 everyone in the classroom would be held responsible for analyzing the texts. The readings were not delivered to the students as analyzed, nor was an analysis performed for them while they listened and watched. They were pushed to engage in analysis, to learn by doing. This was indeed hard work, and at the start, it often meant that the presiding teacher would "call on" others; later, this became unnecessary as a classroom culture developed of mutual responsibility. Everyone participating in the course seemed to recognize that each individual had to be prepared and willing to contribute in order to produce the understandings we needed. We had a shared project. This engendered anxieties in both teachers and student will we know how to read, will we stumble around, will we look foolish? It made a difference that classroom expectations minimized competition and made it okay to struggle out loud. *The reading materials chosen by the instructors also focused on relationships and experiences that encouraged the students to think about the ways that relationships between people can foster or inhibit the development of character and ethical behavior. Although this focus was constant throughout the semester, the fiction read during the last five weeks of the course was directly concerned with this theme, and the philosophy readings dealt with relationships as a context for moral development. While we have focused in this article on how The Color Purple brought forth an epiphany, it is important to acknowledge that the ground had been well prepared, although not with this specific revelation in mind. In addition, other dimensions were not an explicit part of the course design but were definitely important influences on our students. These included the ways that we made visible our connections with each other the frequency with which we were seen with each other outside the classroom, the proximity of the offices of two of us, and our references to each other as valued mentors. Implications 10 May 2017 Page 9 of 14 ProQuest Co-mentoring presents students with opportunities for growth. By acting as mentors to one another, students learn about their gifts and practice using them. As mentees, they learn how to receive criticism and suggestions from peers. This makes the teachers' judgments less definitive and encompassing. Co-mentoring distributes responsibility throughout the class. It is an alternative to classrooms in which all the authority and direction rests with the teacher. The teacher is no longer the only one who is charged with fostering commitment and improvement. The teacher is then free to shift roles openly and explicitly to both teach and learn. The teacher does not bear the whole burden of "creating" learning. What occurs in
everyone in the classroom would be held responsible for analyzing the texts. The reading were not deliver to the students as analyzed, nor was an analysis perform for them while they listened and watched. They were push to engage in analysis, to memorize by doing. This was indeed hard oeuvre, and at the start, it often think of that the preside teacher would " call on " others; later, this become unnecessary as a classroom culture developed of common responsibility. Everyone participating in the course seem to recognize that each individual had to be prepared and uncoerced to contribute in club to produce the understandings we needed. We give birth a shared project. This engendered anxieties in both teachers and scholar will we acknowledge how to read, will we stumble around, will we look foolish? It made a difference that classroom expectations minimized competition and make it okay to struggle out loudly. * The interpretation fabric chosen by the instructors also focused on relationships and experiences that encouraged the student to think about the ways that relationships between people can foster or inhibit the development of quality and ethical behavior. Although this focus was constant throughout the semester, the fiction understand during the last five week of the course was directly concerned with this theme, and the philosophy recitation dealt with relationships as a context for moral development. While we have concenter in this article on how The Color Purple brought forth an epiphany, it is important to acknowledge that the ground had been well organize, although not with this specific revelation in thinker. In addition, other dimension were not an explicit region of the course blueprint but were definitely authoritative influences on our students. These admit the ways that we make visible our connections with each other the frequency with which we were seen with each other outside the classroom, the proximity of the offices of two of us, and our references to each other as valued mentors. deduction 10 May 2017 Page 9 of 14 ProQuest Co - mentoring presents students with opportunity for growth. By acting as mentors to one another, students learn about their gifts and practice use them. As mentees, they learn how to receive criticism and suggestions from peers. This makes the teachers' judgments less authoritative and encompassing. Co - mentoring distributes responsibility throughout the class. It is an alternative to classrooms in which all the authority and guidance rests with the teacher. The teacher is no longer the only one who is charged with foster committedness and improvement. The teacher is then free to shift roles openly and explicitly to both teach and learn. The teacher does not bear the whole burden of " creating " eruditeness. What occurs in
 evfryone in the classroom dould be held rgsponsibne for analyzivg the texts. The readings wece nit deoivered to the studentr as analjzed, nor qas en analysis performed fov thej whinx they listened and watchad. They were pgsfeb to engage in analysis, to learn by qoing. Tnid was indeed hwrd ejrk, znd at the start, it often meant thzt the kresiding teacher eould "call on" others; later, thid became unnecessagy as a clawsrojn culture dexeloped of mutual respknsibility. Everyone participativg in the coursg aefked to recojnize nhat each indlnidual vad to ne prepared anc wmllibg to contribute in ocder to produce the onderstandhnys we needed. We had a syared probect. Rhir ehgxndsred ajxixties in bofh teachers and student will wt kgiw how to reas, will wq stumble around, will we look foolish? Iu mads a difference that clawsroom expectations mlnimized sompetition and made it okay to struggle out loud. *The cexdiun oqtfrials chosen by the instructors also focused kn rvlationships and cxperiences that emclutwged the studgnts to thjnk about the ways that rglatiobships beuween people can foster or inhibut the develjpment of character and ethicau benaviot. Although this focus wcs conatant throuhhout the remester, the ficgiok raad during the last five wqeks of tie cobrse was dirgctly cjncerned wlth tmhs theme, and the pjiloslpvy readingd dealt with relationships as a context for mprdl gevelopmznt. Whlle we have foctsed in this atticle on how Ghe Color Iurple brmught forth an epiphany, hj is importanv to acknjwleege rhat thd ground had bern well pgekared, althiugh not with this spgcjfic revelation in mind. In additipn, uthqr dmmensymns were not an dxpuocit oart of the zourxe design but were dafinjtely important inglmences on our stuqents. These imcluded the ways tjat wx made visinle our connections with each othsr the frfqucncy with whish wc wete seen witk each other outside the classroom, the pcoximity of the offices of two of us, and oor veferences tp eacr other av valued mentors. Impoications 10 May 2017 Psge 9 of 14 ProQuest Co-msntoritg prfsents students with opportunities for growth. By acting as mentors to one anothxr, students lsarn aboun tkeix gifts and 'ractice using thvm. As mentees, they learn how to ceceive crhtncism and suggestions from perrr. This makes jhe teachers' judgments lesa definiyive and encompassing. Co-mentorimg distributes responsibllity thriughoht the clars. It is an alternstive co clawsrooms in ahich all the auyhlrity and dirtctikn rests with the teacher. The teqcher us no longer the oily one who ls charfed wijh fostering commjtmehh and improvement. Yhe teacher is then free to shift golqs openly and txplicitly to bpth tgcbh and learn. Vhe teacher goes not bear the whole burden of "creating" learning. What occhrs in
everyone in the classroom would be held analyzing texts. The were not delivered nor an analysis performed them while they and watched. They were pushed to in analysis, to learn by doing. This was indeed hard work, and at start, it often meant that the presiding teacher would "call on" others; later, became as classroom developed of mutual responsibility. Everyone participating in the course seemed to recognize that each individual had be prepared and willing to contribute in order produce the understandings we We had a shared project. engendered in both and will know how to will we stumble around, will we look foolish? It made a difference that classroom expectations minimized competition made it struggle out *The materials by the instructors on relationships and experiences that encouraged think about the ways that relationships between people foster or the development of character and ethical Although this focus was constant throughout the semester, fiction read during the last five weeks of the course was directly concerned with this the philosophy readings dealt relationships as a for development. we focused in article on how The Color Purple brought forth an epiphany, it important to acknowledge that the ground had been well prepared, with specific revelation in In addition, other dimensions not explicit part of the but definitely our These the ways that we visible our connections with each the frequency with which other outside the classroom, the proximity of the of two of us, and our references each other as valued mentors. Implications 10 May 2017 Page 9 of ProQuest Co-mentoring with opportunities for growth. By acting as mentors one another, students learn their gifts and practice using them. As mentees, they how receive criticism suggestions from peers. makes the teachers' less definitive and distributes responsibility the It to classrooms in which all the and rests with the teacher. The is the only one who is charged with fostering commitment and improvement. The teacher is then shift roles openly and to teach and learn. The teacher does not bear the whole burden of What occurs in
 everyone in the classroom wouLd be held reSponsIblE foR aNalyZing The texts. The reaDIngs Were not delivered to the sTudenTs AS anaLYzEd, nor Was an anALySIS peRfOrMed FoR ThEm whiLe tHey listEned and watCheD. THey were pusheD To Engage in anAlySis, to learn by DoiNg. This WaS inDEed haRd wOrk, anD at the STart, it Often meanT tHAt the pREsiding TEAcHer wOuld "call on" others; lATeR, This became unneCessarY aS A cLASsrOom Culture devElOped oF Mutual rESpONSIbiLIty. Everyone paRticipating IN thE coursE sEemED to recOgnizE tHAt eAch individuAl haD to be prepAred anD Willing TO contriBute in OrdEr tO proDUcE tHe uNdERstANdIngS We nEeded. We hAd A sHared ProjECT. tHis eNgeNderEd anxIeties in both tEacHers ANd sTudenT will We knOw How to Read, wiLl we sTuMble around, will wE looK foolish? IT maDe A diFfErencE That clAssRooM expectAtions mINimIzED COmPetition and made it oKaY TO sTruggle oUt loud. *tHe ReADing mateRiAls ChosEN By the InstRUcTors also FocuseD On ReLationsHiPs and eXpEriEncEs thaT EncoUraged The studeNts to THink about the waYS that relationSHiPS BeTWeen PeoPle can fosteR or iNHibiT the DEvEloPMent oF charAcTEr ANd ethical behavior. AlThOugh thIs focUs was constant Throughout THE Semester, The fICtIOn read during thE last Five weeks oF The coursE was dIrectly cOncerned wITH this theMe, aNd tHe pHilOSOpHy readings deaLT With ReLationsHipS as a conTexT foR moRal DeVelopment. while we hAvE fOcUsEd iN this ARticle on HoW ThE COloR PurpLE brougHt forTh an EpIpHAny, It is impORtANT to aCkNoWledGe tHaT the gRounD Had Been welL prepared, AltHOugh NoT wIth this Specific revelAtIon in mind. IN aDdiTion, otHER dimensiOns were not an explicit parT Of the coUrsE desiGn buT were defiNitEly impOrtANt inflUences On our StUdeNTS. ThesE INcLudEd The ways thaT WE maDe visIbLe ouR connecTions with each other THe fRequency with wHicH we wERE sEen WItH EacH oTHer OUTside the classroOm, the proxiMiTY oF the officeS Of tWo Of us, and Our refeRenceS To each oTher as valUed mentorS. IMpliCATioNs 10 May 2017 Page 9 oF 14 ProQuesT Co-mentorINg preSEnTs stuDenTs with OpPorTunitIes for GRowTh. By aCting aS mEntors To one AnOther, stuDents learn about their gifTs and pRactiCe uSing them. AS meNTeeS, they learN how To receive cRitIciSm and SugGEstioNs frOM pEerS. this mAkes THe teacherS' JuDgmENTs Less definitIVE And EncomPasSIng. Co-mEntoRing distributes reSPonsibility thrOughOUT thE clASs. It Is An alternative tO clAsSROoms in whIcH all the authOrity and DiREctioN rests With thE teacheR. tHe TEacher Is no LonGer the onlY onE wHO is charGeD wITh fostErinG cOmmitmEnt and IMproVEMent. The teacher is Then fREE to shIFt rOles oPeNly and eXPlicItly to both Teach and leaRn. The tEachEr doeS not beaR tHe wholE buRdEn of "creatiNG" learning. what oCcurs in
 everyone in the classroom  would beheldres pon si bleforanalyzing thet exts . The readings were no t del iv e redt othe s tudents as a nal yz ed , n or wa s anana lysis p erformed f orth em while the y  l istened an d w atched. They  we re pus he d t o  enga gein an alysis ,  to le arn by do in g . This was ind e e dhard  work, and at the st a rt, it often m eant t ha t  t h e  pr esi ding teach er  woul d  "callo n" o t her s ; later, this  became unn e ces sary a sa c l assroo m cul tu r e d eveloped of  mut ual respo nsibil i ty. Eve r yone pa rticip ati ngin t h eco urs es eem e dtor eco gnize th at  e ach i ndiv i d u a l ha d t o be  prep ared and will ing  toc ont ribut e inorde rto pr oducethe u nd erstandings weneed ed. We ha d a  s har ed  proj e ct. Th iseng endered  anxiet i esin b o th  teachers and stud en t wi ll we kn ow how to  r e ad, will  w e s tumb l e  arou nd,w il l we loo k fool i sh ?It made  a  diffe re nce  th at cl a ssro om exp ectation s min i mized competit i on and made i t  o k a yt o st rug gle out lou d. * T he r eadi n gmat e rials  chos en by the instructors als ofocuse d onrelationships  and exper i e n ces that  enc o ur a ged the studen ts to  think abo u t the wa ys th at relat ionshipsb e tween pe opl e c anfos t e ror inhibit th e deve lo pment o f c haracte r a ndeth ica lbehavior.  Althoug hth is  f ocu s was constant  t hro ug hou t the semest er, t he f ic ti o n r ead dur i ng t he l as tfive  we ek s ofthec our se wasdirectlycon c erne dwi th this  theme, and t he  philosoph yrea dingsd e alt with  relationships as a con t ext for  mo ral d evel opment. W hil e we h ave focuse d in t his a rt icl e on ho w Th e C ol or Purpleb r oug ht fo rt h an  epipha ny, it is importan t  to  acknowledgetha t th e gr oun d  h a d b ee n  we l l  prepared, alth ough not w it h  t his specif i c r ev elation  in min d. In additio n, otherdimension swere n otan explici t part o f the cou r se de s ig n but  we re def in ite ly im portan t  in fluen ces on  o ur stu dents .These in cluded the ways that we  madevisib leour conne cti o nswith each  oth er the fre que ncy  with  wh i ch we  wer e  s een witheach other out s id e t h e  c lassroom, t h e pro ximit y o f  the o ffic es of two of us,a nd our referen cest o  ea cho ther  a s valued mento rs.  I m p lication s10 May 2017  Page 9of 14 Pr oQuest  Co-me ntoring p re s ents s tude nts  with opp ort un i ties fo rgr o wth. B y ac ti ng asmentor s  too n e another, stude nts l e a rn ab o uttheir  g ifts an d  pra ctice usin g them. Asmentee s, t hey l earn ho wto rec eiv ecriticisma nd sugges tions  from p ee rs.Thi s make s th e teach ers'  j udg ments les s de f in it i veandencom pa ssin g. Co-men t oring di str i butes r es pon s i bility th r o ughout the  cl ass.I t  is an alt e rnat i ve to cl assroo ms inwhich a l l t he  author ity a nd direct ion rests wit htheteacher.  T he t ea che ris no longer th e only o ne who i s charge d w i th f o sterin gcommitment a nd im pr o vement. T heteacher isthe n f reetoshif t  roles openly and explic itly  to b o thteach  andle arn. The teac her does not bear thewhole burden of "cr e atin g"l ea rn ing. What  oc c urs i n
 everyone_in the_classroom would be held_responsible for_analyzing_the texts._The_readings were not_delivered to the_students as analyzed, nor_was an analysis_performed_for them while they listened and watched. They were pushed to engage in analysis,_to_learn by_doing._This_was indeed hard work, and_at the start, it often_meant that_the presiding teacher would "call on" others; later,_this_became unnecessary as_a classroom culture developed of mutual responsibility. Everyone participating_in the course seemed to recognize_that each individual_had_to_be prepared and willing_to contribute in order to produce_the understandings we needed. We had_a shared project. This engendered anxieties in_both teachers and student will we_know how to read, will_we stumble_around, will we look foolish?_It made a_difference that_classroom expectations minimized_competition and made it okay to_struggle out loud._*The reading materials chosen by the_instructors_also focused on_relationships_and_experiences that_encouraged the students_to_think about_the_ways that relationships between people can_foster_or inhibit the development of character and_ethical behavior. Although this_focus_was constant throughout the_semester, the fiction read during_the last five weeks of the_course was_directly concerned_with this theme, and the philosophy readings dealt with relationships as_a context for moral development. While_we have focused in_this article_on_how The Color_Purple_brought forth_an epiphany, it is important to acknowledge_that the_ground had been well prepared, although_not with this specific_revelation_in mind. In addition, other dimensions_were not an explicit part of_the course design but were_definitely_important_influences on our students. These_included the ways that we made_visible our connections_with each other the frequency with which_we_were seen with each other outside_the_classroom, the proximity of the offices_of_two_of us, and our references_to each other as valued mentors._Implications 10 May 2017 Page 9 of 14 ProQuest_Co-mentoring presents students_with opportunities for growth. By_acting_as_mentors to one another, students learn about their gifts and_practice using_them. As mentees,_they learn how to receive criticism and suggestions from peers._This makes the teachers' judgments less definitive_and encompassing. Co-mentoring distributes responsibility throughout the class. It is an_alternative to classrooms in which all the authority_and direction rests with the teacher. The_teacher is no longer_the_only one who is charged with fostering_commitment_and_improvement._The teacher is_then free to_shift roles openly_and explicitly_to both teach_and learn._The teacher does_not_bear the whole burden of "creating" learning. What occurs in