Laurent A. Daloz once wrote that the mentor performs three tasks: they support the learner, they challenge the learner, and, finally, they provide a vision for the learner. Mentorship is a huge part of the TALONS program because many projects, including Adventure Trips, Cultural Events, and Leadership Projects, rely on Grade 10 students passing on previously learned information to the Grade 9s. At the beginning of the planning process, each member of the group is usually assigned a role, which allows everyone to have a better understanding of what they will be doing and who they can ask for help. Whenever possible, Grade 10 students are paired with a Grade 9 buddy, allowing them to mentor and give valuable feedback and constructive criticism to the Grade 9s that are personally tailored to their needs. It is the mentor’s role to include Grade 9s in discussions, ask for them to share their opinions, encourage them to step up and volunteer for certain tasks, support their personal growth, welcome questions, check in regularly, and create a safe, positive environment to learn. For instance, if a Grade 10 student notices that other Grade 10s are discussing a topic that is unfamiliar to the Grade 9s, it is important to slow down and explain the subject to ensure everyone is on the same page and no one feels left out. 

Ms. Mulder once said something during a parent-teacher interview that really resonated with me. She explained that, rather than telling peers or mentees what to do, or simply letting them watch the task be completed, good mentors often lead them through the process, helping them come to conclusions or solutions themselves. For instance, when an issue arises in planning and there is sufficient time to do so, a mentor could ask the mentee for what they think would be an ideal solution. If the mentor thinks of perspectives or further complications the mentee may not have considered, they could prompt the mentee through gentle questions and help them come up with a more holistic solution. Not only will this be an incredible learning experience for the mentee, but it may even bring up details the mentor may have overlooked! Moreover, it is beneficial to ask the mentee to type meeting notes or emails, as this helps them be involved with the process even if they may not feel as comfortable sharing many of their ideas. Furthermore, typing something out in addition to listening to it may help Grade 9s retain more information, especially if they are visual or kinesthetic learners, which a large percentage of the population identify as. When approaching other committees, Grade 10 students can encourage their Grade 9 buddies to take the lead by ensuring they feel prepared on what to say and guiding them throughout the interaction. 

Although mentorship is commonly thought of one individual teaching a set of skills to another, it also heavily involves relationship building. It is important for mentors to be authentic and form genuine connections with their mentees to generate trust and create a comfortable environment, which will enable everyone to perform at their best. For instance, mentors could start more informal conversations to check in with everyone at the start of planning sessions or greet their mentees when they see them in the hallways. Furthermore, it is critical for mentors to do and live by whatever they are preaching, because no matter what you teach, others will follow what you do. When a leader’s actions adhere to their words, the result is clarity, but, if a leader’s actions contradict their words, the result is confusion. Lastly, as a mentor to the Grade 9 students, it is important to consider yourself as a supporting peer rather than someone who knows everything in this field. Even though you may try your best to guide them with the information and experience you have, it is important to embrace the fact that they will likely be better at completing certain tasks than you are, or else that they will be able to contribute crucial ideas that you had not previously thought of. A good leader does not rely on the gap of talent or growth between themselves and their mentees to feel secure, because they don’t have fear of potential competition. Rather, they recognize each individual’s strengths and stretches, and they learn and grow alongside their peers. 

Even though taking on the role of a mentor may seem overwhelming, like any other skill, it is one that you become more comfortable with the more you practice it. As you work alongside your peers, make mistakes, experience failure, and achieve success, you will discover the mentorship style that works best for you. At the end of the day, mentorship is extremely rewarding because of the connections you forge, the confidence you build, and the personal discoveries you make. And although you may be the one guiding the Grade 9 students towards proficiency in sending emails and organizing projects, the Grade 9s will be the ones that help you become a more effective mentor and leader.