人文主义者将学习者视为“个体”，理解情感因素、个体成长和满足个体学习需求的重要性(Wallace 2005)。他们的焦点是在“学”上，以学习者为中心，提倡个人实践个人兴趣，提高个人的力量和技能，马斯洛(1908-1970)。这些理论对于为导师和学员提供一个有利的环境至关重要。所有这些学习理论都概述了成功指导的基础，以及教学的基础，正如Knowles(1983年在Reece, Walker, 2006，第95页)中所指出的那样，使用andragogy作为一种学习形式。重要的是要能够识别所有的学员都是不同的，如果他们要得到有效的支持(Brockbank 2006)，可能需要不同的学习方法。导师需要灵活，果断的朋友，观察和测量他们的熟练的进步，以提出不同的方法和行动来帮助他们的发展。艾略特和卡尔德海德暗示，“导师是对学生教师专业发展的普遍控制”
Humanists perceive learners as 'individuals' empathising the significance of emotional causes, individual growth and meeting individual learner's needs (Wallace 2005). Their focal point is on the andragogical school of learning, being learner centred, promoting individuals to practise their individual interests and increase their personal strengths and skills, as does Maslow (1908-1970).These theories are paramount to presenting a advantageous environment for both the mentor and the mentee.All these learning theories outline the foundation of successful mentoring, as well as teaching, using andragogy as a form of learning, as identified by Knowles (1983 cited in Reece, Walker, 2006, p. 95). It is crucial to be able to identify that all mentees are different, and may require different learning approaches if they are to be supported efficiently (Brockbank 2006). Mentors need to be flexible, decisive friends, observing and measuring their proficient progress in order to propose different approaches and actions to assist their development. Elliot and Calderhead imply that 'the mentor is the prevalent control on a student teacher's professional development'