Recommended: Socioeconomic status and the academic performance
I learned how to differentiate my approach in helping the students at level they were at. I am interested in teaching in a middle school setting because I’ve come to see how important it is to get a student to be invested in their education while they are in middle school. Studies have shown that the education gap widens by the time an African American student reaches middle school. I want to be in a middle school setting to help bridge the education gap, one scholar at a
As I strive to achieve great academic success and leadership at Montana State University, I hope that my previous experiences will catalyze this process. Using my interests in academics, participation in extracurricular activities, and my own strengths, I hope to become a strong leader. I know I can achieve being both a scholar and an example for other students by utilizing my previous experiences. When I start my journey at Montana State, I expect to find students with common academic interests as myself. My goal is to connect with these students, who appreciate education in a similar way I do, in order to help each other understand topics or lessons that we will learn.
Messacar and Oreopoulous (2013) also suggested that mentoring programs for low-income or at-risk students might help to provide positive role models for students, such as administrators or educators. If students know that there is someone who has high expectations for them, they are more likely to be engaged and have lower rates of absenteeism and tardiness as well as increased rates of graduation. If James City public schools were able to create and follow through with some form of mentoring program for those students in need, perhaps they, too, would see their graduation rates
Before 10th grade, I had an insufficiently rigorous course load to yield a competitive GPA. After taking the most rigorous classes for a year and boosting my GPA, I have decided to help my classmates tackle the competition at my school by helping them organize their schedules and classes for future academic years. I have reached out to these classmates through class projects and tutoring sessions. So far, I have helped about five teenagers become competitive. I have also frequently volunteered at a local food pantry.
As a first generation college student, I didn’t have mentors to help guide me. However, I did participate in mentorship program where I mentor a younger elementary student which was really inspiring for me. By helping students develop their dreams and aspirations I began to realize what I strive for which was going to UC Davis and doing what I love to
Please explain.” Among the mentors who completed the post program survey, 78% of mentors believed that the time frame of the program was adequate for their current work schedule. Of this 78%, one mentor remarked that even when they were busy during the work season, they were able to find ways to meet with their mentee. The remaining 22% of mentors stated that they missed some dates of mentorship with their mentee that they weren’t able to reschedule due to their mentor needing to fulfill their internship duties. Another mentor stated, “It was helpful to have a co-mentor so that when I knew I couldn 't be as present, I didn 't feel like I was deserting my mentee.
In addition to volunteering at local clinics, I would like to develop a program for at-risk students. I hope to create a program that would allow these students to shadow nurses, doctors, and firefighters to hopefully spark a passion and encourage higher education. Additionally, each student would be matched with a mentor who could help them navigate the process of achieving their goal. As someone who has greatly benefitted from mentorship, I would like to be a mentor to others and create an impactful mentoring program in the community I serve. I hope to have this mentorship program expand beyond the medical field and have local businesses, engineering firms,
Last semester, I started working for Greater University Tutoring Services (GUTS) as a Tutor Resource Coordinator. Though I have previously tutored economics at GUTS, the position has offered me unique opportunities to engage with the organization in greater depth and learn how it is providing educational support for more than 4,000 students on campus. As Tutor Resource Coordinator, my job is to deliver high quality academic and language tutors through creating different tutor training and leadership development for tutors. One specific example about my work at GUTS is my creation of a standardized tutor training program. Previously, GUTS had four separate tutor training programs.
I was fortunate to have a strong and loving family support system and a nurturing community that came together for my benefit. Whether it is through mentoring, tutoring or volunteering with youth events, I strive to provide the same support for the younger members of my family and community. I believe there is truth in the saying that children learn what they live, and I see it every time I work with young children. Therefore, it is my goal to someday be the kind of positive and influential role model for children that I was blessed with. I was raised to believe that you don’t make decisions in life based just on what you want to do, but rather on how you can help others and better the world around you.
Similar to LeVerne Payne, I served at an after school program for at-risk children and youth called The Master’s Workshop. I spent my time leading them in group activities, crafts, sports, music and a designated homework time. One of the greatest limitations I found myself facing in this role was a division in the power of authority. I volunteered here all throughout high school and some of the kids were very close in age to me. I found myself not always being respected for this reason.
Growing up, I attended a very family oriented school that has helped me to grow, by exposing me to people who perform care taking roles. My involvement in the National Honor Society and other activities helped me mature and required me to develop the four pillars of personal leadership, service, character, and scholarship that allow me to connect with different people outside of my peer group. Immersing myself in these social groups, guided me to fully commit to and carry out many responsibilities. Since the ninth grade, I have been a part of my high school’s basketball team, which has taught me leadership and enriched my communication skills. Being a member of high-school teams helped me understand that sometimes I need to drop the walls I keep in place to allow my team members and I to work together as one family.
How has your involvement in the AVID program contributed to your success and/or growth at Fremont High School? Being an AVID tutor at Fremont High school has been enriched my life in multiple ways and I will carry the connections I gained being an AVID tutor beyond my high school career. During tutorial, AVID helped me improve my teaching skills by forcing me to critically think and problem solve. Tutorial time pushed me to try to try to teach and make sure those I was helping understood the problems and why and how they solve them a certain way instead of just showing them how to solve the problem. I did this by empathizing with tutees, recognizing I was once in their shoes and figuring out to how to help them by thinking of what would have
I led twenty-two students during their first year of college to provide them success as students. I co-taught a class that focused on study skills, UNK resources, and involvement on campus. My ability to communicate and adapt to the diversity of the class was shown through creating different learning activities to employ in the classroom. I exemplified team work by collaborating with another instructor. Through my experience as a Peer Academic Leader, I was able to hold two counseling sessions with each student per semester to provide myself as a resource.
Many people love to talk about their accomplishments and what they have achieved in their lifetime, but as the saying always goes, “actions speak louder than words.” Growing up, starting in middle school, I was recognized on many occasions for various academic awards, excellence in citizenship, outstanding service, most valuable player, and the list could go on, but one of most meaningful leadership positions that I was chosen for, was not chosen by my teachers, but instead by my own classmates. My peers chose me to be a part of a group of special students called Peer Leaders. As seniors, we were chosen to guide, lead, and mentor the students of the freshman class in helping them make right decisions and basically forming special bonds with these students as they prepare for the next four years of their high school experience. It was an amazing opportunity that helped me realized for the first time what it meant to be a “teacher.”
Zachary,Mentoring can be divided four distinguished phases process. The mentoring begins with the preparing and negotiating,followed by enabling and closing phase. At first,in the preparation phase,the both mentor and mentee must introduce and take time to know each other which provide them to identify points of connection. After that discuss what is mentoring then they could clarify what is expected and their roles. The crucial points in this phase is that determine and establish mentee’s overall goals so that they are able to work effectively in following phases.
