Mentoring as an Effective Model of Student Adaptation

Mentoring or coaching plays a critical role in the daily, educational, and professional fields of work. This process includes giving advice and recommendations through which a person receives practical information on the implementation of a particular action. However, it is a regular activity aimed at acquiring a specific skill in the long term. In my experience, getting help from a more qualified person can help one gain practical ability to take a step and understand causal relationships. My case covered the period when I was a mentee in an educational institution, receiving training from a senior student. It was an exceptional experience, as the change in academic level and daily routine was stressful, but the mentor helped to cope with it and achieve sufficient learning efficiency.

Performance in the workplace or college is a subjective term that goes beyond grades and criteria. It also covers psychological well-being in which a person gains specialized knowledge and practical skills to complete the required tasks. It is worth mentioning that there are cases when a staff member or a student is doing everyday tasks without taking any preparatory courses or proper theoretical training. It is due to self-education skills, logical chains, and getting advice from colleagues or other students. The critical challenge in this context is the most crucial resource of business and educational enterprises, namely time. The effectiveness of study or work depends on how knowledge is obtained and used in practice. Thus, the optimal tool to accelerate action is centralized mentoring to improve performance through training.

Coaching is the process of simulating situations and constantly monitoring student activities. I had the experience of being a mentee that proved to be remarkably efficient. It was my first year in college when everything changed, and I stepped into a new emotional maturity phase. The new institution, schedule, people, responsibilities, and demands from me as a student were exciting in the first weeks. However, I felt stressed due to the increased workload and expectations from my activities. The mentoring system was an essential part of my continued success, as my coach provided me with valuable knowledge regarding the optimization of personal time, task completion, and leisure time. Besides, this interaction technique between the senior student and the newcomer was helpful because it adapted me to the new rhythm of life and reduced anxiety.

The hardships of student life extend to academic specialization and mental well-being among new people. I felt the pressure in each area since I did not know how to realize my educational interest in new settings and how to start the socialization process. I met my mentor for the first time a month after starting my studies, and we had a two hour conversation. This dialogue was informal, and we got to know each other, our life paths, and shared values. I felt psychological comfort, as this person sincerely wanted to help me adapt to new living environments. We discussed my struggles and aspirations almost every day, which helped me understand what additional courses and training I needed. Moreover, I tried sports, and it became a stress management technique, as I was distracted from my daily routine and met new people. It is essential to understand that my mentor gave all these recommendations after a personal acquaintance and, accordingly, this individual was interested in stabilizing my moral well-being.

This experience had a positive impact on me, as I stopped being nervous about my further educational path. First, I felt pressured by the future’s uncertainty, namely how to do my homework, which courses to choose, and the incredibly valuable resources. My mentor recognized my demands and assisted me with individual assignments for a month. It was not cheating, as I made a personal effort, and the trainer checked the work and made recommendations on formats and topics worth investigating. Formally, it was sufficient teaching, since I learned to independently optimize the preparation of assignments and ask professors about the aspects of disciplines that interest me. Thus, mentoring was an extremely positive experience for my academic performance as the coach asked about my interests and goals and recommended appropriate classes for me to realize my potential.

Studying in college is stressful at first, as new environments and people are pressing. Mentoring is the most trustworthy way for a student to adapt to updated academic requirements, social circle, and educational prospects. My coaching memories are pleasant, as this person helped me become a full-fledged member of the community and not be afraid to express my interest and opinion regarding specific situations. I learned how to behave within student groups, be part of the classroom, and communicate effectively with professors. Besides, I have become more independent and ready to help those who need advice since I have the skills to mentor myself. It is essential to understand that a qualified trainer is a transmitter of information and an empathetic individual who can understand the actual needs and psychological boundaries of a mentee. Thus, a subjective sense of connection will help people choose the right mentors and achieve their personal goals more effectively.

Cite this paper

Select style


ChalkyPapers. (2022, February 14). Mentoring as an Effective Model of Student Adaptation. Retrieved from


ChalkyPapers. (2022, February 14). Mentoring as an Effective Model of Student Adaptation.

Work Cited

"Mentoring as an Effective Model of Student Adaptation." ChalkyPapers, 14 Feb. 2022,


ChalkyPapers. (2022) 'Mentoring as an Effective Model of Student Adaptation'. 14 February.


ChalkyPapers. 2022. "Mentoring as an Effective Model of Student Adaptation." February 14, 2022.

1. ChalkyPapers. "Mentoring as an Effective Model of Student Adaptation." February 14, 2022.


ChalkyPapers. "Mentoring as an Effective Model of Student Adaptation." February 14, 2022.