ABSTRACT
Educators today are no more the prime repositories of knowledge, nor is there any universally accepted single perspective in understanding and working on social work issues. This article explores the proposition that what the teacher brings to a successful student-teacher supervisory relationship is highly dependent on the ‘experience’ and ‘skills-enhancing ability’ of the teacher; hence mentoring becomes the primarily role of supervision. Consequently, the fieldwork supervisor needs to be adaptive in her/his guidance style, with a readiness to learn from the multiple truths and insights that the students from diverse backgrounds bring to the teaching and learning process. Using real life learning opportunities, the supervisor also needs to model the attitudes and ethical principles articulated in the codes of social work ethics. Taking these insights on board, the author suggests, with the help of a matrix, how a social work educator can walk with students to navigate this difficult road
