MODEL Program: A Case Study

An additional weakness is that relationships may fail to follow through if a mentor or mentee fail to show up, or from a mentor cancellation with little reasons why (Moodie, & Fisher, 2009, Moodie, 2004). To reduce early endings of mentoring relationships, and increase the positive impact on youth development, BBBS should implement an effective method of screening to ensure that potential mentors are committed to helping the adolescence thrive over a significant period of time, not just short term (Wesely, Dzoba, Miller, & Rasche,

Technology in the classroom is important for teachers, parents, and students alike, because technology use has become a necessary skill for survival in today’s vastly expanding technology driven global economy. Research has shown an increase in student’s success rates when exposed to technology in the classroom. Also technology has opened lines of communication between educators and parents to keep students on track, and help teachers educate better.

As we age, our lives are divided into stages with inescapable hardships. The most difficult of these stages has proven to be adolescence and young adulthood, the years in which our personalities are defined. This juncture is the pinnacle of maturation, however, it is gradually becoming a plateau wherein inactivity is most prevalent. It is indisputable that American children and young adults alike are lingering in their youth for far too long. Many in their teens and twenties are holding tight to the freedom of childhood by depending on their parents, refusing to settle down, and avoiding responsibility. Through their lack of independence, inability to commit and their indolence, certain action must be taken against adolescents

Mentoring has arguments both for and against its effectiveness in relation to at-risk youth. These programs have been known to help in areas of self-esteem, attitudes toward drugs and alcohol, grades, attendance and disciplinary problems in school. Although, the scope of at-risk youth can be quite narrow, if administered correctly it can be inclusive of all teens with emotional and behavioral problems. These programs should not be considered a quick fix to such a large problem, but it can be used as a means to an end.

From birth to adulthood, children go through countless emotional, academic and social transitions. Towards the culmination into adulthood, young adults experience a transition from middle school to high school. When students transition from middle school to high school, things change as they head into adulthood, there are several new social and academic adjustments ahead. Such as, peer pressures, navigating a new environment, bigger challenges with classes and homework, and peer pressure. Schools often try to develop programs that will help students successfully make this transition. One tool that can assist in making the transition seamless is an onsite mentoring program at the high school level. A school mentoring program could offer assistance in many areas for example, tutoring, time management, behavior, social skills, and development of positive relationships. At risk students can benefit greatly from a mentoring program. The past decade has seen widespread enthusiasm for school mentoring as a way to address the needs and problems of youth (Herrera, Kauh, Cooney, Grossman & McMaken, 2008). In the last seven to ten years, high school mentor programs have become very popular across the country.

The Lincoln County Needs Assessment quoted a recently released national research report that indicated mentoring is one of the keys to academic achievement and keeping students in school and on track. This new research reinforced the growing body of evidence that mentoring is also a critical asset in helping America’s disconnected young people to persevere and find pathways to meaningful and productive lives. (America’s Promise Alliance, Civic Enterprises and Peter D. Hart Research Associates, 2012). In the Executive Director’s View section (#3) of the 2014 Lincoln County Needs Assessment, when asked the question “Is there another provider or program you can think of that would enhance the effectiveness of our local system of the care?”, the reply was “Expanding the therapeutic mentoring program based on its effectiveness in reaching kids with varying degrees of mental health needs and the ability for mentors to get

Although school based mentoring is more cost efficient over community based programs, involving less frequent support for mentor-mentee matches and shorter assessment processes, they may block some capacity of the organization to develop solid, long term school-based matches. In contrast to MODEL, BBBS youth are referred only through their parents, and mentors meet with youth only about two to four times a month to play the role of friend and guidance provider. MODEL believes a one-on-one relationship needs to connect more consistently than a few times a month and should be more actively involved in their academic life. A mentor that meets their mentee at least a couple times a week can have a greater impact and connection they develop. MODEL hopes to do more than meet the basic needs of youth development. It hopes to promote more guidance and support in all areas of a young person’s life in order to help them reach their

Technology is everywhere, it is involved in almost every part of our culture. It affects how we live, work, play, and most importantly learn. With technology being such a fundamental part of our lives and growing each day, it only makes sense that schools incorporate technology in the classrooms. Even though many people support the use of technology in schools, there are those that have concerns about the effectiveness of technology and whether or not it undermines education to solely prepare students for the workforce. Despite the concerns, technology is being integrated with classroom lessons daily, and proving how beneficial it is for student success.

O’Hanlon (2007) conducted a technology study for Texas immersion program for high- risk, high-need areas of the state, where middle school students were equipped with laptops for learning. The program yielded positive results and reflected in better communication skills for the students, teachers, administrators and their community.

The practical application of technological tools in public schools across the United States has accumulated an excessive amount of both issues and benefits. The particular amount of funds spent on technological tools was prompted by a thought that children will be able to explore, evaluate and assess information much faster, effectively and positively due to the fact that technological advancement is evident on a global scale. This particular analysis will determine the learning gap that exists as a result of students’ lack of engagement with technology in public K-12 schools across the United States.

Juvenile mentoring programs have shown to be extremely successful for both mentor and mentee. Mentoring programs builds connections and within those connections there is guidance, support, and knowledge being shared on both ends. Mentoring at risk youth is essentially to improve academic achievement, improve interpersonal skills and for personal development. Choosing between cross age mentoring and peer mentoring has to be intentional and should be based off of what the youth needs.

As we navigate through the 21st century, technology in the classroom is becoming further predominant. iPads are replacing our textbooks, and we can research any desired topic on our smartphones. The impact that technology has had on today’s schools has been utterly momentous. Educators have now seen firsthand the numerous benefits of technology in the classroom. According to a study by IT Trade Association CompTIA, around 75 percent of educators have come to the conclusion that technology has a positive impact on the education process. Educators have also recognized the significance of developing these technological skills in students so they will be prepared to enter the workforce after they graduate (Cox). By incorporating technology in the classroom, teachers are setting our students up for a successful life outside of school. The increase of technology has even changed how teachers teach along with how

Technology has made great strides in the past 20 years. It plays a very important role in our lives today and even plays a critical role in the way students learn all over the world. Unfortunately, students now rely on technology instead of learning key fundamentals. Technology has replaced the need to learn and most answers are just a google search away. Technology has also become expensive and lower socioeconomic school districts have found affording the newest technology difficult because of their lack of funding. Technology is a great learning tool when used appropriately. The lower socioeconomic school falls behind in the expanding frontier of technology in the classroom because they cannot afford it compared to their counterparts and results in a gap in education. The development of technology in the classroom has caused students to fail the learning of fundamentals and has exploited lower socioeconomic school districts.

Education is one of the most important professions in the working world. Technology has done many things for us in today’s society especially for education and schools. Technology in the school system has impacted the students and teachers in many positive ways, including virtual field trips, testing tips, teacher resources, class web sites, and lesson plans. With computer use in our schools, we have access to many different sources and various types of learning.

The complex social and historical foundations of education are rooted in the need to create a population of citizens capable of contributing to the continuing economic and political stability of our nation. First we were an agricultural society, then industrial, and now we are educating students for futures with that are yet unknown (explainvisualthinking, 2007). The new dynamic, created by the recent and rapid expansion of technology driven globalization has created the compelling need for technology infused education in our schools (Friedman, 2005). As an educational technology leader, I collaborate with other educators and families to create technology initiatives that will support educational technology in our schools.