{"id":1804,"date":"2021-01-16T07:59:12","date_gmt":"2021-01-16T13:59:12","guid":{"rendered":"https:\/\/educationalrenaissance.com\/?p=1804"},"modified":"2023-04-29T19:28:54","modified_gmt":"2023-04-30T00:28:54","slug":"creating-a-culture-of-mentorship","status":"publish","type":"post","link":"https:\/\/educationalrenaissance.com\/2021\/01\/16\/creating-a-culture-of-mentorship\/","title":{"rendered":"Creating a Culture of Mentorship"},"content":{"rendered":"\n<p>In <a href=\"https:\/\/open.spotify.com\/episode\/1SDMLJGYOs7I6seOcDVyX4?si=8IarfKsoRAOgOtD06ezYhA\">Episode 10<\/a> of the <a href=\"https:\/\/educationalrenaissance.com\/podcast\/\">Educational Renaissance podcast<\/a>, we took a deep dive into what Charlotte Mason means by atmosphere, one of the three instruments of education. One of the ideas that surfaced was the concept of <a href=\"https:\/\/educationalrenaissance.com\/2020\/09\/26\/training-the-prophetic-voice-part-3-the-schools-of-the-prophets\/\">mentoring<\/a>. In today\u2019s article I want to extend that discussion to look at some recent research on student mentorship as well as draw on some biblical concepts to round out our understanding of what it means to create a culture of mentorship in schools.<\/p>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"Creating a Culture of Mentorship\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/13LFID23B34?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe>\n<\/div><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\">Mentoring as a Program<\/h2>\n\n\n\n<p>When we think of mentoring programs, we often picture something like Big Brothers Big Sisters of America (BBBSA), a non-profit organization that pairs adult volunteers with youth. Para-educational programs such as this have been the focus on numerous studies conducted over decades and show various results. For instance, the 2011 study published in the journal <em>Child Development<\/em> found mixed results in the BBBSA program.<a href=\"#_edn1\">[1]<\/a> Students tended to improve academically, and yet these improvements were limited with students not sustaining higher academic performance after the first year of mentorship. Mentoring programs like this also tended to have little impact on behavioral issues.<\/p>\n\n\n\n<div class=\"wp-block-image\"><figure class=\"alignright is-resized\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/images.squarespace-cdn.com\/content\/v1\/57a99d84cd0f6802d2600fe4\/1529241851259-3ODRJYF6PDK7CGV871KL\/ke17ZwdGBToddI8pDm48kKcdh5QJ_zegqGUxIisaeOZZw-zPPgdn4jUwVcJE1ZvWEtT5uBSRWt4vQZAgTJucoTqqXjS3CfNDSuuf31e0tVF4ML6RPWsUGZ2GIXqJjPVzgHdzo44Rq76NmxeLFk1WLU9CiHXiqD8yIejhvUv-Y0E\/Tutoring.jpg?resize=224%2C224&#038;ssl=1\" alt=\"Tutoring \u2014 2 Da Stage\" width=\"224\" height=\"224\"\/><\/figure><\/div>\n\n\n\n<p>Another study aggregated over 5000 mentoring programs in a meta-analysis of over 73 studies on mentoring programs directed at children during the decade 1999-2010. The study, published in 2011 in <em>Psychological Science in the Public Interest<\/em>, found that mentored youth exhibited positive outcomes whereas non-mentored youth showed declines in outcomes.<a href=\"#_edn2\">[2]<\/a> This seems reasonable enough and is what we might expect. When non-parental adults invest in youth, that investment predominantly yields positive returns in the life of the child. We can conclude that mentorship of youth, even if it results in modest social, emotional and intellectual gains, is superior to the alternative: leaving children to their own devices.<\/p>\n\n\n\n<p>As I think about mentoring programs, much of the emphasis found in modern studies of mentorship focus on para-educational programs. But mentorship does not depend on an outside organization, it can happen within a school by training teachers who help establish an atmosphere of learning. The implementation of mentorship within a school utilizing teachers strikes me as a way to leverage the benefits of mentoring without the encumbrance of an outside organization. The idea here is that if teachers are the mentors, we create a <a href=\"https:\/\/educationalrenaissance.com\/2020\/10\/10\/educating-for-humility-promoting-a-classroom-culture-of-excellence-for-the-good-of-others\/\">culture<\/a> of mentorship that leverages the relationship between student and teacher.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">On Permissiveness and Micro-managing<\/h2>\n\n\n\n<p>So what is the opposite of an atmosphere of mentorship? It strikes me that there are two opposite kinds of atmospheres. One atmosphere that is easy to create is one of permissiveness or a laissez faire approach to the care of students. When a school is oriented solely toward the delivery of course content, the teachers are not inclined to reach students in the hallways, playground or cafeteria. The permissive approach is a justifiably rational approach. For one, the faculty already devote so much time to planning, teaching and grading, that it feels a burden to have them spend more contact hours with students. This approach has also been justified on the rationale that if students are going to leave for college and have an abundance of independence and self-direction, shouldn\u2019t they be given lots of freedom now in order to succeed at the next level. In this way of thinking, only students who are struggling academically or morally receive interventions, whereas the rest are left to their own devices.<\/p>\n\n\n\n<div class=\"wp-block-image\"><figure class=\"alignright is-resized\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/upload.wikimedia.org\/wikipedia\/commons\/5\/5f\/Schoolyard%2C_1934.jpg\" alt=\"\" width=\"323\" height=\"237\"\/><\/figure><\/div>\n\n\n\n<p>While there are many studies on mentorship programs, there are very few studies on permissive environments. The difficulty is that permissiveness in the school environment has to be evaluated through self-report. For instance, one study examined students in government schools in Faridabad, India.<a href=\"#_edn3\">[3]<\/a> Schools were deemed to be permissive based on the self-reports of students. With a study comprised of 400 students, the conclusions must be taken cautiously. But the findings of the study showed that there is a significant correlation between permissiveness in the school environment and underachievement in the field of science. As I read this albeit limited study in a field that rarely gets analyzed, it seems that the strategy to bolster science achievement by allowing students to follow their desires has not been corroborated by this evidence. When it comes to achievement in academic subjects as well as social and moral domains, mentoring seems to be the better strategy to foster success.<\/p>\n\n\n\n<p>A very different environment seeks to root out any deviancy or failure by micro-managing students. Rules and procedures are carried out with exacting regularity. It\u2019s possible to get high performance in this situation, but it is equally difficult to have a deep and lasting impact in the hearts and minds of students. As much as we would want to shield students from deviancy or failure, we must understand the child as a whole person who has an independent and autonomous will. The best conditions for learning occur in an atmosphere where failure or error are met with grace. Often times it is failure and error that provide the most productive avenues for growth. An atmosphere that helps students learn how to learn is essential. You can read more about the concept of <a href=\"https:\/\/educationalrenaissance.com\/2020\/09\/12\/building-ratio-training-students-to-think-and-learn-for-themselves\/\">ratio<\/a> in Kolby&#8217;s series on <em>Teach Like a Champion<\/em>.<\/p>\n\n\n\n<p>I really like how Jason put it during our podcast, the optimal learning atmosphere occurs in the \u201cmoral and authoritative presence of a caring, thoughtful and wise adult.\u201d (Episode 10, 39:58). So, what we are suggesting here is that mentoring is the golden mean between a laissez faire approach to school atmosphere and a strict, rules-based approach to atmosphere. When we place students under the masterful care of adults who are well trained to mentor and disciple their students, the opportunity for success in multiple domains of life is promoted.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Mentoring and Habit Training<\/h2>\n\n\n\n<p>As we think about establishing an atmosphere conducive to mentorship, it is helpful to turn to the concept of <a href=\"https:\/\/educationalrenaissance.com\/charlotte-mason\/charlotte-masons-practice-of-habit-training\/\">habit training<\/a>. The method that Charlotte Mason spells out provides good avenues for mentorship to occur. In her <em>Towards a Philosophy of Education<\/em> she writes:<\/p>\n\n\n\n<div class=\"wp-block-image\"><figure class=\"alignright is-resized\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/themissiondrivenmom.com\/wp-content\/uploads\/2019\/05\/charlotte-mason-podcast-pic-young.png?resize=338%2C212&#038;ssl=1\" alt=\"\" width=\"338\" height=\"212\"\/><\/figure><\/div>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\"><p>\u201cThere is no other way of forming any good habit, though the discipline is usually that of the internal government which the person exercises upon himself; but a certain strenuousness in the formation of good habits is necessary because every such habit is the result of conflict. The bad habit of the easy life is always pleasant and persuasive and to be resisted with pain and effort, but with hope and certainty of success, because in our very structure is the preparation for forming such habits of muscle and mind as we deliberately propose to ourselves.\u201d<\/p><cite>Charlotte Mason, <a href=\"https:\/\/www.amblesideonline.org\/CM\/vol6complete.html#101\"><em>Toward a Philosophy of Education<\/em>, 101-102<\/a><\/cite><\/blockquote>\n\n\n\n<p>From this we learn that mentorship invites a certain kind of conflict. The child becomes internally conflicted in a battle of will. The good habit will only be established through self-discipline all the while the bad habit offers all the allurements of pleasure. Mentorship offers support to the child by providing strength to the child\u2019s will to fight the good fight. Mason continues:<\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\"><p>\u201cWe entertain the idea which gives birth to the act and the act repeated again and again becomes the habit; &#8216;Sow an act,&#8217; we are told, &#8216;reap a habit.&#8217; &#8216;Sow a habit, reap a character.&#8217;\u201d<\/p><cite><em>Philosophy of Education<\/em>, 102<\/cite><\/blockquote>\n\n\n\n<p>An atmosphere of mentorship has in view the moral and spiritual formation of the child. And this occurs through the steady and regular influence of teachers who themselves have godly character and the mindset to disciple the children given into their care. Mason goes on:<\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\"><p>\u201cBut we must go a step further back, we must sow the idea or notion which makes the act worthwhile. The lazy boy who hears of the Great Duke&#8217;s narrow camp bed, preferred by him because when he wanted to turn over it was time to get up, receives the idea of prompt rising. But his nurse or his mother knows how often and how ingeniously the tale must be brought to his mind before the habit of prompt rising is formed; she knows too how the idea of self-conquest must be made at home in the boy&#8217;s mind until it become a chivalric impulse which he cannot resist. It is possible to sow a great idea lightly and casually and perhaps this sort of sowing should be rare and casual because if a child detect a definite purpose in his mentor he is apt to stiffen himself against it.\u201d<\/p><cite><em>Philosophy of Education<\/em>, 102<\/cite><\/blockquote>\n\n\n\n<p>Habit training begins with <a href=\"https:\/\/educationalrenaissance.com\/2018\/11\/02\/the-role-of-ideas-in-education\/\">inspiring ideas<\/a> and helping the child gain a vision of themselves as mature human beings. Mason cautions against habit training or mentoring originating on the basis of the convenience or manipulation of the teacher or parent. A child can sense this and will stiffen against it. Along these lines, Mason concludes her thoughts by cautioning teachers against permissiveness:<\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\"><p>\u201cWhen parent or teacher supposes that a good habit is a matter of obedience to his authority, he relaxes a little. A boy is late who has been making evident efforts to be punctual; the teacher good-naturedly foregoes rebuke or penalty, and the boy says to himself,\u2013\u2013\u2018It doesn&#8217;t matter,\u2019 and begins to form the unpunctual habit. The mistake the teacher makes is to suppose that to be punctual is troublesome to the boy, so he will let him off; whereas the office of the habits of an ordered life is to make such life easy and spontaneous; the effort is confined to the first half dozen or score of occasions for doing the thing.\u201d<\/p><cite><em>Philosophy of Education<\/em>, 102-103<\/cite><\/blockquote>\n\n\n\n<p>My hunch is that permissive environments occur when we grown ups feel uncomfortable with the <a href=\"https:\/\/educationalrenaissance.com\/2019\/02\/12\/authority-and-obedience-in-the-classroom-reading-charlotte-masons-philosophy-of-education\/\">authority <\/a>we have. When we are at peace with our authoritative role, however, we can mentor children because we can see how we have been placed in this child\u2019s life to help support his or her betterment. The best part of the child wants to be punctual, and we are here to support that. Permissiveness comes in when we shy away from supporting the child due to our own fear of manipulation or a sense that by challenging the child we are somehow not loving the child.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Train Up a Child<\/h2>\n\n\n\n<p>Raising children today is no easy task. Mainstream culture is a factor we all have to deal with, and good parents and teacher will come to different decisions about how much exposure to the artifacts of culture (television, movies, music, social media) to let into the home or classroom. Proverbs 22:6 advises parents to \u201cTrain up a child in the way he should go; even when he is old he will not depart from it.\u201d A well-trained child is one who knows the right way to go. The path of life is laid out before them, and they stay the course. I am reminded of the quote by Miyamoto Musashi, \u201cIf you know the way broadly, you will see it in everything.\u201d True mentorship of children and youth provides them with insights about the nature of life and how to <a href=\"https:\/\/educationalrenaissance.com\/2020\/04\/24\/education-is-life-a-philosophy-on-education\/\">live a life with meaning and purpose<\/a>.<\/p>\n\n\n\n<div class=\"wp-block-image\"><figure class=\"alignright size-large is-resized\"><img loading=\"lazy\" decoding=\"async\" data-attachment-id=\"1807\" data-permalink=\"https:\/\/educationalrenaissance.com\/2021\/01\/16\/creating-a-culture-of-mentorship\/pexels-visionpic-net-3036405-1\/\" data-orig-file=\"https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2021\/01\/pexels-visionpic-net-3036405-1-scaled.jpg?fit=2560%2C1707&amp;ssl=1\" data-orig-size=\"2560,1707\" data-comments-opened=\"1\" data-image-meta=\"{&quot;aperture&quot;:&quot;0&quot;,&quot;credit&quot;:&quot;&quot;,&quot;camera&quot;:&quot;&quot;,&quot;caption&quot;:&quot;&quot;,&quot;created_timestamp&quot;:&quot;0&quot;,&quot;copyright&quot;:&quot;&quot;,&quot;focal_length&quot;:&quot;0&quot;,&quot;iso&quot;:&quot;0&quot;,&quot;shutter_speed&quot;:&quot;0&quot;,&quot;title&quot;:&quot;&quot;,&quot;orientation&quot;:&quot;0&quot;}\" data-image-title=\"pexels-visionpic-net-3036405-1\" data-image-description=\"\" data-image-caption=\"\" data-medium-file=\"https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2021\/01\/pexels-visionpic-net-3036405-1-scaled.jpg?fit=300%2C200&amp;ssl=1\" data-large-file=\"https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2021\/01\/pexels-visionpic-net-3036405-1-scaled.jpg?fit=1024%2C683&amp;ssl=1\" src=\"https:\/\/i2.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2021\/01\/pexels-visionpic-net-3036405-1-scaled.jpg?fit=810%2C540&amp;ssl=1\" alt=\"\" class=\"wp-image-1807\" width=\"284\" height=\"189\" srcset=\"https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2021\/01\/pexels-visionpic-net-3036405-1-scaled.jpg?w=2560&amp;ssl=1 2560w, https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2021\/01\/pexels-visionpic-net-3036405-1-scaled.jpg?resize=300%2C200&amp;ssl=1 300w, https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2021\/01\/pexels-visionpic-net-3036405-1-scaled.jpg?resize=1024%2C683&amp;ssl=1 1024w, https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2021\/01\/pexels-visionpic-net-3036405-1-scaled.jpg?resize=768%2C512&amp;ssl=1 768w, https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2021\/01\/pexels-visionpic-net-3036405-1-scaled.jpg?resize=1536%2C1024&amp;ssl=1 1536w, https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2021\/01\/pexels-visionpic-net-3036405-1-scaled.jpg?resize=2048%2C1365&amp;ssl=1 2048w, https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2021\/01\/pexels-visionpic-net-3036405-1-scaled.jpg?resize=120%2C80&amp;ssl=1 120w\" sizes=\"auto, (max-width: 284px) 100vw, 284px\" \/><\/figure><\/div>\n\n\n\n<p>As we <a href=\"https:\/\/educationalrenaissance.com\/2019\/11\/02\/christ-our-habitation-a-consideration-of-spiritual-habit-training-in-education\/\">train up children<\/a>, we must have a genuine picture of what it means to live life. Because life is full of adversity, pain, suffering, challenge and failure, it is important to prepare children to meet these on the battlefield of life. In addressing the nature of life in this way, the value of genuine happiness, true friendship and the strength of conviction are magnified. We need to be careful not to shelter children from the challenges of life. Instead, we should walk alongside them to so that they can meet the challenges they face with grace and dignity. I want to highlight a great insight Jason shared in our podcast on atmosphere. He says,<\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\"><p>&nbsp;\u201cMany of us unfortunately, and for understandable reasons, have the sheltering issue completely backwards we have flipped it on its head. We\u2019re sheltering them from the wrong things so that they won\u2019t have to face the pain and suffering and challenge of the world but can have things handed to them and life just smoothed and eased for them. But we are not willing anymore to shelter them from the bad moral and spiritual influences in their lives, which is exactly what we should be sheltering them from until they\u2019ve got the training and are standing on their own two feet as mature Christians. I think the idea that we would send out our children to be missionaries in public schools, that\u2019s not how the New Testament, as I read it, thinks about missionaries. You send your solid, spirit-empowered, well-trained and discipled apostles out to be missionaries to the world and to proclaim the gospel to them. You don\u2019t send weak, frail, young-in-the-faith children out to be gobbled up by a world that is completely contrary to where they are coming from.\u201d<\/p><cite><em>Educational Renaissance Podcast<\/em>, <a href=\"https:\/\/open.spotify.com\/episode\/1SDMLJGYOs7I6seOcDVyX4?si=C5JFDgYVTR-IO502M3SWrw\">Episode 10 &#8211; &#8220;Atmosphere,&#8221; 46:14<\/a><\/cite><\/blockquote>\n\n\n\n<p>The impulse to shelter our children from pain, suffering and challenge is understandable. We want what is best for our children. But it is far better to train children to be strong to meet life\u2019s challenges rather than keep them safe from them, or to exist in ignorance of the many challenges that surround them.<\/p>\n\n\n\n<div class=\"wp-block-image\"><figure class=\"alignright is-resized\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/www.catholiceducation.org\/en\/images\/authos\/lewisklj.jpg?resize=214%2C214&#038;ssl=1\" alt=\"lewisklj\" width=\"214\" height=\"214\"\/><\/figure><\/div>\n\n\n\n<p>As I mentioned above, we want children to encounter genuine life, which means they must experience pain, suffering and challenge. C. S. Lewis in his book <em>The Problem of Pain<\/em> reasons, \u201cTry to exclude the possibility of suffering which the order of nature and the existence of free-wills involve, and you find that you have excluded life itself.\u201d From this idea I would advise educators to consider the following two ideas. First, we as teachers must be people who are experienced at encountering life in its manifold nature \u2013 full of pain, yes, but also full of deep and profound joy. It is really only from this position of genuine living that we can hope to mentor the young ones given into our care. I am not saying that we share every struggle and burden with them, quite the opposite. What I am saying is that as mentors, there is a mantle of genuineness that becomes part of the learning atmosphere when we have partaken in real life. In a word, we must be mature. Second, we as teachers must be prepared to seize the opportunities that present themselves regularly to meet our students at the moment of challenge or pain to support them. We cannot shelter them from all challenge and pain. So we must therefore help them to encounter challenge with courage and perseverance.<\/p>\n\n\n\n<p>May the Lord uphold you in this high calling. And may you take deep and profound joy in this work.<\/p>\n\n\n\n<div class=\"wp-block-image\"><figure class=\"aligncenter size-large is-resized\"><a href=\"https:\/\/mailchi.mp\/85375ed4784c\/habit-training\" target=\"_blank\" rel=\"noopener\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" data-attachment-id=\"2395\" data-permalink=\"https:\/\/educationalrenaissance.com\/2019\/01\/12\/educating-for-self-control-part-2-the-link-between-attention-and-willpower\/sm-post-for-habit-training-ebook-4\/\" data-orig-file=\"https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2019\/01\/SM-post-for-Habit-Training-eBook.png?fit=1080%2C1080&amp;ssl=1\" data-orig-size=\"1080,1080\" data-comments-opened=\"1\" data-image-meta=\"{&quot;aperture&quot;:&quot;0&quot;,&quot;credit&quot;:&quot;&quot;,&quot;camera&quot;:&quot;&quot;,&quot;caption&quot;:&quot;&quot;,&quot;created_timestamp&quot;:&quot;0&quot;,&quot;copyright&quot;:&quot;&quot;,&quot;focal_length&quot;:&quot;0&quot;,&quot;iso&quot;:&quot;0&quot;,&quot;shutter_speed&quot;:&quot;0&quot;,&quot;title&quot;:&quot;&quot;,&quot;orientation&quot;:&quot;0&quot;}\" data-image-title=\"SM post for Habit Training eBook\" data-image-description=\"\" data-image-caption=\"\" data-medium-file=\"https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2019\/01\/SM-post-for-Habit-Training-eBook.png?fit=300%2C300&amp;ssl=1\" data-large-file=\"https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2019\/01\/SM-post-for-Habit-Training-eBook.png?fit=1024%2C1024&amp;ssl=1\" src=\"https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2019\/01\/SM-post-for-Habit-Training-eBook-1024x1024.png?resize=512%2C512&#038;ssl=1\" alt=\"\" class=\"wp-image-2395\" width=\"512\" height=\"512\" srcset=\"https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2019\/01\/SM-post-for-Habit-Training-eBook.png?resize=1024%2C1024&amp;ssl=1 1024w, https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2019\/01\/SM-post-for-Habit-Training-eBook.png?resize=300%2C300&amp;ssl=1 300w, https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2019\/01\/SM-post-for-Habit-Training-eBook.png?resize=150%2C150&amp;ssl=1 150w, https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2019\/01\/SM-post-for-Habit-Training-eBook.png?resize=768%2C768&amp;ssl=1 768w, https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2019\/01\/SM-post-for-Habit-Training-eBook.png?w=1080&amp;ssl=1 1080w\" sizes=\"auto, (max-width: 512px) 100vw, 512px\" \/><\/a><\/figure><\/div>\n\n\n\n<hr class=\"wp-block-separator\"\/>\n\n\n\n<p><a href=\"#_ednref1\">[1]<\/a> Herrera, Carla; Jean Grossmen; Tina Kauh; Jennifer McMaken. &#8220;Mentoring in Schools: An Impact Study of Big Brothers Big Sisters School Based Mentoring.&#8221; <em>Child Development<\/em> 82 (1): 346\u2013381.<\/p>\n\n\n\n<p><a href=\"#_ednref2\">[2]<\/a> DuBois, David L., Nelson Portillo, Jean E. Rhodes, Naida Silverthorn, Jeffrey C. Valentine. \u201cHow Effective Are Mentoring Programs for Youth? A Systematic Assessment of the Evidence.\u201d <em>Psychological Science in the Public Interest<\/em> 12 (2011): 57-91.<\/p>\n\n\n\n<p><a href=\"#_ednref3\">[3]<\/a> Kapri, Umesh C. \u201cA Study of Underachievement in Science in Relation to Permissive School Environment.&#8221; <em>International Research Journal of Engineering and Technology<\/em> 4 (2017): 2027-2032.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>In Episode 10 of the Educational Renaissance podcast, we took a deep dive into what Charlotte Mason means by atmosphere, one of the three instruments of education. One of the ideas that surfaced was the concept of mentoring. 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One of the ideas that surfaced was the concept of mentoring. In today\u2019s article I want to extend that discussion to look at some recent research on student&hellip;","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/pa7K1D-t6","jetpack-related-posts":[{"id":3247,"url":"https:\/\/educationalrenaissance.com\/2022\/08\/27\/education-is-an-atmosphere-foundations-for-a-christian-paideia\/","url_meta":{"origin":1804,"position":0},"title":"&#8220;Education is an Atmosphere&#8221;: Foundations for a Christian &#8220;Paideia&#8221;","author":"Kolby Atchison","date":"August 27, 2022","format":false,"excerpt":"'Education is an atmosphere, a discipline, a life'\u2013\u2013is perhaps the most complete and adequate definition of education we possess. It is a great thing to have said it; and our wiser posterity may see in that 'profound and exquisite remark' the fruition of a lifetime of critical effort.Charlotte Mason, Parents\u2026","rel":"","context":"In &quot;Charlotte Mason&quot;","block_context":{"text":"Charlotte Mason","link":"https:\/\/educationalrenaissance.com\/category\/charlotte-mason\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2022\/08\/Student-Atmsophere.jpeg?fit=480%2C320&ssl=1&resize=350%2C200","width":350,"height":200},"classes":[]},{"id":4093,"url":"https:\/\/educationalrenaissance.com\/2023\/11\/18\/pauls-school-of-mentorship\/","url_meta":{"origin":1804,"position":1},"title":"Paul&#8217;s School of Mentorship","author":"Kolby Atchison","date":"November 18, 2023","format":false,"excerpt":"Classical school leaders often emphasize the centrality of mentorship in the educational process, particularly in grades 6-12. They have wisely observed that the junior high and high school years are a pivotal phase in a person\u2019s development. As students gradually spend more time with peers in settings without their parents,\u2026","rel":"","context":"In &quot;Biblical worldview&quot;","block_context":{"text":"Biblical worldview","link":"https:\/\/educationalrenaissance.com\/category\/biblical-worldview\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2023\/11\/Paul.jpeg?fit=390%2C353&ssl=1&resize=350%2C200","width":350,"height":200},"classes":[]},{"id":3341,"url":"https:\/\/educationalrenaissance.com\/2022\/10\/15\/education-is-a-life-igniting-a-love-for-learning-in-the-classroom\/","url_meta":{"origin":1804,"position":2},"title":"\u201cEducation is a Life\u201d: Igniting a Love for Learning in the Classroom","author":"Kolby Atchison","date":"October 15, 2022","format":false,"excerpt":"\u201c'Education is an atmosphere, a discipline, a life'\u2013\u2013is perhaps the most complete and adequate definition of education we possess. It is a great thing to have said it; and our wiser posterity may see in that 'profound and exquisite remark' the fruition of a lifetime of critical effort (Charlotte Mason,\u2026","rel":"","context":"In &quot;Charlotte Mason&quot;","block_context":{"text":"Charlotte Mason","link":"https:\/\/educationalrenaissance.com\/category\/charlotte-mason\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2022\/10\/Ignite.jpg?fit=1200%2C750&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2022\/10\/Ignite.jpg?fit=1200%2C750&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2022\/10\/Ignite.jpg?fit=1200%2C750&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2022\/10\/Ignite.jpg?fit=1200%2C750&ssl=1&resize=700%2C400 2x, https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2022\/10\/Ignite.jpg?fit=1200%2C750&ssl=1&resize=1050%2C600 3x"},"classes":[]},{"id":864,"url":"https:\/\/educationalrenaissance.com\/2020\/01\/25\/charlotte-mason-and-the-power-of-ideas\/","url_meta":{"origin":1804,"position":3},"title":"Charlotte Mason and the Power of Ideas","author":"Kolby Atchison","date":"January 25, 2020","format":false,"excerpt":"As Charlotte Mason observed, there is nothing quite like the experience of being struck by an idea. The experience is equivalent to being the recipient of some unexpected treasure. Ideas loosen our grip on holding a thin view of the world. They open our minds, especially through narration, to connections\u2026","rel":"","context":"In &quot;Charlotte Mason&quot;","block_context":{"text":"Charlotte Mason","link":"https:\/\/educationalrenaissance.com\/category\/charlotte-mason\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2020\/01\/Mind.jpg?fit=724%2C483&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2020\/01\/Mind.jpg?fit=724%2C483&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2020\/01\/Mind.jpg?fit=724%2C483&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2020\/01\/Mind.jpg?fit=724%2C483&ssl=1&resize=700%2C400 2x"},"classes":[]},{"id":10,"url":"https:\/\/educationalrenaissance.com\/2018\/07\/06\/can-education-be-done-better\/","url_meta":{"origin":1804,"position":4},"title":"Welcome to Educational Renaissance","author":"Patrick Egan","date":"July 6, 2018","format":false,"excerpt":"Welcome to Educational Renaissance! Here you will find thoughtful engagement with educational ideas. Jason and I have devoted ourselves to the craft of teaching, accumulating hours in the classroom (sometimes together), providing oversight and mentoring as administrators, and exploring important ideas as speakers. We believe educational renewal can occur as\u2026","rel":"","context":"In &quot;Updates&quot;","block_context":{"text":"Updates","link":"https:\/\/educationalrenaissance.com\/category\/updates\/"},"img":{"alt_text":"Plato and Aristotle in the Lyceum","src":"https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2019\/06\/Canva-Nativity-Painting-of-People-Inside-a-Dome.jpg?fit=1200%2C764&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2019\/06\/Canva-Nativity-Painting-of-People-Inside-a-Dome.jpg?fit=1200%2C764&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2019\/06\/Canva-Nativity-Painting-of-People-Inside-a-Dome.jpg?fit=1200%2C764&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2019\/06\/Canva-Nativity-Painting-of-People-Inside-a-Dome.jpg?fit=1200%2C764&ssl=1&resize=700%2C400 2x, https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2019\/06\/Canva-Nativity-Painting-of-People-Inside-a-Dome.jpg?fit=1200%2C764&ssl=1&resize=1050%2C600 3x"},"classes":[]},{"id":2042,"url":"https:\/\/educationalrenaissance.com\/2021\/05\/01\/exploring-educational-alternatives-a-comparison-of-charlotte-mason-and-maria-montessori\/","url_meta":{"origin":1804,"position":5},"title":"Exploring Educational Alternatives: A Comparison of Charlotte Mason and Maria Montessori","author":"Patrick Egan","date":"May 1, 2021","format":false,"excerpt":"The early 1900s was a watershed moment in education. The second wave of the Industrial Revolution brought about what we might call the educational-industrial complex. Here I intentionally draw upon Dwight D. Eisenhower\u2019s 1961 Farewell Address when he warned against the disastrous potential of the military-industrial complex. Looking back over\u2026","rel":"","context":"In &quot;Charlotte Mason&quot;","block_context":{"text":"Charlotte Mason","link":"https:\/\/educationalrenaissance.com\/category\/charlotte-mason\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2021\/05\/EXPLORING-EDUCATIONAL-ALTERNATIVES.png?fit=1200%2C960&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2021\/05\/EXPLORING-EDUCATIONAL-ALTERNATIVES.png?fit=1200%2C960&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2021\/05\/EXPLORING-EDUCATIONAL-ALTERNATIVES.png?fit=1200%2C960&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2021\/05\/EXPLORING-EDUCATIONAL-ALTERNATIVES.png?fit=1200%2C960&ssl=1&resize=700%2C400 2x, https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2021\/05\/EXPLORING-EDUCATIONAL-ALTERNATIVES.png?fit=1200%2C960&ssl=1&resize=1050%2C600 3x"},"classes":[]}],"_links":{"self":[{"href":"https:\/\/educationalrenaissance.com\/wp-json\/wp\/v2\/posts\/1804","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/educationalrenaissance.com\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/educationalrenaissance.com\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/educationalrenaissance.com\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/educationalrenaissance.com\/wp-json\/wp\/v2\/comments?post=1804"}],"version-history":[{"count":4,"href":"https:\/\/educationalrenaissance.com\/wp-json\/wp\/v2\/posts\/1804\/revisions"}],"predecessor-version":[{"id":2432,"href":"https:\/\/educationalrenaissance.com\/wp-json\/wp\/v2\/posts\/1804\/revisions\/2432"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/educationalrenaissance.com\/wp-json\/wp\/v2\/media\/1805"}],"wp:attachment":[{"href":"https:\/\/educationalrenaissance.com\/wp-json\/wp\/v2\/media?parent=1804"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/educationalrenaissance.com\/wp-json\/wp\/v2\/categories?post=1804"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/educationalrenaissance.com\/wp-json\/wp\/v2\/tags?post=1804"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}