Continued Momentum: Teaching as Mentoring

How Teachers Engage in the Mentoring of Students

  • Authors
  • Matthew DeJong

Table of contents

  1. Front Matter
    Pages i-viii
  2. Matthew DeJong
    Pages 1-7
  3. Matthew DeJong
    Pages 9-32
  4. Matthew DeJong
    Pages 33-39
  5. Matthew DeJong
    Pages 41-59
  6. Matthew DeJong
    Pages 61-94
  7. Matthew DeJong
    Pages 95-117
  8. Matthew DeJong
    Pages 119-139
  9. Matthew DeJong
    Pages 141-157
  10. Matthew DeJong
    Pages 159-193
  11. Back Matter
    Pages 185-193

About this book


The position of teacher demonstrates a broader role within schools, the education system and the community. It is in our educators’ capacity, resources, knowledge and networks that they can provide for, and meet the needs of, students better than any other societal program or group. While mentoring practices are usually limited to “at-risk” students, research suggests a more robust understanding of the needs of students, as well as teachers as practitioners. With a discussion focused on the relevant literature, insight from both practicing teachers who mentor their students and students who were mentored by their teachers, Continued Momentum: Teaching as Mentoring explores the dimensions of how teachers mentor their students. Appropriate for pre-service and experienced teachers, administrators and school support workers; this pivotal text reveals how teachers can engage students in the modern educational reality. 

Matthew DeJong is an author, filmmaker, travel writer, and award-winning educator. His research interests include mentoring and, most recently, how schools can become the epicentres of community mentoring in cross-cultural environments.


Mentoring Teachers Students Teens Cross-cultural

Bibliographic information