“Rhodes proposes that mentoring affects youth through three interrelated processes: (a) by enhancing youth’s social relationships and emotional well being, (b) by improving their cognitive skills through instruction and meaningful conversation, and (c) by promoting positive identity development by serving as role models and advocates.” – Caring Connections

Mentoring and teaching are as interrelated as the above mentioned processes: nether teachers who only want to provide content knowledge without making personal connections with students nor people who only want to mentor but not provide quality instruction will be successful in the role as an educator.  The human element of teaching has always been what has drawn me most to the profession: connecting with others is what drives me and brings meaning to my work.  I would quickly sink into a depression if I had to retreat to a cubicle every day and work in a solitary state.

While mentoring is what draws me to teaching, it is often exhausting and overwhelming.  Many people are well-intentioned  in their desire to help others, either through volunteer work or their profession, however too many are unaware of the real commitment they are making.  Mentoring is the same as any other relationship, it must be cultivated, cared for, reciprocal and significant.  The high-minded person that begins a mentor-ship to feel good about themselves is doing no youth a favor.  Working in a community school for 4 years I saw many volunteers come and go.  In our current society people often want things to people fast or convenient.  Mentoring is neither.  It is a challenging, frustrating, time consuming job.  Yet there is nothing more rewarding than seeing  someone grow, achieve and come into their own.