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Inside the Mentor
Actions du livre
Commencer à lire- Éditeur:
- Grosvenor House Publishing
- Sortie:
- Jan 6, 2015
- ISBN:
- 9781781484432
- Format:
- Livre
Description
Informations sur le livre
Inside the Mentor
Description
- Éditeur:
- Grosvenor House Publishing
- Sortie:
- Jan 6, 2015
- ISBN:
- 9781781484432
- Format:
- Livre
À propos de l'auteur
En rapport avec Inside the Mentor
Aperçu du livre
Inside the Mentor - Emmanuel Ajoku
strength.
Introduction
Inside the Mentor is an insightful and thought provoking narrative, which offers the ability to explore how individuals have an inner strength and resilience to succeed. The novel allows you the time to reflect upon your individual thoughts, internalise the concept of mentoring, develop a fondness to the idea that teaching and mentoring does not necessarily take place in the classroom, but exposes the dimensions of learning on all levels. It is a reminder that learning is a notion that shall never end.
There are particular moments within the novel where Emmanuel Ajoku provides a sense of familiarity. For instance the feelings that emerges when starting a new job, coping with a family loss and finding the ability to compartmentalise all the kinds of emotions, which coincide with these life experiences within our daily routines. Yet the most pivotal moments, which I feel are the most crucial, is when the central protagonist copes with the challenges, visually interacts with his mind and discovers various strategies to succeed and unravel a method of success that works on numerous occasions.
Inside the Mentor, is a novel that is set to plunge you into a journey with the protagonist. You are given the opportunity to dive into his experiences, endure the struggles that emerge throughout, but also celebrate the moments of triumph. Most importantly however, is the way in which Emmanuel Ajoku encourages you, his readers to personally reflect on your individual stories, personal histories and experiences whilst offering you a platform to take the time to improve on your own individual personas.
My first experience of book editing has been an enjoyable and exciting process, knowing that Emmanuel Ajoku’s initial personal anecdote, which was once shared in a conversation, has now transformed and blossomed into a literary text. It has been a privilege to edit this novel and to be part of a process where the book is not just a text that will be placed on a bookshelf, but instead shall be hallmarked as a personalised manual for readers.
Inside the Mentor is a remarkable novel and appears different to other novels within its genre. The distinctive chapters have been crafted to ensure that you have the ability to dip into the narrative for future references, even after you have read the book in its entirety. Every chapter offers individual tests, for which you shall benefit immensely, particularly if you are undergoing your own internal situations and scenarios.
This has been a unique experience as the book offers an innovative narrative structure.
Emmanuel Ajoku expresses his own intimate feelings on mentoring and encourages you to strive to reach your full potential. He provides a sense of motivation and constantly makes us aware of our own capabilities as individuals. He has shown how intertwined your subconscious mind appears fixed in your overall decision-making and the impact of your thoughts.
This novel is truly a compelling read where we are left feeling mesmerized knowing that ordinary encounters and actions makes such an extraordinary impact. This heartfelt encounter will leave you feeling positively satisfied knowing that dedication and perseverance ultimately prevails.
S. Rekhi
Preface
The Education profession is seen as a platform in which the role of a teacher is never one-dimensional. The ability to impart knowledge and wisdom to others is often considered the crux of this occupation, yet teachers are often exposed to various situations where they are expected to go beyond the realms of what constitutes as a teacher. As a secondary school teacher, the most profound influence I have on my students’ future performances are determined by the periodic judgments I make of their academic performances. The most dramatic of all is having to describe a student as an ‘achiever’ or ‘underachiever’ with the mere strokes of my pen.
I have just reached a eureka moment, a sudden realisation of what makes many students feel disconnected with academic life. This realisation has metaphorically taken me to a ‘land’ that I now occupy, a land better described a ‘Utopia’- a wonderland that is rather imagined. This feeling is a genuine feeling of success.
I have managed to redefine contemporary success that smear the daily living of many young people. The shift away from understanding success as primarily the acquisition of wealth and the gaining of fame, to the more traditional, non sought for ‘accomplishment of an aim or purpose’, which in some ways, can lead to the gaining of fame and acquisition of wealth.
The journey I embarked upon in trying to transform the academic lives and social awareness of some of my students who were branded as ‘underachievers’, in school, was rather a non-traditional way of mentoring. The mentoring I experienced and shared saw the ‘mentor’ become the ‘mentee’. A process that changed my entire thinking about the way children, pupils, and students are branded and stigmatised with the name ‘underachiever’. Having dived into the biggest ocean that is enclosed in the small bodies of my students, I soon realise that it hurts so deeply to be called an underachiever, for the fact that a student sometimes under performs in one or more of their academic subjects.
As this ocean of turbulence and calm, high and low tides and swift ocean currents all oscillates in the bodies of my students, the messages they get at their banks, and the attitudes and behaviours I see at their shores, clearly tells me that their bodies in ravage have been controlled by something much deeper and more emotional than I had ever imagined. My experience challenges the very basis of most youth workers if not all, questions the ethics of mentors and mentoring schemes, defies public speakers and the psyche of public speaking as well as the sole purpose of academic assessment for measuring progress.
When a teenager states to an adult, ‘You don’t
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