Brianne Wragg
“You’re getting hung up on semantics!” My boyfriend and I had steered onto the topic of coach vs. mentor vs. teacher and what I should call myself. Just a few months earlier, I had an “aha” moment when I wholeheartedly embraced the writing coach and mentor titles. This realization led me to enrol in a coaching diploma course, which has enriched my mentoring tremendously! However, my partner’s comment momentarily jolted me from my reverie. “But it’s just semantics. Most parents will first see you as a teacher, not a coach or mentor, right?” His question lingered in the air. Was he correct? In that moment, the distinction felt significant, more than mere wordplay. The label’ teacher’ felt overly restrictive, failing to encompass the full scope of my work. I made a mental note to delve deeper into this later.
And a week passed, and now, as I am writing and reflecting, here are my distilled thoughts: it isn’t just about semantics. My work transcends the conventional boundaries of teaching. I don’t see myself standing before kids behind desks, adhering to strict curriculums, rubrics and checklists. Here are the writing metaphors I use to distinguish each intervention:
My introspection leads me to the heart of this discussion: the nuanced tapestry of roles—teacher, coach, mentor. To some, the distinctions may seem subtle, yet to me, they are profound, shaping not just the transfer of knowledge but the journey of learning itself. I don’t want to critique or elevate one role over the others; I believe all have their place in nurturing young minds. Instead, I wish to share why the labels of mentor and coach resonate more deeply with me and how they better encapsulate my approach to nurturing creativity and learning.
There are many definitions of teacher, mentor, and coach, and all those involved in these professions will have a slightly different perspective on how each seeks to achieve and the exact words to articulate the precise differences between them! These are my own:
EFL Teaching at Phaung Daw OO Integrated Monastic School, Mandalay, Myanmar, 2016
In the vibrant landscape of educational roles, teaching is a foundational pillar characterized by the structured imparting of knowledge. The term ‘structured’ carries dual meanings: it refers to the methods teachers or instructors use to demonstrate and explain skills, often perpetuating what John Whitmore describes as ‘conventional wisdom.’ As a teacher, I taught my students content, skills, and concepts how I had learned them or how I had been instructed to teach them – for example, the dreaded PEEL paragraph. Since then, I have extended the characterization teacher to other non-conventional and academic educators, including sports or academic instructors, AI tutors, YouTubers, and lecturers.
‘Structured’ also pertains to the systems and frameworks that guide, constrain, and shape teaching content, methodology, and timing/pace. These encompass individual school policies, curricula, syllabi, teacher training programs, standardized testing, and state, federal, and local educational mandates. Furthermore, within the evolving EdTech landscape, ‘structure’ further includes educational platforms’ capabilities and organizational features. These systems and frameworks further preserve “conventional wisdom” but, unfortunately, often for the sake of my student’s creativity.
Mentoring stands apart for me as it forges deep, trust-based, personal and enduring connections. I share my experiences and insights as a freelance writer and teacher to nurture the growth of others. Unlike the more directive teaching role, mentoring emphasizes creating a supportive and encouraging space for development and trust-based relationship building. You might be thinking, but why wasn’t that the foundation of your teaching practice? Here is the difference for me. When mentoring, the power of dynamics is far more balanced, even though I may be perceived as the expert in the subject matter. Rather than presume to know what the writer needs to learn, I work alongside the writer, allowing them to experiment and ponder. I provide advice when it is asked, or I raise awareness about skills through questioning and challenging.
Mentoring unfolds through regular, informal interactions—face-to-face, comments on a document, or feedback via video messages. Central to this relationship is active listening, sharing experiences, and offering targeted advice to aid the mentee’s writing journey – emphasis on a trip as there is a lack of imposed deadlines. Building trust is paramount, creating a safe and supportive space for exploration and learning.
Coaching emerges as a dynamic and goal-oriented journey transitioning from the nurturing guidance of mentoring. There are many valuable crossovers between coaching and mentoring- my current mentoring work has significantly benefited from my coaching training these past three months. However, the primary difference between a coach and a mentor is the absence of advice or expertise in coaching. Unlike the broad teaching curriculum, coaching is tailored to each individual’s unique needs and aspirations, fostering a performance-driven environment. This process involves active listening and feedback, helping individuals navigate challenges and maximize their potential or achieve goals more quickly and focused than on their own.
Within the intricate tapestry of guiding young writers, the roles of teacher, mentor, and coach each cast a unique hue, shaping the journey in distinct ways. Reflecting on my four-year departure from formal teaching in schools, I recognize the dual nature of my impact. As a language arts teacher, I certainly kindled a love for words in many students. Yet, the rigidity of curricula and the pursuit of standardized outcomes may have inadvertently curbed some students’ creative spirits and innate curiosity about writing.
This realization aligns me with educational critics like John Holt, John Gatto, and Sir Ken Robinson, who question the conventional schooling system’s emphasis on uniformity over individual creativity. My teaching often revolved around replicable formulas and constrained exploration, bound by the ever-changing demands of the curriculum and tight schedules.
Despite these reflections, I affirm the enduring significance of the teacher’s role. The digital age, with resources like instructional YouTube videos on character building, writing structures or punctuation use, underscores the value of structured learning. Indeed, there are moments in mentoring when adopting an instructor’s hat becomes useful and necessary. Recently, I had a session with a restless student who was new to essay writing and overwhelmed by an impending deadline. In this instance, stepping into the instructor role to outline basic essay structure provided the immediate support he needed. While my journey in education has led me away from a traditional teacher identity, the complex essence of teaching and its integral role in the expansive realm of learning and creativity continue to resonate with me.
Mentoring emphasizes personal growth and a broader guidance spectrum, focusing on the mentee’s individual needs and projects. For instance, I mentor a young blogger and provide tailored advice and insights during our bi-weekly meetings. In this dynamic, the mentee drives the agenda, determining how feedback is received and the blog’s objectives. My role is facilitating reflection and strategic thinking, asking questions like, “What is the blog’s purpose?” or “How does rearranging these paragraphs enhance your argument?” I might also provide examples based on my experience or offer guidance based on the mentee’s answers. While I bring expertise to the table, the mentee’s perspective and goals steer our sessions.
I have found mentors to be profoundly reciprocal; I find myself learning and evolving with my mentees, a testament to the self-directed nature of these relationships. For instance, while editing a blog with one of my mentees, we detoured to the biological evolution of hiccups. This fascinating detour led us to explore the parallels with societal norms and customs, enriching her blog’s content and my reading library list. In my mentoring practice, I aim to cultivate writing skills and a deeper self-awareness and worldly perspective in children, guiding them to harness their unique interests and passions.
Matching mentors with mentees requires a clear understanding of the mentee’s objectives. This is why I love getting to know our Writers’ through my Writers’ 45 workshops and discussions beforehand, ensuring a compatible and productive mentoring partnership.
See what mentoring does for students with Millie’s Presentation at the Kids’ Conference in Melbourne, 2023
Coaching places the coachee in control, enhancing their self-awareness and utilizing their innate strengths and resources to pursue their goals. As John Whitmore highlighted, coaching fosters self-belief, motivation, and a deep responsibility for one’s decisions and actions. My approach is to engage coachees with questions that challenge and reflect their ideas rather than offering direct advice.
For instance, a young individual approached me with the ambition to create a video game but was unsure of where to start. Despite my lack of game development expertise, my role was to help him articulate his vision and devise a strategy through thoughtful questioning.
He established long-term objectives and set achievable short-term targets, beginning with choosing the game’s genre. By considering various options and evaluating them against his interests and priorities, he outlined a clear path for his project. My role was to stimulate thinking, question assumptions, and encourage action, guiding without directing.
In our follow-up sessions, we reviewed his progress against his initial vision and personal excitement for the project, adjusting goals as needed. This process highlights coaching’s core: enabling the coachee to tap into their potential, fostering a sense of autonomy and achievement. Eventually, as he sought more technical guidance on coding, our last session discussion helped him set actions to find a mentor in game development, underscoring the direct and purposeful nature of coaching, which doesn’t necessarily require an ongoing engagement. A hallmark of effective coaching is equipping the coachee with insights and skills they can carry forward independently.
Each role, through its unique approach, leaves a distinctive imprint on a child’s growth. Teachers lay the academic groundwork, mentors enrich personal development, and coaches enhance specific skills, together weaving a supportive tapestry that nurtures the multifaceted nature of a child’s learning journey.
While many can acquire basic writing skills through traditional teaching, transcending to great writing often requires the nuanced guidance of mentoring and coaching. My philosophy leans towards these roles as they teach, inspire, empower, and validate a child’s journey. In coaching, I focus on unlocking a child’s potential, setting them in the driver’s seat of their learning, and making the process direct and purposeful. It’s about equipping them with the tools and confidence to navigate their path, even beyond our sessions, embodying the true essence of learning: to carry insights forward independently.
Mentoring complements this by diving deeper into the personal realm, where a child’s passions and interests are the bedrock of their growth. It’s a relationship that transcends mere skill acquisition, venturing into self-discovery and resilience and nurturing a unique voice. This dual approach of coaching and mentoring respects and nurtures individuality, encouraging kids to explore and engage with their writing in meaningful ways. It’s about fostering a sense of ownership and excitement about their writing projects, setting the foundation for great writers, lifelong learners, and thinkers.
Realistically, the essence of my coaching and mentoring philosophy extends beyond what’s captured here. My continuous learning journey alongside my mentees has been rich and enlightening. After five years of reflection and practice, I’m only beginning to articulate the depth of my experiences and insights. A wealth of knowledge and personal growth stories merit further exploration, perhaps in a dedicated blog of their own. Suppose your child is eager to explore the realms of writing and self-expression. In that case, consider seeing what Creative Genesis is all about, where these philosophies come to life, nurturing skilled writers and confident and creative individuals ready to make their mark.
About the Author
Brianne Wragg is a deschooled English teacher. She started as a copywriter, ghostwriter and editor for companies and individuals after leaving schools. She returned to education, working at Synthesis School before running a creative writing & mentorship program for kids aged 10-15 years old.
Read On
Imagine a space where your child can unleash their thoughts without barriers, where the clock encourages a thrilling chase of words. A Quick Write is this spirited sprint—a short, timed writing bout that challenges young minds to flow with creativity without the brakes of perfectionism.
The label’ teacher’ feels overly restrictive. I don’t want to critique or elevate one role over the others, but I wish to share why the labels of mentor and coach resonate more deeply with me.
The old woman finally spoke, her voice barely above a whisper, yet it permeated the room with a ghostly resonance. “Secrets are heavy burdens. To release them, one must be prepared for the void they leave behind. It can be filled with something far weightier.”
Weekly writing sessions and community to develop creative thinking, writing skills, and imagination for kids ages 10 to 16.