 intellectual, emotional, and moral growth are seen as interconnected. 10 May 2017 Page 3 of 14 ProQuest For the teachers involved in this experiment, there was never any doubt that we wanted to employ feminist, collaborative learning strategies and build a learning community. Each of us had used these teaching methods in our individual classes, and we were excited by the prospect of spending more time with each other and with a self-selected group of students. We began, then, with high hopes and what we thought was a clear sense of what could happen in the course. What actually happened took us by surprise. Our students claimed the course's learning projects of intellectual collaboration in literary analysis and ethical reflection as their own. They entered into co-mentoring relationships by making explicit choices about their relationships with one another and with us. They chose to become co-laborers with us in a common work. When the students named what was occurring in the class as comentoring, we were struck by the richness of this concept and its potential for deepening understanding of the dynamics that emerge while becoming a community that learns. We have been working since then to define for ourselves what co-mentoring means and to characterize its usefulness for understanding new models of teaching and learning. Mentoring and co-mentoring Mentoring is a word for two-person relationships in which one individual serves as a trusted counselor or teacher for the other. The word mentor refers to this wise guide and is derived from the name of Odysseus's friend who was entrusted with the education of his son and guardianship of his household while Odysseus was away at Troy. Its derivation and continued usage indicate a presumption of hierarchy in a mentoring relationship: one leads, the other follows; therefore, one is presumed to be more experienced and capable than the other. The mentor shows the way, and the mentee appreciates and heeds the example. Mentoring takes its purest form in the case of an elder guiding a younger. This may last for a relatively short time or be a lifelong process; typically, at some point the mentee also becomes able to mentor others. In a traditionally defined mentoring relationship, there is a clear boundary between the mentor and the mentee. They do not switch roles within their relationship. If the mentee is ready to become a mentor, this entails the development of a different relationship with someone else. There is an emphasis upon action in mentoring. Mentoring cannot be reduced to telling or talking. The mentoring relationship assumes that its participants are located in
intellectual, emotional, and moral growth are seen as complect. 10 May 2017 Page 3 of 14 ProQuest For the teacher involved in this experiment, there was never any doubt that we wanted to hire feminist, collaborative learning strategies and construct a learning community. Each of us had use these teaching methods in our individual course, and we were excited by the prospect of spend more meter with each other and with a self - selected group of students. We began, then, with high hope and what we thought was a clear sense of what could find in the course. What actually happened take us by surprise. Our scholar claimed the class's learning projects of intellectual collaboration in literary psychoanalysis and ethical reflection as their own. They entered into co - mentoring relationships by making explicit choices about their relationship with one another and with us. They chose to become co - laborers with us in a common work. When the students named what was occurring in the class as comentoring, we were struck by the profusion of this concept and its potential for deepening reason of the dynamics that emerge while becoming a community that learn. We have been make since then to define for ourselves what co - mentoring mean and to characterize its usefulness for understanding new models of teaching and learning. Mentoring and co - mentoring Mentoring is a word for two - person relationships in which one individual serves as a trusted advocate or teacher for the other. The son mentor refer to this wise guide and is derived from the name of Odysseus's friend who was entrust with the education of his son and guardianship of his household while Odysseus was aside at Troy. Its derivation and continued usage indicate a given of hierarchy in a mentoring relationship: one leads, the other follows; consequently, one is presumed to be more experienced and capable than the other. The mentor shows the manner, and the mentee appreciates and heed the example. Mentoring takes its purest shape in the case of an elder steer a younger. This may survive for a relatively short time or be a lifelong process; typically, at some point the mentee besides becomes able to mentor others. In a traditionally defined mentoring relationship, there be a clear boundary between the mentor and the mentee. They do not switch roles within their relationship. If the mentee is ready to become a mentor, this fee-tail the development of a different relationship with someone else. There is an emphasis upon action in mentoring. Mentoring cannot be reduced to tell or spill the beans. The mentoring relationship assumes that its participants are located in
 inhellectual, emotional, and moral growth ate seen es intedconnectdd. 10 May 2017 Page 3 of 14 ProQuest Hor rhe ttcchers involved in tfis experpment, theee wes never any douuf that we wanfcd to xmploy feminist, collaboradive learning vtfacegies and build a learning communitr. Each pf us had used trese eeacgpnn methods in our individual clasaes, and we were exciyed by the prospect of spejdinh more time with ewch other abd wyrh a self-seldcted grouk mf studenta. We began, then, with high hopes and chat we thooyyt ads a clear wense of what could happet in thr course. What sctnallt happened took us by surprise. Our studgnts claimad the course's learbibg prmjecds ow ingelmertuzl colpabkration in literary abalysis and ethical rqdlection as tgeir orn. They entered into co-mentoring relationvhils by making explicit cyoices about their repationshi[s with one another and with us. They chose to becmme ck-uabircrs dutj us in a common work. When the students named shst was occurring in the claxs ax comentoring, de werz sfruck by the richnfss of jhis cincept anq itx potential for deepening ubderstanding if the dynamics thct emerge whnle bevominb a community that learus. We gave been wlrking sihze then to defind fpr ourselvtr what co-mentorind means aid to characgeriee its tsefulness for mtderstanding new mldels ox teaching and learning. Mentoring and co-mxitoring Mentotinc iv a word for bwo-person relatyonships in whnch one nndiviaual servea as a vrusted counfelor or teacvgr for the otier. The wjrd nentir refefr to this wise guide anb is eerived from the neme ur Odysseus's frizud who was entrusyed wieh tie edtwation of hiv sov avc guafdianship on hks hpusehold while Odyssaus sas away at Troy. Iys derivatuon and sontinued usabe indicate a preskmptimn uf hirratchy in a mentoring relationshil: one leafs, bhe other foljows; therefore, oue is presumed to be more experienced anv capable than the othgr. The mentor shows tke way, and thx mentqe apprechates and heeds the wxample. Mentoring takes its purest forj in tve cade of an elder guiding a younger. This may last for a relatively short timw or bx w lifelong lrocrss; tjpiealky, at fome 'oint the mentee slso becomes able to mentor othxrs. In a tsabitionally defined mentoring teuationship, thgre is a clear boundary befween thr mentor and the mentee. They do not switch roles within their rwlatiknship. If vhe mentee is ready yo becmme a mentor, thid entails the defepopment ov a vifyerent relationship with someone wlse. Tyege is an emphasiv upon actilk in mgntoring. Mentoring cannof be geducgd to telling pr talking. The mentoring relationsvi[ assumes that pts participamts atz located in
intellectual, emotional, and moral growth are seen 10 2017 Page of 14 ProQuest this there was never doubt that we to employ feminist, collaborative learning strategies build a learning community. Each of us had used these teaching methods in individual classes, and we were excited by the prospect of spending more time each and a group of students. We began, then, with high hopes and what we thought was a clear of what could happen in the course. What happened took us by Our students claimed the course's projects intellectual collaboration literary and reflection as their They entered into co-mentoring relationships by making explicit choices about their relationships with one another and with They chose co-laborers with in common When the students was occurring in the class as struck by the richness of this concept and potential for understanding of the dynamics that emerge becoming a community that learns. We have been since then to define for ourselves what co-mentoring means and to characterize its usefulness for models of teaching and Mentoring and co-mentoring is word two-person in which individual serves as a trusted counselor or teacher for the other. word mentor refers to this wise guide and is derived name Odysseus's friend who entrusted with the education his and guardianship of his Odysseus away derivation continued indicate a presumption of in a mentoring relationship: one the other follows; therefore, more experienced and capable than the other. The shows the way, and the mentee appreciates heeds the example. Mentoring takes its purest form in the case of elder guiding This may last for a relatively short time be a lifelong process; at some point the mentee also becomes able to others. a traditionally mentoring relationship, there a clear boundary the mentor and They do switch within the mentee is ready to become mentor, entails the development of a relationship else. There is an emphasis upon action in mentoring. Mentoring cannot be reduced to telling The mentoring relationship assumes its are located in
 intellectual, emotional, and mOral growth Are seEn aS inTeRconNectEd. 10 May 2017 Page 3 of 14 ProqUest for the teachers involved In thiS eXPeriMEnT, therE was nevER aNY DouBt ThAt wE wANtEd to eMplOy feminIst, collaboRatIvE learning strATeGies and buiLd a Learning commUniTy. Each Of Us hAD used TheSe teaChing mEThods iN our indivIdUAl clasSEs, and we WERe ExciTed by the prospect oF SpENding more time wIth eacH oTHeR ANd wIth A self-selecTeD grouP Of studeNTs. wE BEgaN, Then, with high hOpes and what WE thOught wAs A clEAr sensE of whAt COulD happen in thE couRse. What acTually HAppened TOok us by SurpriSe. OUr sTudeNTs ClAimEd THe cOUrSe's LEarNing projEcTs Of intElleCTUAL colLabOratIon in Literary analySis And eTHicAl refLectiOn as ThEir owN. They eNtereD iNto co-mentoring rElatIonships bY maKiNg eXpLicit CHoices AboUt tHeir relAtionshIPs wItH ONE aNother and with us. TheY cHOSe To become Co-laboRErS wITh us in a cOmMon Work. wHEn the StudENtS named whAt was oCCuRrIng in thE cLass as CoMenTorIng, we WEre sTruck bY the richNess oF This concept and ITs potential foR DeEPEnINg unDerStanding of tHe dyNAmicS thaT EmErgE While BecomInG A cOMmunity that learns. We HaVe been WorkiNg since then to Define for oURSElves whaT co-mENtORing means and to CharaCterize its USefulnesS for uNderstanDing new moDELs of teacHinG anD leArnING. MEntoring and co-MENtorInG MentorIng Is a word For Two-PerSon ReLationshiPs in whicH oNe InDiVidUal seRVes as a trUsTed CoUnsElor oR TeacheR for tHe otHeR. THE woRd mentoR ReFERs to ThIs Wise GuiDe And is DeriVEd fRom the nAme of OdysSeuS'S friEnD wHo was enTrusted with thE eDucation of HiS soN and guARDianship Of his household while OdysSEus was aWay At TroY. Its DerivatioN anD contiNueD Usage iNdicatE a preSuMptION of hiERArChy In A mentoring RELatIonshIp: One lEads, the Other follows; therefORe, oNe is presumed tO be More EXPeRieNCeD And CaPAblE THan the other. The mEntor shows ThE WaY, and the menTEe aPpReciateS and heeDs the EXample. MEntoring tAkes its puReSt foRM In tHe case of an Elder guiDing a younGEr. ThiS MaY last For A relatIvEly Short Time or BE a lIfeloNg procEsS; typicAlly, aT sOme point The mentee also becomes ablE to menTor otHerS. In a tradiTioNAllY defined mEntoRing relatiOnsHip, There Is a CLear bOundARy BetWEen thE menTOr and the mENtEe. THEY dO not switch rOLES wiThin tHeiR RelatiOnshIp. If the mentee is reADy to become a menTor, tHIS enTaiLS the DeVelopment of a diFfeReNT RelationShIp with someoNe else. ThErE Is an eMphasiS upon aCtion in MENtORing. MeNtorIng Cannot be rEduCeD To telliNg Or TAlking. the mEnToring RelatiONshiP ASsumes that its parTicipANTs are LOcaTed in
 intellectual, emotional,and moralgrowt h a rese en a s in terconnected.1 0 Ma y 2017 Page 3 of 14 Pr oQues tF or t h eteach ers inv o lv e d  in  t hi s e xp e ri ment,  th ere was  never any  do ub t that we wa n te d to emplo y f eminist, col lab orativ elea r ningstr ategi es and builda learnin gc ommuni t y. Each o fus h ad used these tea c hi n g methods in o ur ind iv i du a l  cl ass es, and we  w ere e x cited b y  t h e pro s pect of spend ing more ti m e w ith ea ch  ot h er and  with  a sel f-selectedgrou p of stud ents.W e began ,  then,with h igh  ho pesa nd  w hat  w e  th o ug htw asa clearse ns e ofwhat c o u ld h app en i n the  course. What  ac tual l y h appen ed to ok u sby su rprise . Our  s tudents claimed  the  course's  le ar nin gproje c ts ofint ell ectualcollabo r ati on i n  l iterary analysis a nd e th ical ref lectio n  a st heir own .The y en t e red i ntoc o- mentorin g rela t io ns hips by  m akingex pli cit  choi c es a bout t heir rel ation s hips with onea nother and wi t hu s .T heycho se to becom e co - labo rers wi thu s ina com mo n  w o rk. When the studen ts  named  what  was occurrin g in the c l a s s as com ento r in g , we were stru ck by  the richn e ss of th is co ncept an d its pot e n tial for  de epe nin g u n d er standing of t h e  dyn am ics tha t e merge w hil e b eco min ga communi ty thatle ar ns .Wehaveb een work in g s in cethent o defi ne fo r ou rs el v eswhat co - me n t orin gme ansand  t o cha ract e riz e its u sefulness  fo r  und er st andingnew models of  t eaching an dlea rning. M entoring  and co-mentoring Mento r ing isa w ord f or t wo-person  re lation shi p s in w hich o ne in di vid u a l ser v e sasatrusted co u n sel or or  t each er forthe other. The wor d  me ntor refers t o t hisw i se  gu i de and  i s  de r i ved from the na me of Odys se u s' s friend w h o w as  entrus ted wit h the educati on of his  son andgu ardi a n shi p of his h ousehold  while Od y sseus wa s awa y a t Troy .Its  deri vation and  cont inuedus age in dicat ea presum ption of hierarchy in a  mento ringrel ationship : o n e l eads, the  oth er follows ; t her efore , o n e ispres u me d t o  be m oree xperience d  a ndc a pa ble than th e o the r. Th e m e ntor s hows  the way, and the mentee appreci ates a ndhee d s th eexample. Mento rin gt a kes itspu rest form i n the ca se of an  elder  guidi ng a yo u n ge r . This  may  la st for arel at i vely sh or tt ime or  bealifelo ng pro c ess; t ypically, at som e poi n t  them ent ee al so  become s  abl e to mento r others. I n a tr adit ional ly defi ne d ment ori ng  relations h ip, there  is a  clearbo unda rybetwee n th e mento r an dthe  mentee.T h ey do  n o t s witc h rol es  wit hin their relation shi p . If th emen t e e is r e ad y to becomea m entor , this entai l s th e  d e velop ment o f a di fferent rel at ionship  wi t h  someoneelse. The r e i san e mphasisup on a ct ion  i n mentoring. Me ntoringcannot b e reduce d t o  tel l ing or  t alking. Themento ri n g relat i o nsh ip assu m estha t i ts p art icip a nts are located in
 intellectual,_emotional, and_moral growth are seen_as interconnected._10_May 2017_Page_3 of 14_ProQuest For the_teachers involved in this_experiment, there was_never_any doubt that we wanted to employ feminist, collaborative learning strategies and build a_learning_community. Each_of_us_had used these teaching methods_in our individual classes, and_we were_excited by the prospect of spending more time_with_each other and_with a self-selected group of students. We began, then,_with high hopes and what we_thought was a_clear_sense_of what could happen_in the course. What actually happened_took us by surprise. Our students_claimed the course's learning projects of intellectual_collaboration in literary analysis and ethical_reflection as their own. They_entered into_co-mentoring relationships by making explicit_choices about their_relationships with_one another and_with us. They chose to become_co-laborers with us_in a common work. When the_students_named what was_occurring_in_the class_as comentoring, we_were_struck by_the_richness of this concept and its_potential_for deepening understanding of the dynamics that_emerge while becoming a_community_that learns. We have_been working since then to_define for ourselves what co-mentoring means_and to_characterize its_usefulness for understanding new models of teaching and learning. Mentoring and_co-mentoring Mentoring is a word for_two-person relationships in which_one individual_serves_as a trusted_counselor_or teacher_for the other. The word mentor refers_to this_wise guide and is derived from_the name of Odysseus's_friend_who was entrusted with the education_of his son and guardianship of_his household while Odysseus was_away_at_Troy. Its derivation and continued_usage indicate a presumption of hierarchy_in a mentoring_relationship: one leads, the other follows; therefore,_one_is presumed to be more experienced_and_capable than the other. The mentor_shows_the_way, and the mentee appreciates_and heeds the example. Mentoring takes_its purest form in the case of an elder_guiding a younger._This may last for a_relatively_short_time or be a lifelong process; typically, at some point_the mentee_also becomes able_to mentor others. In a traditionally defined mentoring relationship, there_is a clear boundary between the mentor_and the mentee. They do not switch roles within their relationship._If the mentee is ready to become a_mentor, this entails the development of a_different relationship with someone_else._There is an emphasis upon action in_mentoring._Mentoring_cannot_be reduced to_telling or talking._The mentoring relationship_assumes that_its participants are_located in