Students (Quite Thoroughly) Grading Their Teachers

722 words - 3 pages

High School is an imperative time in the lives of all teenagers. It is a time where they grow in all aspects: socially, academically, spiritually, et cetera. However, in order to facilitate this growth and create an environment that is conducive to advancement, many times an external, influential source is needed - a mentor. In December of 2013, a case study was conducted assessing (from a student’s perspective) the quality and availability of mentors within Greenhill School’s high school. Data from this study, as well as from Jim Collin’s “Good to Great,” will be used as corroborating points.
First, over half of Greenhill’s students indicated that they have a mentor in some regard, ...view middle of the document...

Furthermore, it was reassuring to learn that the average rating given to a mentor was an 8.3/10, or around a B-. While not exemplary, it truly demonstrates the capacity and ability of some members of the Greenhill faculty to act as personal teachers for individual students.
While mentors at Greenhill are truly passionate and experienced, the availability of them is less-than-ideal, and locating them is even harder. On a scale of five, Greenhill teenagers gave the school a meager 3.1 for the accessibility of mentors, and over 76% of students who do have mentors chose someone other than their advisor. This datum casts doubt on the advisor system at the school, as ideally a student’s “advisor,” if paired correctly, ought to serve as the ideal mentor. Granted, 67% of students do chose their advisor as their mentor, but this percentage is upheld mostly by freshman, and drops to a low 34% by senior year. In truth, the allocation of advisees to advisors is sadly (more-or-less) random, with a large amount even switching out after their first year. In order to amend this issue, Greenhill must implement a system, much similar to the of the...

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