I realize that learning in a mentoring relationship is not one-way. Both parties benefit from it - the mentee, for obvious reasons of imbibing wisdom from the mentor, and the mentor, for being updated on current trends that he needs to incorporate in his mentoring. A mentor must enrich his knowledge with research.
In our tutorial sessions, learning is very palpable. Motivation is high in the positive learning environment we tutors were able to create. Sometimes, the direction of learning is from the tutor to the student, other times, the student provides new learning to the tutor. This flow of learning vacillates as tutor and student interact. Sometimes, learning happens with group interactions, where each member contributes his or her own learning. Such learning is internalized when the learner is on his own, and does his own individual learning. I learned from my readings of Vygotsky’s principles that interactions are likely to go through a process called intersubjectivity. This is when two people are engaged in a task and begin from different understandings but with interaction, comes to an agreed, shared understanding. I have experienced this many times when explaining some difficult concepts to my tutees. At first, we initially debate opposite arguments but upon more understanding of the concept because of listening to each other’s opinions, we end up seeing the concept in one direction. I try to be patient considering our cultural differences, and sometimes the language barrier gets in the way. However, if I persist hard enough, I do get through to them no matter how long and difficult it takes.
With the students I helped, and the limited time I spent with them, I gained insights about how much a teacher does and can do. Initially, I felt inadequate as a tutor when first faced with a heterogeneous group. However, I realized that taking cues