Fast Track Mentor Analysis

      I selected my student from one of my students that I viewed to have some of the worst behavior in the class. I am at Bond Elementary School which is an intercity school. Most of the school’s student population comes from subsidized housing (the projects). I am in a first grade class of nineteen students. While performing my duties at in Mrs. J Williams Classroom I became very eager to observe as well as work with a student by the name of Ja’Von W. Ja’Von is a six year old, I recently found out that his mother is on drugs and is being supported by his sixteen year old brother. Many of the students that I have observed in the classroom have had behavior problems and issues with their

Often times it’s the student’s needs and the school being unable to meet the student’s needs that lead to the student being disciplined. Kids who are behind academically, and unable to perform at the same level as their peers often act out in frustration or humiliation (Noguera, 2003). Once these students are labelled as difficult, incorrigible, and unteachable they tend to believe these things about themselves and act out more in class which leads to a cycle of discipline that can ultimately lead to permanent expulsion. For some of these students, these continued rule violations lead to run-ins with the police and the criminal justice system. School administrators who are at times frustrated themselves from failed attempts to steer children from a “bad path” don’t realize that in throwing their hands up and giving up on these students, are in a way helping shuttle students from school to the penitentiary (Noguera, 2003).

History: This student has been on our campus since Kindergarten. At an early age, he was brought to the Response to Intervention Committee for behavior concerns in the classroom and bus. Over the years his behavior has had its positive and negative effects on his academic areas with a large concern in English Language Arts. He has been a Tier 2 or Tier 3 student in reading since first grade. He is currently receiving a reading intervention, however at the fourth grade level there is an urgency to provide an intervention in writing.

hitting, kicking, cussing, and biting. Often times, I met with the principal about how things

My brother is a nice young man. He truly is. But my older brother has made many mistakes. He often forgets to study, which results in him failing tests. He is forgetful, which results in him missing important opportunities that he could participate in. And finally, my brother has made some dumb mistakes. He’s gotten drunk on school nights. He’s forgotten to take his medication and as such has gotten dangerously sick. But, the lessons that my older brother has learned from all of these mistakes have propelled him towards a bright future. The merit of these mistakes is that, if my brother has made these as an adult, he could’ve lost a job, a home, a family, but, by making these mistakes in high school, where he is surrounded by other teenagers who have messed up like he has, he has learned his “lesson” without being rendered unstable and unsure. High school provides an environment that encourages mistakes so that students can be prepared from adult life as they have been educated about their mistakes and learned the consequences of these

Even though punitive approaches to discipline issues have proven to be ineffective, and even counterproductive, many educators and school districts still maintain a zero tolerance policy. It is crucial for the school administration and the educators to ensure that for both general education students and those who suffer disabilities, better discipline strategies and practices be instituted. These methods ensure the safety, dignity, and integrity of the student, the school community, and the learning environment. Moreover, they also address the causes of the misconduct, which improves long term outcomes and positive behavioral skills.

God placed a desire in her heart to make a difference in the lives of children specifically to help heal and show love to those who are products of broken homes such as single parent homes. This has led Keah to become the COO of Sage Kids. She diligently works alongside the mentors of Sage Mentoring to create programs that are similar but uniquely formatted just for the children of the mothers who receive mentoring through Sage Mentoring. It is clear to Keah that God has called her for a purpose of nurturing, teaching and building up the children who at times are the forgotten, overlooked and fighting an uphill battle due to the circumstances they find themselves surrounded

I am interested in participating in the NAHSE mentoring program because I would like to get feedback on developing a strategic plan for career advancement. I am hoping that I can gain realistic and practical advice on how to better shape and approach my next career move so it can align with my overall career goals. I hope the mentor/mentee relationship is able to allow me to have a wise ally that can help challenge me to see all possibilities, not just the ones within my reach.

As a recent new graduate I have had several different mentors through the process of obtaining my license. The one that stands out the most is one of my coworkers who I worked under during the new graduate residency program. This individual was not only my preceptor, but a mentor to me. She had qualities that I aspire to have as I grow as a nurse. She was a leader, loved to learn and teach, encouraged, and was very supportive. She is one of a few nurses that I can always turn to when I need assistance and she is always willing to teach and help.

In my work as a teacher, many of my most meaningful accomplishments come from the intangible but incredibly satisfying feeling of instilling self-worth in my students. My students entered high school branded as failures, and have often been taught that if they wait around long enough, eventually they will be passed to the next grade or stage in life. One of my students, Laquan, was preceded by his reputation. A bright student known as a somewhat chaotic classroom influence, our time together had a rocky start. During the first week of class, I caught him handing out alcoholic gummy bears to my first period class. This set the tone for a similarly difficult trimester, which he ultimately did not pass.

When I completed high school, I started a tutoring class in which my friend joined me. There are many children from poor background in the slum near where I live who could not afford holiday tutoring offered in other places. As we were just out of high school our memories and knowledge was still fresh. We initially had a class of just five students but the number grew to over twenty in one and a half weeks. We teach them Math, Physics, Biology and Chemistry. I take Physics and Chemistry. This was a success and it gave me inspiration and motivation. I felt happy knowing I was changing someone’s life directly by helping them improve their grades. It inspired me and made me want to help as much people as I could. It also helped me in gaining confidence

Up until February, Dawn Hutchison had been my manager. In March, James Foster became my new manager. Throughout the months, I have involved both of them with my project. Today, I presented my PowerPoint presentation and Dawn did not show up. However, James was in attendance and filled out the Executive Mentor Evaluation Form. Will this be a problem?

During my internship at Tenaya Middle School, I was able to assess many students. However, for the purpose of this assignment, I will only be discussing about one student. The student I’ve chosen to write about is a 7th grader who has 2 D’s and 2 F’s letter grades. The reason why this student is on my caseload because she was identified on the Early Identification & Intervention System (EIIS) as at risk because she has 3 or more D’s and F’s letter grades.

While involved in Link Crew, a mentorship between upperclassmen and freshman, two students and I led a classroom of ninth graders. One student was failing most of his classes and was uncooperative in the class activities. Finally realizing we were only there to help he asked for assistance with his homework. Each class we tutored him but mainly gave him encouragement. By the end of the year he had all C's or better. The experience gave me a new perspective and I realized it is not entirely the students fault for their low grades. Some people understand concepts immediately while others struggle and have to put twice the work in to understand. His accomplishment means so much to me; it made me appreciate, admire, and respect teachers more than

Because I feel that he seeks attention and that he might not know how to express himself all of the time, the expectations will include keeping his hands to himself, not destroying other’s work, no throwing items, and no yelling. The consequences to these expectations would be based on a “three strikes and you’re out” plan. If during the day Marvin does not follow the expectations, the first two times will be known as “warnings”. I will try to find out why he acted in that specific manner. To do this, I will ask him questions regarding the situation to find out what triggered his behavior. During this time, I will also pose the questions to Marvin how he should have handled this situation and what he will do the next time the situation arises. If Marvin breaks one of the expectations a third time, he will lose classroom responsibility and serve a time-out for five minutes. After the five minutes, he will be allowed to join the class, but he will not be given his classroom responsibility