The last word: The power of reinvention

My column last week looked at the need to revolutionise education. At one point, I argued that teachers should shift from being authorities to mentors—guiding students as they navigate their own learning journeys. ?

This week, I saw that idea come to life once again, in a very practical situation—not in a classroom but through an unexpected encounter with two teenage entrepreneurs who reached out to me for help.?

I couldn’t say ‘no’ to them. At just 16 and 17 years old, they had already founded a start-up. They approached me with incredible energy and ambition, their idea brimming with potential but still unpolished. They weren’t entirely sure what they needed from me, but they were open and eager to learn. That openness was their greatest strength.?

A catalyst for discovery

As I worked with them for less than two hours, I reflected on how my own understanding of teaching and mentorship has evolved.??

Over two decades ago, during my short stint as an English teacher, I must admit I wasn’t a mentor or facilitator for my students. Back then, I saw my role as an authority figure—a source of knowledge to be imparted, rather than a guide to help students uncover their own paths. That’s what was expected of me. But looking back, I see the missed opportunities to empower my students to think independently and creatively.?

This week, with these young founders, I was reminded again of the power of mentorship—not as a dispenser of answers but as a catalyst for discovery, pointing to things, asking questions, making them come up with their own ideas.?

Drawing on my knowledge of reinvention, behaviourism, marketing, storytelling, and public relations, I helped them look at their brilliant idea from fresh perspectives. I encouraged them to think beyond their initial assumptions, to ask better questions, and to visualise the potential impact their idea could have.?

Their concept was bold and promising, yet like most early-stage ventures, it needed refining. We discussed its purpose, its story, and the way they could connect with the people they wanted to serve. My role wasn’t to give them a roadmap but to help them design their own.

Teaching is about creating space

What struck me most was how valuable the facilitation process was for them. It wasn’t about validation or critique—it was about unlocking possibilities. As they talked through their ideas and started mapping out their next steps, I could see their confidence growing. They weren’t just building a start-up; they were beginning to see themselves as capable innovators.?

This experience underscored an essential truth: mentorship is about creating space. Space for others to explore, to fail, and to iterate without fear. It’s about showing up with the intention to listen and guide rather than dictate or correct.?

It also made me think about how easily we underestimate the potential of young people. Here were two teenagers already building something meaningful, not waiting for permission to start but reaching out for the right guidance to continue.?

Looking back, I realise how much of my own journey has been about learning to step back and facilitate. It’s not about giving people answers but helping them discover the right questions.?

These two young entrepreneurs reminded me of the power of reinvention—not just in the work we do, but in how we approach relationships, learning, and leadership. Teaching and education aren’t about leading the way; it’s about walking alongside someone as they chart their own course.