Information and digital literacy in education via the digital path

One joy of a faculty member in academia is the opportunity to train the next generation of scholars who will continue our work to innovate and create, extend human knowledge, and improve the human condition. In most cases, mentoring students is rewarding; we mentors witness the growth, discovery, and learning of our students.

On occasion, however, mentoring can be tiresome, frustrating, and even downright unpleasant. Most often this occurs when a student fails to progress in the required and expected manner. Such students are the present focus: how should mentors react when a student fails to progress?

I’m currently reading the book Blended by Michael B. Horn and Heather Staker. Often when I read a book for professional learning, I skip around depending on the work in which I’m currently involved. Last week, I read a phrase that resonated with me about viewing teachers more as student mentors. I immediately knew I wanted to spend more time thinking and writing about that notion.