Mentor Wrap Up

I am very pleased that I selected this book. It seems to tie in well to a theme I have seen develop with my studies in relation to narratives and transformational learning. Each chapter resonated with me as I thought about my own personal experiences as a mentor and mentee.
Chapter 7 discussed how mentors participate in shaping the learning environment. A quote from the book that sums it up nicely is, "Every gardener knows that the climate has everything to do with what can and cannot grow. Should it be any different with human beings?". Kegan (1994) suggests the three "c's" - confirmation, contradiction and continuity, in reference to the interplay between one's self and the environment.
For me, confirmation occurred first upon acceptance into the AET program. It has also existed through instructors acknowledgment of my ideas and understanding of life events.
Contradiction presented itself as I was left to explore my thoughts and ideas on my own and in unison with other students. When I was taking my world views and launching into new territory.
Continuity appears as I progress through this program and the new topics and subjects are less fragmented. Instructors provided this as they had some insight from initial courses and knew the path that would be taken.
What I took away from Chapter 8 was how the mentoring and learning process MIRRORS the various developmental stages. I may be able to personally identify with a particular theorist life stage and at the same time can see how inside of the learning I go through stages. The transformation that occurs with learning is almost another layer, or concurrent episode, so to speak, especially as I learn how to learn.
Lastly, the final chapter sums it up well. But in my own words, mentoring is a dance. It can be fast or slow, sometimes smooth and at times stepping on toes. We may connect with the melody more at times than others, sometimes we lead and at other times our partner does, we are accompanied by the other person and the music. In the end, something was accomplished, the dance was danced, the song still ringing in our ears, moving us to another place.

Chapter 6

As each chpater unfolds I am more intrigued.

This chapter focuses on that reintegration - or re-connection - one makes. "Piecing their world back together". Making things relative to our own context. I personally think it is about defining ourselves as we go,not so much as a conclusion at the end of our educational journey.
I believe this particular AET program has done just that - allowed for the flow of new content and ideas to be a part of our real lives.
I think at times indivuals make the distinction between their personal being and "institutional" self which could which could prevent a "legitimacy" or any sense or real life application.
It is about synthesis, integration - a constant re-creation with both mentor and student - and student and their world.

Mentor: Chapter 5

This chapter discusses growth, again in reference to some theorists, which I found gave even MORE understanding to the theories. There were a few statements made that I would like to present, though I think what was truly the underlying message for me is that growth is not just a "quantitative increase" but also qualitative, with "adaptation and accomodation to the shifting environment".

As a teacher, these quotes have me give thought to our role.

"Growth involves the simultaneous interplay of both assimilation and accomodation as the organism adpats to its shifting environment".

"Growth is fundamentaly seated in the sense of basic trust".

"What we hear from our students depends on what we have asked".

"Growth in our species is an enormously complex matter, best observed through many lenses".

"Growth can be understood as a series of transformations and in how we make meaning"

What resonates for me in this chapter as I move through this program is my continued "pull" towards transformation, which for me, really is the constant thread through the learning process. The "making new meanings". Having that tension, opposing view, critical event, fear, shifts in perspective, contradiction, which alows us to understand that we, or our "students are moving ahead even when they appear to be retreating of going hopelessly astray". That growth can be that seemingly movement backwards or sideways!!!

Mentor: Chapter 4

Chapter 4, like chapter three, follows students on their educational journey, but the focus here is not so much the underlying theories to which we may find parallels, but the reality of how we have to let the process unfold without the frustrations that may occur when our preconceived ideas of how things will flow does not happen. To look at "what happens", not the right or wrong.

A recurring theme, that I know I have experienced upon the intiation of this program, (as well a personally), are the transitions in life that motivate an individual, and in turn, can spark some level of fear, or trepidaton. Being aware of this fear in mentoring positions, especially in the beginning of the learning process, is important in reference to the students having defensive mechanisms. Often times, just the act of being present for the student is the best intervention. And at other times, knowing when to suport or challenge. (sounds like parenting to me:).

The critical reason for the need to know the "whole lives of our students", is so meaningful connectons can be made. As I student, I ask myself, how do I participate in that dialogue to assist the instructor towards better understanding? Also, I feel I am very much aware of my life circumstances in relation to what I am learning and how I am learning.

The end of the chapter has "guiding principles" that I find compelling as I review them in reference to my educational journey.
1. Engender trust
2. See the student's movement
3. Give the student a voice
4 . Introduce conflict
5. Emphasize positive movement
6. Keep an eye on the relationship

Chapter 3

I found chapter three to be VERY fruitful as it follows three individuals at various life stages, taking you through the dialogue with the mentor in relationship to various developmental theorists. As each person questions their lives, there becomes a richness to the learning process. This resonated with me, especially as the text asks, "What is education for?", and how Dewey suggests that education should be measured by,"the extent in which it creates a desire for continued growth". Currently I am not in a teaching/facilitating position and this chapter has assisted in "rebalancing" myself as not to be so focused on the countdown of the program and what I am going to do.

I appreciated the analogy used in this chapter of a map, and what we choose to go onto the map "depends on what we wish to know". With our personal options we have the developmental theories that offer context and suggest directions, but "leaves the walking to us".

Just as mentors assist the individual in making connections and meaning through discovery, I found this chapter allowed me to truly grasp how the intertwining of theories can do the same for the mentor.

Chapter 1 and 2 thoughts

A question that underlies the book is not whether but HOW we influence our students - a question about a relationship. "Where are our students going and who are we for them in their journey? Reading through chapter one and two, Daloz has quite a few descriptors in reference to this role.
They include: growth, enrichment, developing identity, source, emotional engagement, passion, mutual respect, reciprocity, transformative learning.
How do you see a connection to life stage/developmental theories?

Mentor: Guiding the Journey of Adult Learners

Mentor: Laurent A. Daloz
Guiding the Journey of Adult Learners

This book works through the concept that as adults are on the path of their educational journey the teacher's role is that of the mentor in assisting in the students exploration. It is about how "learning changes the learner" and the impact the knowledge has on the student.