Mentoring Analysis

Criminologist James Fox of Northeastern University predicts that murders committed by teens will skyrocket as the population of kids 10 and under is higher than population of 21st century teens by 20%. (Stephens) Mentoring is the act of helping out someone that isn't as knowledgeable or experienced in different areas. The goal is to make them leaders. (Patterson)

Clutterbuck & Megginson (1999, p.17) describe mentoring as being like ‘standing in front of a mirror with a trusted other, who can help you see things that you do not know how to see, or that have become too familiar for you to notice’. It is a helping relationship between an individual with potential and an individual with expertise. This multi-dimensional relationship is a partnership between those in similar roles, who can support each other. A number of roles of the mentor have been listed by Bolton (2010, p.193): role model, enabler, teacher, encourager, counsellor, befriender, facilitator, coach, confidante, supporter and ‘un-learner’. To be successful roles and responsibilities of those involved need to be clear and they need to be matched to each other and understand expectations of them.

"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."

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

Over the course of the past few weeks, this course has enabled me to put to practice some of the basics of mentoring in a practical setting. In this case paper, I will document the final coaching session between my co-worker and myself. As always, before getting started I worked on a pre-coaching plan in order to lay the foundation for our meeting and help myself prepare for when I meet with my mentee. Next, I will discuss the facts of the coaching session and how well we were able to accomplish the goals of the meeting. Then the different successes and challenges will be mentioned as well as the lessons I learned from each. Finally, I will reflect on the areas of myself or my coaching style that need improvement and how I plan to implement those changes. First let’s take a look at what went in to developing the pre-coaching plan for this meeting.

Attached is a completed application for the mentoring program I would like to pursue. Not sure if I have overstepped my boundary, but I have discussed this with my RA, Nick Lalpuis, and he supports the proposal. I also discussed this with Laura Watson this morning and she is in agreement with it as well. Please advise if there are any additional documentation or steps I need to go through to get

Effective mentoring can have significant affects on at-risk children. Positive mentor-mentee relationships influence high outcomes, socially and academically. This paper will look at the development, difficulties, and outcomes of mentoring in order for it to meaningfully influence the lives of at-risk children.

Throughout my high school years, and the past year especially, I feel that I’ve grown and matured while developing my skills in multiple areas. Through participation in community service events and employment, the experiences I’ve gained have caused me to want to continue expanding my knowledge in a university setting.

A mentor however has to understand his role and not get caught up with his mentee too personally and possibly emotionally as this can affect his judgement in giving out advice to the mentee in vital situations.

Program participants will meet regularly with the mentoring/outreach coordinator to discuss barriers to program goals and participation. The coordinator will use community volunteers, peers and family to mentor and the business community provide transitional employment and training. These sessions will be small group discussions with individual encounters as required.

I can make a great impact on my campus as a teacher leader by following the model of mentoring new teachers. This upcoming school year, I will have two new teachers coming on campus to teach third grade. This article was perfect timing for me to process how to best serve these teachers as a mentor using one instructional process at a time. Mentoring is not a buddy, but an instructional support member focused on improving instruction. In addition, our campus is a firm believer in the discussion based teaching. Brondyk and Stanulis state, “as students articulate their thinking and analyze and respond to the ideas of others, they learn to formulate arguments, deepen their understanding of the content, and develop critical thinking skills” (2014,

Earlier research distinguished two types of mentoring relationships; instrumental and psychsocial (Flaxman, Ascher. & Harrington, 1988). The findings from these studies are mixed, but would be difficult to interpret in any case given. Differences between ethnic/racial groups are also found within the United States. Developmental differences have significant implications for mentors to work with children and youth of different

The benefits of mentoring is an important tool to help address dropout risk factors and help ensure that young people are supported in their effort to graduate from high school. Youth mentoring is a simple, yet powerful concept. An adult provides guidance, support and encouragement to help a young person achieve

This essay will start by defining mentoring, and giving a brief understanding of mentoring. This essay will then go on to identify and evaluate a number of key factors that may influence the effectiveness of a mentoring relationship. This essay will focus on the example of mentoring within schools and a learning mentor to be more specific.

With the development of the more organic and less formal organisational structures the role of mentors has shifted with these changes. Unlike previously where mentors where seen as formal trainers who taught newcomers the processes and got them acquainted with the cultures and the systems within the organisation. Which required good interpersonal skills and a good knowledge of the activity or tasks the mentee would have to undertake, and be able to effectively relay or demonstrate the tasks or activities to the mentee. As opposed to more recently where a mentor would have to be more of an emotional counselor and demonstrate more skills than were traditionally required from