...Arizona College, I have received a reasonable amount of help from my peers and teachers, which has brought me to make the decision to become a peer mentor. In the short amount of time that I have been attending Arizona College, I have seen many faces come and go and how most of the students here at Arizona College are always willing to help each other out. A meaningful experience to me that I would like to share is that when I first started my journey here as a new student I was a little bit skeptical and afraid since it had been quite some time since I had been a student, but little by little I started getting familiarized with my other classmates and teachers, especially one of my current teachers Ms. Maria Romero who was the one that truly encouraged me sign up and become a peer mentor, her disposition to always help and willingness to even stay after class to tutor has made me realize that I can also help others and make their college experience a bit easier. One of my biggest qualities that I believe will help me achieve the goal as a peer mentor will definitely be the passion I have towards helping others, there is not a single thing that I can think off that will prevent me from helping, and while I may not be the smartest student here I do have the desire and dedication to help out when it is needed, even if I do not have the answer because I know together we will find it. As a peer mentor there is also a lot to be done aside from mentoring students, there are...
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...analysis, a person-oriented approach, was used to identify 3 distinct relational profiles. Mentoring was found to have differential effects depending on youths’ preintervention approach to relationships. In particular, youths who, at baseline, had satisfactory, but not particularly strong, relationships benefited more from mentoring than did youths with profiles characterized by either strongly positive or negative relationships. Implications for research and practice are discussed. Keywords: youth mentoring, parent relationships, teacher relationships, latent profile analysis Youth mentoring programs such as Big Brothers Big Sisters (BBBS) pair youths with volunteers who are trained to provide support and guidance. Such programs have experienced tremendous growth in the past 2 decades. Millions of volunteer mentors are involved in youths’ lives, and the numbers are continuing to rise (Mentor/National Mentoring Partnership, 2006). Anecdotal reports of mentors’ protective qualities are corroborated by a growing body of research, providing support for the positive...
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...Research Spotlight on Peer Tutoring NEA Reviews of the Research on Best Practices in Education Found In: teaching strategies 145 Peer tutoring is a term that’s been used to describe a wide array of tutoring arrangements, but most of the research on its success refers to students working in pairs to help one another learn material or practice an academic task. Peer tutoring works best when students of different ability levels work together (Kunsch, Jitendra, & Sood, 2007). During a peer tutoring assignment it is common for the teacher to have students switch roles partway through so that the tutor becomes the one being tutored. Since explaining a concept to another helps extend one’s own learning, this practice gives students the opportunity to understand better the material being studied. What does the research say about peer tutoring? In reviews of peer tutoring programs, researchers found: * When students participated in the role of reading tutor, improvements in reading achievement occurred * When tutors were explicitly trained in the tutoring process, they were far more effective and the students they were tutoring experienced significant gains in achievement * Most of the students benefited from peer tutoring in some way, but same-age tutors were as effective as cross-age tutors (Burnish, Fuchs & Fuchs, 2005; Topping, 2008) Some benefits of peer tutoring for students include higher academic achievement, improved relationships with peers, improved personal and...
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...The Impact of Technology Mentors on Effective Technology Integration Into the Elementary Classroom by Debra Chester An Applied Dissertation Submitted to the Fischler School of Education and Human Services in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Nova Southeastern University 2008 Approval Page This applied dissertation was submitted by Debra Chester under the direction of the persons listed below. It was submitted to the Fischler School of Education and Human Services and approved in partial fulfillment of the requirements for the degree of Doctor of Education at Nova Southeastern University. Deeb Paul Kitchen, EdD Committee Chair Date Patricia Heiselberg, EdD Committee Member Date Maryellen Maher, PhD Executive Dean for Research and Evaluation Date ii Abstract The Impact of Technology Mentors on Effective Technology Integration Into the Elementary Classroom. Chester, Debra, 2008: Applied Dissertation, Nova Southeastern University, Fischler School of Education and Human Services. Technology Integration/Educational Technology/Teacher Training/Professional Development/ Mentoring The purpose of this study was to investigate the use of mentors to increase the integration of technology, to provide teachers with skills, and to investigate the most effective strategies. Three research questions guided the study: 1. Will the utilization of technology mentors provide teachers with the skills needed to effectively...
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...readings or articles that are relevant to this theme (articles in the reader can be used); d) In the light of the theme develop either a booklet, or a policy relevant to your role as a leader Students are to select one theme from the list of eleven outlined in the unit Reader. Students are asked to: Explore a theme (in the light of the unit) e) Briefly describe the main aspects of the theme; f) Justify why you chose this theme; g) Provide a brief one paragraph outline for each of 6 readings or articles that are relevant to this theme (articles in the reader can be used); h) In the light of the theme develop either a booklet, or a policy relevant to your role as a leader The nurturing and development of teachers in Catholic Schools is a constant consideration for all educational leaders. A successful Catholic education facility needs to demonstrate consistent commitment to the ongoing development of the whole child. This development needs to reflect the Gospel teachings, while offering current theories and practices embedded in student learning opportunities. Professional development and mentoring of staff is a vital component in order for all staff to stay abreast of the latest pedagogy. Professional development should be purposeful, ongoing and reflective and it takes many forms depending on the individual needs and the needs that are influenced by the context of the school. Individual, target groups, whole staff, pedagogy and practice,...
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...The aim of this essay is to evaluate my mentoring experiences. It will also discuss skills that I have developed and how that has impacted on my professional development. I intend to provide an action plan for my development of knowledge and skills as a mentor. I have worked within a large primary school for ten years and probably for about the last five years have been mentoring more inexperienced teachers in an informal capacity. Murray (2001) in www.ttrb.ac.uk website defines this kind of mentoring as: “The deliberate pairing of a more skilled or experienced person with someone with less skill or experience with a mutually agreed goal of having the less skilled person grow and develop specific competences.” (pg Xiii) I have enjoyed this kind of informal mentoring and have gained much from working with different colleagues, as each NQT brings something different as part of their personality and experiences. More recently and more formally I have mentored a final placement PGCE student and this academic school year, who I am basing this portfolio on, an NQT student and a first year PGCE student. Both of which have been totally different mentoring and coaching experiences especially with mentees being at different stages of their career. A number of writers/researchers hold the debate over the definition of coaching and mentoring. With the NQT student I feel I have taken on more of a coaching role for example Whitmore...
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...positive attitude, good citizenship and showing kindness and respect to others. This has helped me make a difference in my community. I have exercised my leadership by volunteering as a Patriot Mentor. A Patriot Mentor is someone who helps teachers and students at our neighboring school. Mentors are given the choice to choose which teacher they would like to help. I chose Mrs. Yorty the music teacher because I enjoy playing musical instruments. My job was to assist students with their musical instruments, keep them on track, help and encourage them. I also had to monitor the classroom while Mrs. Yorty worked with other students. I made sure the rest of the students stayed focused on their work. On one occasion I had to help a student who was struggling with a xylophone rhythm piece. The student improved his skills tremendously for a school concert....
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...1. Who were your past HS&R teachers and faculty (Beginning HS&R and Advanced (HS&R)? What did you learn (from your HS&R classes) that would help you to be a valuable member of SECS and a good group co-leader? My HS&R teachers were Ms. Morin and Ms. Matson and our senior teachers were Chloe Walker and Gillian Sanders. In class we covered many important topics including consent, rape, sexual assault, healthy relationships, unhealthy relationships, sexuality, gender, and much more. 2. Why do you want to be an SECS member? I would like to be an SECS member because I would like to help lead the Human Sexuality & Relationships (HS&R) groups and provide other education on issues of sexuality and relationships to the student body. I think the...
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...term “mentor” originally comes from Homer's epic poem The Odyssey. As a good friend, Mentor was asked by Odysseus to watch over his palace and his son when he left to fight in the Trojan War. In this position of responsibility, Mentor coached and counseled Telemachus, Odysseus' son, guiding him in his development from infancy to early-adulthood. A significant number of organizations, such as commercial ones, are adopting mentoring programs as a vital part of their professional development plans. Mentoring is an effective tool to foster professional development to both the mentor and mentee. The practice of mentoring beginning teachers emerged in the 1980s as a professional development strategy for achieving a variety of goals. Teacher mentoring programs are now perceived as an effective staff development approach for beginning teachers. Cooper and Miller (1998) state that the benefits of mentoring include :faster, more effective integration of new teachers, retention of quality professionals, increased transfer of skills from one generation to another; gains in productivity and performance; increased learning from professional development activities; enhanced communication, commitment, and motivation; and a stabilizing factor in times of change. Zimbabwe introduced the attachment model for the first time in 1995. Shumbayawonda (2001) says “In 1995 Zimbabwe introduced the attachment model where student teachers were placed under the charge of experienced qualified teachers”. ...
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...PhD, of Norway, describes bullying as “repeated negative, ill-intentioned behavior by one or more students directed against a student who has difficulty defending himself or herself. Most bullying occurs without any apparent provocation on the part of the student who is exposed. (Olweus)” The praying begins at a very young age; it can even begin in kindergarten or first grade, but the bigger targets are in middle school and high school. Usually it is for minimal reasons such as, having an accent, not dressing or looking like “others”, not being from a wealthy family, being too pretty, or just not blending in with other students. There have been numerous cases in which the parents of these tormented teens have tried to make contact with teachers and principals to put a stop to this abuse, but there has been no cooperation. The administration says that there is nothing that can be done and they have no control over this issue, so instead they turn the other...
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...myself reflecting on how events and circumstances in my education have changed my life. I remember what I loved the most, what has shaped me, and how this translates into what I hope to create for my own children someday. I find the relationship between education and social inequalities to one of the most important concepts in sociological issues today. In this paper, I will address on issues that I have faced in my secondary education. This includes how tracking and social mobility have intertwined to reinforce class disparities and worsened my educational inequalities. Then, I will address how these negative experiences eventually turned positive by having caring relationships and an immense moral influence with my teachers and...
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...Male Mentors in Schools Kaplan University Tracy Lindsey Male Mentors in schools “Men make up ninety percent of the prison and local jail population, and they have an imprisonment rate fourteen times higher than the rate for women.” (Tsai and Scommegna, 2012). Ernesto isn’t a part of this jaw dropping statistic, but he is a mentor success story. Ernesto is a kid from urban Los Angeles that was having a rough time at home and performing at school. Due to his difficult home life, he was at risk of not graduating, which his teachers recognized and made him aware. He was then admitted into the HBO Mentoring Program in which he began to improve. Shortly thereafter his work ethic began to slip due to home issues as well as other factors. In return all program members provided him “extra support and encouragement” along with his mentor being there every step of the way building his confidence. With this support Ernesto began getting great reports from the teacher and he went on to take the GED pre-test receiving a sixty-two in writing and a sixty-one on social studies, which is outstanding. After all the time and effort invested Ernesto graduated. (Lore, 2002). This one success story can speak for many and really paints that picture that many children need support, encouragement and motivation to empower them to want to succeed in the end. Ernesto is just one I speak of but, troubled young men are prevalent in countless communities and many households, which across the U.S. the low performance...
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...and better social skills. Likewise, in a cross-sectional study using self-report data, 15-18- year-olds with good parental attachment had better social skills and, subsequently, better competence in developing friendships and romantic relationships (Engles, Finkenauer, Meeus, & Dekovic, 2005). Ainsworth found that the anxious-ambivalently attached are especially at-risk for later behavioral problems, including aggressive conduct. These data suggested it is vital for the one-third of children who do not develop a secure attachment as infants be provided opportunities to repair the original attachment relationship or construct some form of attachment outside the home, perhaps through interaction with a teacher or mentor. This paper will “BRIEFLY DESCRIBE HOW PARENTS AND TEACHERS CAN HELP TEACH SOCIAL COMPETENCE”. Erikson (1950) provided another important theory related to social competence; his psychosocial theory of personality development emphasized the interplay between the social and emotional domains. Erikson highlighted the importance of the person resolving a series of conflicts where interpersonal relationships play an important role. In infancy, the conflict is Trust versus Mistrust. Erikson hypothesized that an infant will develop trust through interaction with a warm, available, and responsive caregiver or the infant will develop mistrust through interaction with a negative or unresponsive and unavailable caregiver. Subsequently, it is this development of trust in...
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...each other and are put in charge of influencing other youth in their lives. Although youth can influence each other they are not just influenced by their peers. Adults in that person’s life influence the kind of person they are going to turn into. Some of the early mentors in our lives are our...
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...Induction Programs 1 Mentoring versus Induction Program Andrea Tubbs AED/201 Breanna Becker June 13, 2010 Mentoring vs. Induction Programs 2 One of the main factors new teachers leave after a few years of teaching is socialization. With all the training and along with additional tools new teachers get before entering into the classroom. They’re faced with so many obstacles as new teachers, that’s why it’s so good to have programs like mentoring and induction programs to help on this journey during the first couple years of teaching. Mentoring Programs are programs organized by experienced or veteran teachers, whose job is to help the new or beginning teacher. Their responsibility is to offer advice, guidance, and support for them to take back to the classroom. Induction programs are programs that are established to first year teachers that provide workshops, internships and the oppourinty for teachers to observe their future peers in the classroom to see how it’s done. These tools will provide aide to them, to use when facing adversity, challenges or any difficult situation that will arise in the classroom. The purpose of the mentoring program is to give personal and long-term individual support to the new teachers. New teachers are assigned to a mentor who will offer guidance and support to them during their first year experience. Even though mentoring is part of induction process it’s not induction. On the other hand induction programs are designed...
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