How Can Personalised Small Group Mentoring, With Underachieving Students, Improve Their Learning And Attainment

Mentoring is necessary to a healthy society because it prevents pregnancies, peer pressure, & diseases. Sixth graders are in a transitioning stage from elementary to middle schools. A lot of them are experiencing peer pressure. They see friends do things and they're not sure

This study is limited to the freshman mentor program at one high school in a 30 high school district located in Maryland. Data was collected from a representative group of mentors. Interviews were limited to discussion of the role of the mentor in working with the freshmen mentees. Although many high schools have freshmen mentor programs, each school develops a unique program to fit the needs of the students feeding into their school. Data was collected from a small representative group of mentors and they were all

“The greatest good you can do for another is not just share your riches but to reveal to him his own. - Benjamin Disrael This quote is similar to a Chinese Proverb that says “Give a man a fish and you feed him for a day; teach a man to fish and you feed him for a lifetime”(Chinese Proverb). Both essentially say the same thing, and that is, you can only help someone so much until they need to realize they are capable of doing great things on their own. Higher Risk youth benefit from guidance, but once they have figured everything out they can move on alone. These two quotes apply to mentoring because, mentoring is like showing someone the way to life.

"Mentoring is a special quality, skill set and attitude," she says. "The benefits are not only between the mentor and mentee, but the future generations."

One thing I believe is a necessity in growing up is having a mentor. Having a mentor is, not only, beneficial for the mentee but also the mentor. Being a mentor is a learning experience for everyone participating, it helps people grow as a person and friendships are created when a bond if formed. Some people might think it's a waste of time for a child or that it'll never work out for a troubled delinquent but based on the research I've done, I have proven them wrong. Through-out this paper I will provide the pros and cons of mentoring and how they affect both mentor and mentee. To back up my proposal that mentoring is supporting, I will supply examples to answer the question: Is mentoring really important?

Establishing an effective mentoring relationship reminds me of the ancient African proverb, “It takes a village to raise a child," meaning that the work of raising a child cannot be done alone; an entire community must participate in providing extensive social support that child rearing necessitates. It is very rare for children in any society to grow into functioning adults without some kind of interacting from the community at large.

I believe a good mentor should have the ultimate goal of successfully teaching the student, meanwhile, guiding them properly in a manner in which he/she learns by themselves. In the National Honors Society, I have participated in a program called “Mustang Buddies”.

Mentoring in the workplace can be described as a relationship in which a more experienced colleague uses his or her greater knowledge and understanding of the work or workplace to support the development of a more junior or inexperienced member of staff.

Mentors have an important role in ensuring the acquisition of knowledge obtained at university translates into competency in practice and does not lead to the 'theory practice gap' described by Cope et al (2000). Mentors have to consolidate the knowledge taught in university into practice in the learning environment and allow the student to reflect on their performance and experiences.

Mentoring for the mentor is about challenging himself to perform to greater capabilities while nurturing a mentee and stretching them to realise their full potential. Mentors counsel, tutor and guide their mentees in developing themselves.

Merriam-Webster defines mentoring as process where a more knowledgeable individual imparts knowledge and experience to a less experienced individual (Mentoring (n.d). In Merriam-Webster). Mentoring is an effective way to assist and encourage teachers to direct their own learning so that they are able to realize their potential, enhance their skills, and become the teacher that they desire to be (Hudson 2013). There are a few differences that occur between mentoring and coaching. Firstly coaching is short-term and usually lasts for a brief period of time or for a few sessions (Stowers & Barker 2010). Mentoring is long term and can span over a longer period of time, usually for a year (Stowers & Barker 2010). Another difference that occurs when refereeing to mentoring and coaching is that coaching is driven by performance, and the purpose for this is to improve the individual’s job performance (Clutterbuck 2008). Mentoring is focused on development the reason for implementing it, is to improve the individual for the current job as well for the future (Clutterbuck 2008). This paper will examine

Specifically Learning mentors are placed in schools to raise pupils’ attainment, improve attendance and to reduce permanent and fixed term exclusions. Many schools have successfully implemented the Learning Mentor programme and assessed that the impact is evident on individuals and groups of pupils (George, 2010)

Implementing a strong mentoring program that fosters individual and personal growth within the company is vital for the future of this firm. This includes setting up and maintaining a mentoring program. The mentoring program will be set up with individuals from all levels of achievement, that are willing to devote a portion of their time to the firm’s prosperity.

Accompanied with the current shift towards more organic organisation structures and more emphasis on the learning organisation, mentoring provides a more all round experience to the mentees by getting them confident with their role with the organisation. It also improves communication throughout the organisation by allowing mentees to give feedback and learn in a not so formal fashion which helps people feel more relaxed and develops the formal and informal culture of the organisation.

As part of my introduction, I would like to mention that my research project is about mentoring where I have chosen ‘questioning’ as my strategy. In this report, I will discuss in detail about my ‘Mentoring through Questioning’, which is a key for my research project report. Here, I will cover the project’s context in which it was set, my aims and focus of the project, my justification on why I have chosen mentoring through questioning and the types of questions being used during this project, in support of the relevant literature. And then eventually, I will mention about the interactive sessions between a mentor and mentee, the reflection or the perspectives, specifying the self-analysis as well as the required feedback from mentee as part of the research strategy. Later, I will conclude this report by mentioning about the effectiveness of mentoring sessions and the future actions planned for my skills development.