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One free scan finds every outdated or missing driver and matches the right update for your exact hardware.Free scan · exact hardware matchWhen your mentee asks something you have already discussed, acknowledge the question calmly and find out what they need now. Ask what remains unclear or what has changed, briefly revisit the earlier guidance, check their understanding, and agree on one practical next step. Repetition alone does not tell you why they are asking.
Start by making it safe to ask again
Try: “Of course—let’s revisit it.” A neutral response keeps the conversation open; “I already told you” can make it harder for the mentee to explain what is still unresolved. The Early Childhood Development Agency’s Mentoring Matters: A Mentoring Guide for Early Childhood Educators describes active listening as more than simply hearing words, including attention to non-verbal cues and allowing time for the other person to speak.
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Find out what they need this time
Ask one open question, then give the mentee room to answer. For example:
- “Which part still feels unsettled?”
- “What has changed since we talked about it?”
- “Where did you get stuck when you tried to apply it?”
These questions help distinguish what the mentee is asking now without assuming a cause. The University of Sussex guidance for mentors recommends reflecting back what you heard and using open-ended questions. The American Speech-Language-Hearing Association’s mentoring skills guidance also recommends paraphrasing when something is unclear.
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Recap briefly, then check understanding
Restate the earlier point in a sentence or two rather than repeating a long explanation. Then ask the mentee to put the idea in their own words: “How are you understanding it now?” or “Which part would you like to go over?” This lets you check whether the issue is the original explanation, a detail, or how to use the advice in a real situation.
Listening, paraphrasing and questions that confirm understanding are recommended in the ECDA guide, the Sussex guidance and ASHA’s mentoring skills guidance. If the mentee’s explanation reveals a gap, address that gap rather than restarting the entire conversation.
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Shift from another answer to a useful next step
Mentoring is not only about supplying answers. The University of California, Davis guide to being a mentor encourages mentors to support reflection and self-learning with questions instead of steering the mentee straight to a supposedly right answer. The Open University’s Mentoring Matters introduction, section on questioning skills, describes questions as a way to check understanding, prompt reflection, assess progress and uncover blockages.
Depending on the conversation, ask “What have you tried so far?” or “What would be a useful next step?” If the mentee needs a direct explanation, give it; then return to how they can apply it.
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Make the conversation actionable
Before you finish, agree on a specific action, who will take it and when you will check in. For instance: “You’ll try the revised outline before Friday, and we’ll review what worked at our next meeting.” Keep the action realistic and tied to the mentee’s learning objective.
The UK Government Communications mentor and mentee guide, published 7 June 2021, recommends reviewing previous actions, identifying clear next steps and reflecting on progress toward learning objectives. ASHA’s guidance also recommends making goals specific and realistic, with target dates. A notebook or mentoring journal can help you both keep track of agreed actions and goals; no particular product is needed.
Independent reader supportYour contribution helps us test, update, and keep practical guides available for everyone.If the question keeps returning, review the mentoring approach
If the same issue continues to come up and the conversations are not helping the mentee progress, discuss the partnership rather than assigning blame. Revisit the learning objective, ask what kind of support would be useful, and consider whether your current approach is working. Keep the agenda focused on the mentee’s goals: Sussex says mentoring goals and agendas should be mentee-driven, while the UK guide recommends discussing a partnership that is not progressing as hoped.
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