we encourage the mentor to become an advocate. That is, be prepared to meet with school personnel who have control over what the late educational sociologist Seymour Sarason called “the routines of school keeping,” particularly the places and the times where and when Aurelio’s potential is trapped. Encourage others to adopt this maxim: Change the environment and situations to change the student.
In middle school, the routines of schoolkeeping seemed stifling to Aurelio, not to mention the dangerous places he had to navigate, especially gang territories. In high school, the routines fell into a positive place. Day after day, week after week Aurelio was able to develop the habits that would constitute a strong social, emotional and academic foundation. Aurelio’s informal mentors within the school—the college counselor and his advisor—were able to reinforce these routines.
<reinforcing feedback loops>
His high school also tended to two critical “time” channels in the form of transitions, especially the transition into the high school during the summer and the transition from high school to college in the summer.
As for place, the campus architecture in his high school—a central town square surrounded by hospitable rooms and spaces that allow students to gather informally, the welcoming quality of the classrooms, the cleanliness of the place — all signaled quality and care.
Together, time and place conspire as a school culture well positioned to reinforce the routines of his growing love of learning and in a place that was pleasant and inviting. The wrap-around in the Los Angeles Community Scholars Program.
Tie in mentor as coordinator Examples of the Mentor-Coach as Advocate
Middle school left Aurelio without positive channels :
- Gang territories gto and from his middle school in peace (situations and groups)
- His father’s abuse prevented him to trust other men in his life (individuals)
- His racist teacher prevented him from emotional stability (individuals supported by repeat situations)
In high school his travel by bus to and from school was opened up, there were channels opened up:
- to trust other men (individuals)
- put his values into action through service projects (values situations)
In college
- To trust his professor
- To benefit from …