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When I found out that I would be a mentor for next year, I knew I would be playing an important role in the lives of the incoming freshmen. Being a mentor for the Luckyday program not only means that one will be helping in the transition from high school, but also impacting the lives of the incoming freshmen. This six-week class has given me insight and a foundation that I could build on to increase my potential to be an effective mentor. I will also incorporate the information and resources that has been given to me in order to help my mentees succeed. During next year, I plan to use my experiences with my mentor, the ten characteristics of servant leadership, and what I have learned in UNV 312 to guide me in assisting my mentees in the transition …show more content…
from high school to college. One of the challenges that I faced during my freshman year was adjusting to the higher academic standards. When I was in high school, I coasted through the majority of my classes with A’s without studying. My family would often say, “College is harder that high school. You will actually have to study and work hard.” Although I knew that the academics would be different, I did not know how difficult some classes would be. When I received my first ‘C’ on an assignment, I felt disappointed and defeated. It was in that moment when I realized that things were different. How my mentor helped me in that situation was by pointing me to resources that would help me improve in the areas I needed most. After using those resources, I had a better grasp on how to do assignments and tests on a university level. Another challenge that I faced this year was trying to find my social niche among peers. When I first came to Southern Miss, I anticipated finding a group of friends that I could build lifelong friendships with. I spent time with various groups of people, but my personality did not fit well with the personalities of others within the group. This is a challenge that I faced throughout the year. How my mentor helped me was by listening to my situation, giving me encouragement, and by showing me that it is okay if I do not fit with a certain group of people. Another way that she helped is by introducing me to other people who share similar interests. As a result, I have made friends with other individuals who do not fall in a certain group. Three characteristics of servant leadership that I think are the most important during the mentor process are empathy, listening, and the commitment to the growth of people.
Empathy is important to the mentor process because mentees will need support through one of the toughest transitions of their lives. Empathy not only brings support, but it also brings care and thoughtfulness. According to Larry Spears, “People need to be accepted and recognized for their special and unique spirits.” As a mentor, it is important to make the incoming freshmen to feel comfortable. Accepting people for who they are and supporting them gives them the confidence to take on the challenge of adjusting to college. Listening is important to the mentor process because it ushers in empathy. In his definition of listening, Spears says, “He or she listens receptively to what is being said and unsaid.” In other words, one should pay attention to not only the words people speak, but also their actions, body language, and what is not being spoken. In order to help mentees, I have to first pay attention their needs. Throughout the transition, the mentors should be committed to the growth of the freshmen. Personally, I feel that the purpose of a mentor is to help in the growth process. According to Spears, “The servant-leader recognizes the tremendous responsibility to do everything in his or her power to nurture the personal and professional growth of employees and colleagues.” As someone who is put in place to help them transition and grow, it its imperative for mentors to do what they can to help their mentees. Commitment is the key to succeeding in making growth happen. I feel that one will not succeed in a task if there is no commitment. As a result, mentors should give all they can to being there, supporting, listening, and guiding their mentees during the transition from high school to
college. Plans that I have next year as a mentor are to attempt to connect each mentee with others who share the same career goals and interests, help them get acquainted with the university and the resources available, promoting academics and campus involvement, and not only create bonding activates with my mentees as a whole, but also create individual bonding activities. I feel that connecting with others with similar career goals and interests is important for the future. Individuals may be required to take the same classes or may use personal relationships for networking in the future. Also, some people with the same career goals may have the same personal interests. As a referral agent, helping mentees get acquainted with the university and its resources is important. In the process, I want to show them where places are located on campus, useful websites online, and useful programs on campus. In promoting academics, I plan to encourage my mentees to do their best in their classes, tell them about my experiences in those classes, and offer them help when it is needed or direct them to someone who can help. In promoting campus involvement, I will encourage them to attend the involvement fair, take them to the hub, and/or direct them to the student activities webpage. As far bonding with individuals, I would like to spend one-on-one time with each of my mentees to get to know them better and to understand their interests, goals, and aspirations. If I had a mentee that was similar to Sally Quigley, I would handle the situation with a series of actions. The first thing that I would do is talk with her. I would use the DESK method that Dr. Humpage taught us. I would be careful not to use the word “you” to describe the situation. I would keep in mind that my goal is to empathize with Sally and actively listen. I would ask her how she was feeling and give her a chance to express how she feels. After Sally expressed how she felt, I would try in a careful manner to give her advice on resources that would help her. Another way that I could handle the situation is by submitting a C.A.R.E.S. report online. By submitting a report, officials could bring Sally in and give her the help that she needs. There are other resources that I could give to Sally Quigley. If Sally is confused about her major, I could encourage her to go to the Career Services Center in McLemore Hall. Career Services offer a test that students can take to see what interests they have and what careers and fields may be compatible for them. Concerning Sally’s grades, I would encourage her to visit the Speaking Center in the Cook Library for help in speech and the History Lab in the LAB. For other subjects, I would encourage Sally to get help from the Student Academic Mentors who tutor in the residence halls. If Sally’s roommate thinks Sally is depressed, I would also encourage Sally to visit the Student Counseling Center in Kennard-Washington Hall. At the counseling center, she can get the help she needs. During next year, I know that it is possible that I may encounter someone that may be having an experience similar to Sally Quigley. As a mentor, I feel that it is my job to provide Sally with support and do every thing that I can to help her reach success. After encouraging Sally to use resources on campus, I would check back with her to see how the progress is going. If there had not been any progress made, I would then try to get help for her through submitting a C.A.R.E.S report or by reaching out to the Luckyday staff. However, I would prefer for Sally to progress by using the resources on campus. Ultimately, I look forward to serving as a mentor in the Luckyday program. Making a difference is one of the main goals that I have for next year. My desire is to not only help mentees transition from high school to college, but also live my day-to-day life in a way that is parallel to ten characteristics of servant leadership. With the information that I learned throughout the semester and my experience with my mentor, I want to commit myself to the growth of my mentees. Most of all, I want to build personal relationships with my mentees that will last a lifetime.
Mentors and mentees each benefit from successful relationships with one another due to the newfound success for the mentee and the the satisfaction reward for the mentor by seeing a person they guided make an achievement. Success from one of these relationships was found in a study conducted during 2015, where 1,139 students from 11 years and above in different school districts served as subjects. In the study, half of the adolescents received mentors while the other half would receive one following the study. After students with a mentor spent time with them, the students were provided with a survey in which students who reported their relationship with their mentor was “close” or “somewhat close” had widespread academic improvement. As a result of the experiment, it is evident that a significant number of students benefit from a mentor being by their side. If the mentee sensed an emotional connection with the mentor, that was all they needed to succeed in school, even though academic-related tasks may not have been on the agenda for the mentors and mentees during their time together
Mentoring can be that hand that reaches down and pulls you out of the pit. Mentoring can change lives forever and create permanent relationships. Mentoring can help a child get on the right track if they do not have someone else to help them. Whether they have grown up without active parents, have gotten into trouble from time to time, or even if they are a straight A student, the youth needs mentoring. It will build a country that has a solid foundation in which the current youth of America will one day lead. Mentoring proves that “regardless of background, [all children] are equipped to achieve their dreams” (Bruce and
I have been a mentee in three mentoring programs and I understand from firsthand experience how important mentors have been in my life. Each relationship was very different; one of my mentors was about two generations older than me, while my two more recent mentors have been only a few years older than me.
Students of the Youth Mentorship Program are encouraged to focus on their strengths, set high expectations and to take advantage of the alternatives available to them in order to succeed. As a part of YMP, The mentor/mentee relationship is specifically designed to help at‐ risk adolescents ages 11‐14 remain focused and have self‐determination as they continue on in their teenage
In addition, for some mentors, mentoring was a burden or workload issue that often went unnoticed by others. Mentees, too, were concerned by a lack of mentor interest and training and a host of problematic mentor attributes and behaviors (e.g. critical or defensive behaviors). Professional or personal incompatibility or incompatibility based on other factors such as race or gender was also seen by both mentors and mentees as impediments to the success of the relationship. Organizations, too, were confronted with difficulties arising from mentoring programs. Lack of commitment from the organization, lack of partnership and funding problems were reported in some studies, while in others, cultural or gender biases meant that some mentees’ experiences were not
Each semester assigned with two classes, consisting of twenty-five students has provided me the opportunity to assist students with various skills ranging from communication, email etiquette, and most relevant in college, time management. As a peer mentor I’m able to serve as a role model and assist students in reaching their academic success, and this valuable and rewarding opportunity has furthered my determination and interests in working with our youth. Mentoring has allowed me to strengthen my coaching and leadership skills by working with a group of diverse students. This experience has given me new insight, and questions raised by my mentees have helped me to take a critical look at how I was leading my life and what areas I needed
Classroom-type leadership consists of activities such as mentoring, coaching, and action learning. This classroom training helps us to be better leaders and gets us prepared for what’s ahead of us. Our development relationships have 2 forms its coaching and mentoring. Back then coaching involved lots of practice, setting goals from one-to-one and help the behaviors to some of our leaders. Mentoring is a relation to an older leader who is agreeing and supporting the development of a youn...
Coaching and mentoring are vital tools in developing the workforce, most especially in enhancing quality practices at the point of care, and also innovating these practices. According to Abiddin (2006), mentoring and coaching are factors which are vital in developing people in their professions. As such, these two are related with career and self development and professional growth (Abiddin, 2006). In line with this assertion, this paper will discuss about the current relevance of mentoring and coaching in nursing in today's healthcare; how it influences both healthcare and nursing; how it is integrated into clinical practice; and how it is used in the clinical setting.
I believe the mentoring experience to be a valuable one for both the mentor and the mentee. In the educational system that exists today, students from majority groups and positions of privilege are more often set up for more success and opportunity than minority groups and lower income families. This system subscribes to a myth of meritocracy, which we read about in the article by Lorriz Anne Alvarado, Dispelling The Myth of Meritocracy, Lessons For Higher Education and Student Affairs Educators. This is the idea that the American Dream is achievable to all that work hard enough, where rather the reality of it is that the United States has a history of racial and class based exclusions, where k-12 education is “uneven on lines of race and
Mentors should be committed to being mentors on a long-term basis. They should be able to maintain the relationship they will establish with the mentees.
Having an effective working relationship with a student is an important goal and will underpin all other aspects of mentoring (Walsh, 2014). It is advisable to build this relationship quickly and effectively within the first week of the student’s placement, this is known to be the mentor’s responsibility and allows the mentor to demonstrate to be organised, productive and welcoming (Walsh,
According to Moseley and Davies (2008), Mentor's role can be defined as a person who will be responsible in assisting and guiding for each student under his supervision. Therefore, has become obligations as a mentor to provide continuing education and guidance on all students under his supervision. This is because, mentor is someone who has the experience and knowledge more in their respective areas compared to students. Because of this, it is a student’s responsibility to follow all instructions given by the mentor during the process of teaching and learning is taking place.
The transition from a student for eighteen or more years to a professional working individual is anything but simple based on my present experience. This transition has been a unique learning experience with mixed emotions and self-recognition. To help with my transition from a full-time student to a young professional I have participated in three distinct activities in particular. Over the last semester I have attended one career fair, researched about my field of interest, and joined a professional network.
During my time at Arizona State University, I was given the opportunity to mentor freshman students. This position allowed me to lead incoming freshman that were interested in the School of Life Sciences. I provided them with insight toward succeeding in curricula, assistance in course registration, and information on how to find volunteer, research and work experiences. In the beginning of my mentorship, I was teaching in an authoritative manner, but I wasn’t receiving a positive reaction how I anticipated. I tried several approaches which targeted different personalities and behaviors. I discovered that being mindfully present is essential to engaging my mentees toward improved performance in life. Most of the mentors I spoke with agreed
Essentially, this questionnaire was converted into a handwritten open-ended questionnaire to serve the purposes of this study. Additionally, an inventory list also intended for paper and pencil administration was converted into an open-ended instrument for the purposes of this study (Refer to Exhibit B - Pages 2 and 3). This instrument contains one hundred words in alphabetical order which may or may not describe a mentor. The researcher saved this instrument for the very end of the interview and meticulously requested the interviewees to respond verbally with a “no” or “yes” answer to each descriptive. If given a response of “yes” to a particular descriptor, the researcher required further explanation and asked the interviewee to elaborate by providing an example of how a mentor exhibited that particular characteristic. For example, if an interviewee responded with a “yes” to the “commitment” descriptor, then an interviewee response explained mentor commitment by indicating that “the mentor always arrived early for a