1. Objectives of the Practice

It is the prime duty of the Mentors:-

• To follow the wards’ efforts in achieving their goals.
• To enhance the process of education and the formation of character to meet the challenges of today’s world.
• To bring out the hidden talents and potential of the wards
• To encourage teacher-student interaction outside the classroom
• To emphasize on the Preventive System of Don Bosco
• To closely follow the academic progress of the student
• To play the role of a Counsellor
• To encourage participative learning
• To help students realize the importance of education
• To motivate them to tide over emotional barriers that impede their educational endeavours.

2. The Context

The students are mostly from a rural background. They are either first generation learners or from the vernacular medium. They come from the marginalized strata of society and it is difficult for them to get rid of their inhibitions.

The students of the vernacular medium develop a complex when they are amidst the English medium students. The financial stress levels are insurmountable for many of them, which make them imbalanced. Hence the task of the Mentor is very challenging and crucial.
 

3. The Practice

A target group of minimum 25 students is assigned to each faculty member as Mentor who follows their progress throughout their course of study. A booklet “Joy of Mentoring” has been designed by the College to keep track of the student’s growth and development on campus. Meetings are held once a month for group mentoring and on an individual regular basis whenever necessary. Certain academic problems of the students are discussed in the department along with the Heads of the Departments. The mentor meets the parents of her ward once a semester to update them on her overall performance. The Mentoring System enables students and faculty to establish a personal bond with each other.

The parents are also called for, whenever any problem like long absenteeism, irregularity in attendance, academic performance, punctuality, irregularity in submission of assigned tasks, indiscipline and other teenage issues arise. If necessary, a meeting is arranged with the Principal and Vice-Principal and the Head of the Department, to take major decisions.

The slow learners are also identified by the Mentors, who arrange for Remedial Classes and Peer-Group study.

When students face emotional crises, the Mentors counsel them and send them to the College Counsellor to get professional help and if necessary, medical aid.

The Mentors take special care to help the teenagers through the difficult phases in their lives. Their world is plagued by the media and the use of modern technology and gadgets.

The uniqueness of the practice is the quality time spent with the wards to listen to their problems and guide them on the right path.

The limitation of the practice is the fact that many students are disinterested and not ambitious; hence they do not pay heed to the advice given.

4. Evidence of Success

Many students have benefitted much from the Mentoring Sessions. They are enabled to cope with stressful situations at home and academic problems that they encounter through their progress. Many students who have low self-esteem are counselled and they gain confidence over a period of time.

Students who are inclined to discontinue the course are counselled and they regain confidence in pursuing and completing the course. A remarkable number of students are able to successfully complete the course through the academic assistance in the form of remedial classes and peer-group study.
 

5. Problems Encountered and Resources Required

Students are slow to imbibe the benefits of the Mentoring System. Their non-cooperation, lack of motivation and low self-esteem are the challenges encountered by the mentors. Mentors often find it difficult to allot sufficient time to meet the students on a regular basis outside the class hours.