Mentors In The Classroom

Piaget and Vygotsky have antonymous beliefs when dealing with the concepts of cognitive development. Vygotsky believes in development through social behaviour whilst Piaget believes in individuals acquiring knowledge on their own. Both however, believe that the interaction between development and learning hold significant implications for a child’s growth. This essay discusses some of the philosophical beliefs of each theorist in regards to a scenario based in the classroom of a year five teacher named Ann. Ann reinforces classroom lessons through the outdoor environment, exemplifying Piaget’s theories of constructivist based

Jean Piaget and Lev Vygotsky both agree and disagree in the area of the Nature/Development of Intelligence. Piaget and Vygotsky agree on the idea of constructivism, the certainty that cognitive development happens by accumulation to and building from what is previously recognized and learned. Piaget was a trivial constructivist, he believed that individuals acquire knowledge by interacting with their environment and building on their knowledge and understanding of their environment. On the other hand, Lev Vygotsky was a social constructivist, believing individuals acquire knowledge through social interaction and learning from others. They also both agree that the restrictions of intellectual growth are defined by social interactions. Individuals acquire knowledge from interactions that they have already been exposed to and what other people can teach them, whether if it other children that are older than they are, adults in the life, or teachers. Jean Piaget believed that individuals acquire their knowledge by interacting in their environment, and it comes as a direct outcome of the individual’s actions on to their environment. Piaget believed that individuals must learn before they develop (Educational Psychology). According to Jean Piaget’s theory, the order of acquiring knowledge is an individual acts upon their environment, learning from the consequences of their actions, and then developing knowledge and understanding of

It takes a lot of commitment to be a mentor, an appropriate meeting time needs to be discussed between mentor and mentee so that it doesn't conflict with family, school, and/or social life. Mentors are usually provided for: troubled teens, young children with busy parents that work, children or teens with special needs such as Autism or ADHD, or anyone under or over the age of 18 who needs to have one on one time with someone they trust and can talk to confidentially.

Mentors are influential, senior organizational members with advanced experience and knowledge committed to providing perception to a mentee’s career development. A mentor supports a mentee’s views of self within a work role as well as it supports the mentor’s sense of self for the valuable wisdom and experience they have to share.

Mentors serve as a confidant, counselor, guide and advisor to a participant. They share an understanding of the organization, its mission, and the formal and informal operating processes, and share experiences which contributed to their own success, setting an example for the participant to follow. They assist the participant in career development ideas or for pursuing career opportunities. Mentors encourage participants to become more efficient and productive in their career field through self-development and other activities, and suggest appropriate training and developmental opportunities to further the progress of the participant toward leadership positions. The Mentor will provide input to the participant 's supervisor in developing their Individual Development Plan (IDP), helping the participant to set clear, realistic career goals and periodically reviews progress, making constructive suggestions on career development. Vitally important, the Mentor must ensure the mentoring relationship remains visibly and consistently professional. Mentors must ensure that their meetings are for clear purposes related to mentoring, that there is visible progress by the participant toward legitimate mentoring goals, and that office relationships between the mentor and participant

Point Definition: Mentors are people who provide new employees or interns with knowledge and skills in their area of expertise. Levinson states, “Mentoring is an active creative process that demands energy and commitment invested in another person’s career” (165). Mentoring is often a two-way street between the mentor and the mentee. There has to be equal involvement and interest in order for the mentee to become successful.

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.

1. I want to be a mentor because of how much fun it seems like it is. I also want to help people that need it and maybe might not show it. I can listen to people well and get what they are feeling. Some skills that will make me an effective mentor are video editing, I am good with technology, and how well I can understand people.

One of the primary complaints I hear from my fellow students concerns the schism between college faculty and the professional world. Specifically, students hoping to enter the business world are learning from professors who have never been employed outside of academia.

A mentor is a person whom has greater professional authority. It is a person whom is several years old than the person that he or she is mentoring. He or she also needs to have more experience in organization or field. This person acts as guided into the aspiring occupation. Throughout the process, the mentor provides direction and support. At the same time, a mentor must find a balance between being a parental figure and peer in the relationship. Unfortunately, If there is too

Many theorists throughout the century have developed concepts that have analysed and explained how a child learns during their schooling years. Educational theorist Lev Vygotsky produced the social development theory of learning. He believed social interaction is the primary cause of cognitive development. He named this the zone of proximal development. There are many approaches to learning in the zone of proximal development such as scaffolding, reciprocal

In the world of psychology, Jean Piaget and Lev Vygotsky are considered to be very prominent figures in the area of cognitive development. Both of these men considered themselves a constructivist, which entails a viewpoint that is concerned with the nature of knowledge. In their lifetime, both of them made contributions in the area of education and even after death, their theories still influence teaching methods. The purpose of this paper is to show some similarities as well as differences in the theories of Piaget and Vygotsky and what can be gained by having a better understanding of their theories.

Lev Vygotsky is one of the earliest proponents of a constructivist learning theory. Although he only lived through the early 1930s, his work was largely unknown in the West until the 1960s (Learning Theories Knowledgebase, 2012). His significant contributions to constructivist learning theory include three important distinctions. First, he purports in Mind and Society: the development of higher mental process (1978) that “social interaction between people plays the first fundamental role in the process of cognitive development” (explained in the Learning Theories Knowledgebase, 2012). This means we first learn by watching others and discussing new information with others, only then do we attempt to use our own cognitive systems for storing that new knowledge individually. “Vygotsky focused on the connections between

Constructivism is connected to the theories of Piaget and Vygotsky. Piaget believed that cognitive development occurred in four stages that have distinct developmental characteristics.  He theorised that all information is organised into ‘schemas’, and this refers to the manner in which a child organisesand stores information and knowledge received. As new information is received, it is either incorporated into existing schemas (assimilation) or new schemas (accommodation) are created (McDevitt & Ormrod, 2010).  Vygotsky’s theories compliment those of Piaget and place a greater importance on social interaction as he considered cognitive development predominately was achievedthrough social interaction.  Vygotsky believed that learning could be accelerated with the assistance of a more advanced peer or teacher.  This concept is referred to as the zone of proximal development (ZPD) and works in conjunction with the theory of ‘scaffolding’, where a teacher provides support to student and as proficiency increases the scaffolding is decreased (Marsh, 2008). Evidence of scaffolding is seen throughout the Maths video as Ms Poole provides an outline of the lesson and the goals to allow students to establish a focus.

Lev Vygotsky believed that we base our knowledge on social interaction and this is called social constructivism. Vygotsky believed that when a student is in the “Zone of Proximal Development”, providing assistance and encouragement from a knowledgeable person; parent, teacher, peers, will give the student enough support to better achieve the task at hand. The presence of a support group