Quote:
Originally Posted by SteveGarward
* Let there be consequences to work not done.
|
There is a huge amount of excellent advice in this thread so far, but I wanted to key on this comment above.
I try (and do not always succeed) to set clear and attainable expectations with every student I mentor. I also check with them often to see if they need anything to meet those expectations.
But I don't mother them, nor do I do the work for them. I do answer questions when I can, direct them to web resources for other answers, and propose ways to figure out the last issues where nobody knows the answers. But they all know very clearly that THEY and they alone are responsible for getting their task done, and getting help when they hit a roadblock.
If it doesn't get done, I sure won't do it. And they all know it.
Just like with my own kids, they all crave approval, and expressing disappointment is a powerful tool.
Coming back to reality, sure there are times when I do lend an actual hand, and always for certain types of dangerous work (table saw with aluminum, for example). Early in the team's history, when we didn't have the depth we have now, mentors would support the students so at the very least they had a moving robot with which to compete. After all, we'll come as close to letting them fail as we can, but pull them back if the whole team is in real danger of failing. That's getting rare these days.
Bottom line: Let them know what you expect, and let them fail to see what that feels like.
On the "trap of doing too much": Yeah, we know what that's like. It is far more difficult to watch them fail, but remember that's when they learn.