Last fall, I decided to join a mentoring program because I wanted to give back to my community and share my experience with others. My goal was to educate young students about why school is important while assisting them with school related or personal problems. I was assigned to go to an elementary school every week for two hours and work with two elementary students. During those two hours, my mentees and I would talk, do homework, play games, and read. By being a mentor, I had to manage the time and organize each session by incorporating what I had learned in class. I never started off with homework first because I believed it was important to discuss how they felt, their thoughts on the material, and answer any questions they had. Afterwards, we would start to do the …show more content…
Then they would finish the rest of the homework on their own and ask for help whenever they needed. My responsibility was to make sure they were doing the homework correctly. While doing their homework, my mentees were in the progress of learning what is a goal and how to achieve it. When they did their homework, they would write down their goal for the day. For example, before I leave the mentoring session I would like to finish my Math and English homework. To achieve this goal, certain amount of time would have to be dedicated to each subject. Sometimes, they would finish before the time and sometimes they would go over the time. That was okay because it takes time to achieve a small or big goal. Throughout the mentoring session, we would go back and evaluate their progress. My goal was to make sure they understood the material and build confidence in themselves that they know how to do certain problems and concepts on their own. By the end of the session, we would have a few minutes to spare. During that spare time, we would read for ten minutes or we would play one of the education games. Sometimes, I printed out little cursive or multiplication worksheets for them to reinforce the
We were to go over the answers from the previous night as it was homework but many of them had not completed it. We began on page 5, part 3 “Guided Instruction”. We read the passage and I had them underline the central idea and supporting details. We answered the corresponding question. Some students picked A, D, or C. I asked them to explain how they came about getting their answer, they responded. We did process of elimination and determined that C was the correct answer. I also had the students complete the writing portion of part 3, “Show your thinking” and time was given for them to answer the question independently. The students read their answers aloud and their explained their reasoning behind what they chose. We chose to skip Part 4, and move onto Part
My Response: I would not have given the student homework to do in class. Every teacher should have set-up in their room shelves with “I am finished, what now” work. This work should include current work related to the instruction being taught for the week/month.
One of the possible research topics I plan to undertake involves analyzing the impact that mentoring can have on the graduation success rate of African American males, particularly when the mentor is a Black male and the relationship takes place in the south. In my opinion, these relationships can have a profound impact on a student’s ability to persist towards graduating from college. Though my research, I want to hear the stories of Black males who have benefited from successful mentoring relationships with other Black men. I believe that establishing a strong mentoring relationship with Black males at a young age can greatly improve their chance of academic success. Furthermore, I believe that mentoring is a strong early intervention mechanism to prevent Black males from dropping out of high school and deterring them from pursuing degrees in higher education. At the same time, I would like my research interest to focus on African American males in the south, but I would like my scope to focus on mentoring relationships between black men; both structured and unstructured.
Inner-city elementary age kids face many challenges in and out of the classroom. These challenges range from education day in and day out, as well as, sometimes growing up in an impoverished family and community. Factors also include peers which these kids come into contact with at school, in the streets and at home. Kids today need more than ever an extra push of positive motivation from mentors. I believe that this constructive mentoring begins with after school programs. After school programs give kids the opportunity to work one on one with an adult to reinforce encouragement and teach more than just text education. Because I have participated as a volunteer at an after school program, I have seen first hand the positive impact such programs can generate among elementary aged kids involved.
To complete this assignment address the following using your own experiences. · Explain how you set personal educational goals and monitor your own progress. I assess my knowledge
I have high expectations for all of my mentees. I expect them to have a positive attitude about the project. I expect them to be deeply engaged in the activities and complete all tasks in a timely manner. In addition, I expect for them to attend every session. When they do not know something, I expect for them to ask questions. In the end, I expect for them to excel in the program and acquire the knowledge and skill set to be dynamic educators.
Please compose an essay not to exceed 250 words on what has lead you to the decision to become a T.E.A.M. Peer Mentor. *
Today we live in a society where it is not uncommon for children or pre-teens to end up going down the wrong path leading to a long life of delinquency. In some instances, children start heading down the wrong path in life as early as the age of 12 years old. Most of the troubled teenagers are between the ages of 13 to 18 years old. These teenagers can even become violent as they experience the “growing up into young adults” phase. Many teenagers grow up in homes where there are no responsible adults that can provide the type of guidance that can help them become responsible individuals.
Organization will keep the mentee on track when remembering what needs to get accomplished and when it needs to be done, keeping his home life calm. Mentors also need to work with the mentee to conduct volunteerism through the community they live in, so the mentee understands if he helps one person, even with the consideration on how small that one thing may have been, someone else may want to help him, when he may be in search of some form of guidance. Teach the mentees about verbal communication, to speak up for what they believe in as long as it seems right for the time, also to know when to back down and count while thinking, before making a reaction. Before this is all done, the mentor will want to tell the family member about what month the mentor believes the mentoring relationship will come to an end and how a small celebratory party will be in place.
You succinctly described the positive impact mentors have on the lives of youth. As you note, mentors provide positive adult interaction with youth that need help with social and behavior skill building. Therefore, mentors like you husband fill the void of absentee parental figures by being supportive and instilling much needed accountability and discipline. While extra curricular sports are examples of tested positive mentorship, community based mentorship programs also have a great impact within lower income communities. Programs such as after school tutoring that enable peer to peer socialization and Big Brother Big Sister that provides one on one interaction are also effective deterrents of juvenile delinquency. Too often juvenile delinquency
YWCA’s Youth Mentorship Program (YMP) is designed to promote positive youth development and leadership while combating issues leading to increased drop‐out rates, teen pregnancy rates, and juvenile detention rates facing the enrolled youth in the program. YMP’s strength lies in its unique family‐oriented atmosphere. Mentors act as role‐models and tutors while interacting with the families of each participant in order to provide the best possible service to each youth. For many of the youth that we serve, that steadying presence over their formative years is the most stable thing in their lives. By providing a structured study environment, enrichment activities, character development, and tutoring we promote success in school, development of
Making sure they are really learning and maintaining the information
Big Brother and Big Sisters: Mentoring for Change Big Brothers and Big Sisters is an organization committed to the well-being of youth and children across the world. In 1904, Ernest Young, a journalist, founded New York Big Brothers, formerly called New York Children’s court, to provide support for young male offenders (Uhle, 2007). At the same time, Ladies of Charity changed its name to Catholic Big Sisters to help young female offenders. In 1977, the two organizations merged to form Big Brothers and Big Sisters of America, which would then lead to the formation of Big Brothers and Big Sisters International in 1998. Currently, the organization works in 14 countries across the world including Canada and the United States (Big Brother and Big Sisters International, n.d.).
Goal: An Alliance for Life: Understanding the Long-term Value of a Peer-Mentoring System Total Words in This Document: Title: An Alliance for Life: Understanding the Long-term Value of a Peer-Mentoring Starting university might be overwhelming for some students, along with an increased caseload of studies or being away from home for the first time. Peer mentoring is a great way for students at any level or age to connect and put themselves a few steps ahead when it comes to their education, their careers, and their lives.
I spent most of my time in a first grade classroom. In this classroom I observed the children as well as the teacher and paraprofessional. This classroom had children with special needs and that is why there was a paraprofessional in the classroom for half the day. What I observed in this classroom was how children with special need should be handle and taught. The teachers in this room loves her job and each student in her class. While in the classroom the teacher allowed me to help with children with their work, read to them and help them with anything else that they needed. During this field experience I got to give back to not only a school, but to a community that is very near and dear to my heart. I hope that I touched each student in a special way, because the students that I got the opportunity to help learn touched my