Peer Mentor Reflection

The FIG mentor position requires using my position as an upperclassmen to help freshmen in their first semester and after should they continue to keep up with me. This broad description needs to be executed in several ways throughout the fall semester, including academic help, social help, and emotional help. All of these are areas where freshmen could lose the balance they had in high school and need a little bit of guidance to make sure they continue to succeed in college.

Secondly, a quality minister/mentor has a reflective mindset. As a minister, one will tread uncharted waters and he or she must not fear failure or overexploit success. It is imperative for a minister/mentor to approach both failure and success with a reflective spirit to ensure growth. I have seen this exemplified in my long time mentor, Bill Black, Executive Director of Smoky Mountain Resort Ministries in Gatlinburg, Tennessee. There is a constant air of unprecedented change within Smoky Mountain Resort Ministries. He braces change with creativity and tranquility and reflection. Not every ministry opportunity goes according to plan, however, he has effectively taught me to take every moment as a learning experience and diligently reflect

This is my reflective account of my performance as a mentor in a clinical setting, assessing the learning environment and the strategies used for teaching and assessing a newly qualified theatre nurse.

Since my time at Sparks Elementary I have only been able to observe two routines that my mentor teacher has done with the other 3rd grade teacher’s. To start off the morning, Mr.Locklear meets his class in the cafeteria to greet them before the day get’s started. The teachers then instruct the student’s to set their backpack’s in their designated area and take the materials needed for their first rotation of class. When the student’s have set there belonging’s down, the teacher’s line up the students in the middle of the common area, where the student’s will be lead to their special’s classes like Music, P.E and Art. While the student’s part take in special’s, Mr. Locklear takes care of any last minute assignment’s or note’s he need’s before he start’s teaching his first class. He also take’s part in a weekly meeting the 3rd grade teacher’s conduct to go over any announcement’s or strategies. Once the student’s come back from special’s, Mr.Locklear starts off his math lesson with Mrs. Sanchez classroom. As soon as the student’s enter the class, they are instructed to take out their journal’s and engage with what the teacher is teaching for the first 10 minutes of class. In those first few minutes of class Mr. Locklear introduces the topic or objective that the students will be learning and engages them to participate in the examples he places on the permithian board. He then has the student’s break up into group’s to do their daily math station’s. While some student’s do

In this paper, we were required to write four pages about changes a peer could make to their paper. As I already struggle with finding changes in general this was challenging for me, yet I worked my hardest to try and find any high and low order concerns that I could for them. In the end this paper is all about helping push another person along and getting them to the place that they wish to be. As I looked through the paper over and over, I could hardly find any mistakes that needed to be fixed due to my skill level in this subject. After some time and little hard work, I began to pick up bits and pieces that could be changed within the paper. I made the notes that I felt necessary and worked to try and make the paper that best that I could for them.

The goal of the Pre-Health and Science Peer Mentors Program is to help first year African-American students with pre-health interests engage fully in the Washington University experience. As one of nine mentors, I was assigned multiple students and tasked with helping them maneuver through the myriad of challenges associated with entering Washington University. Even as the mentor, I found this experience valuable as it allowed me to reflect upon my past challenges and translate these experiences into advice while developing a community amongst other pre-medical minority students. I attended training meetings, and met with my mentees multiple times during the

To ensure future funding for his plays, Shakespeare spent a great deal writing about the qualities of a good king and a bad king so that the audience could compare them with the qualities of the current king. At the time, King James I sat in the English throne. Shakespeare knew that the king held the purse strings to his productions, so he made sure to glorify King James through his work. Shakespeare showed his support of the king by introducing James’s lineage into the play as a righteous, kingly lineage whose attributes mirrored gracious King Duncan’s attributes.

Wow! This first marking period flew by! It was long but also short, seemly taking a long time to get by but also breezing through like the wind through a flag. Every day at the beginning of class, we do this activity called Mentor Sentences. We read an excerpt of text and identify the figurative language or other writer’s craft in it and use that to write a sentence with those same techniques. I think that is has been really beneficial to me because I have combined certain strategies that I have not used that often. Every week we get syllabi, (which becomes a syllabus when you have a lot of them) and it outlines the week’s work for us. It’s really helpful because then you know all the due dates and you can work a little on each thing and you’ll get it all done. Each week we also have Root Words, where we take a root of a word, learn it’s meaning, find words with that root and that meaning and use them in sentences. Some examples of our root words are acou, which means hearing, aster, which means star and bibl, which means book. Remember that One Pager I made? Yes, that poster thing that I made and I furiously scribbled on it on the dinner table until I thought it looked okay. Mrs. Thompson hung them outside the classroom and lots of kids are up, and it was really cool to go out and look at all of them. This marking period, we held a dead verb funeral to bid them farewell from our writing. It was funny but also a little gloomy because of the poems that other students were

I am writing in response to your posting regarding an available position for the peer mentorship chair on the management society. With your position description, I believe I am great candidate for this position.

A classmate recently characterized the first semester at F&M as a roller coaster ride. During the first week including orientation, every incoming student is excited to start class and tries to make friends in this new setting. Then classes start and all of a sudden everything starts moving at a rapid pace as a roller coaster. Some students adapt to this change quickly while others get overwhelmed and start looking for help. I was lucky enough to be one of the students who adapted quickly, and I consider my MA played a significant role in acclimatizing me to F&M. I believe I can be a great mentor to my peers especially in academic matters that are missing from orientation. During my orientation, faculty and HAs talked about alcohol consumption,

Professional mentorship has been identified as an important component of professional engagement, professional growth, and advancement. In his career, the author has encountered different mentors who have made an impact in his life. “To be successful in any field, aspiring leaders require role models and guidance…. A mentor affects the professional life of a protege by fostering insight, identifying needed knowledge, and expanding growth opportunities” (Hollister, R. L., 2001). As a junior registered nurse, the author was mentored by Ms. Carol an Emergency Room (ER) who identified his leadership skills and started allocating roles and responsibilities. This was not without challenge, the author faced opposition from senior nurses and other

My sophomore year I was accepted into the peer mentor program at my school. Peer mentoring for people who don’t know is a program where sophomores, juniors, and seniors mentor the freshman students we are also heavily involved in working with the special needs students. Every week we meet with our group and go over different topics about high school and sometimes even life. My first year with a group I had a very tough group of kids they never listened to me always talked over me and they would say awful things about me behind my back. It was very hard and that whole year but looking back on it now I can honestly say that finishing out my year with that group of kids was my biggest accomplishment. I worked so hard every week to be prepared

After completing the self-assessment for module #2, I was a bit surprised to discover I scored 40% in directive supervision and 40% in nondirective supervision. Before completing this assessment I thought for sure I would score higher in collaborative supervision. However, after learning more about Glickman’s supervisory approaches, I quickly realized that my definition of collaborative supervision was not accurate. I thought collaborative supervision was one size fits all. I believed teachers needed and wanted reflective problem solving with the goal of working together to figure out a solution. What I didn’t take into consideration is where the teacher was in their personal and professional development. It makes sense to me now how collaborative

These two major pieces, the nature and the realization of conversion are reflected in what we believe, our theology. So Luther further reminds us “Conversion changes man so that he can accept grace.” (Tappert, 1959:537.83) But not just any old kind of grace, but the grace of God! Luther put forth a very Lutheran theological understanding of conversion, in which we are “saved by grace through faith,” which is a gift to us (humankind) from God. But God does all the acting; we are just merely beneficiaries of God’s grace and mercy.

As an educational leader, I have encountered several new and existing school policies. I never thought deeply about the various processes and the stakeholders involved in policy formulation and implementation. This semester I am engaged in the course Managing Educational Policy as School Leaders (EDLM 6005). This is Semester III, 2016/2017. My course coordinator is Dr. Timar Stephenson. Dr Stephenson was my course coordinator once before and was very helpful whenever I needed clarification or when I had a difficulty. I am thrilled to embrace the new ideas and learning opportunities embedded in this course since it teaches issues which I experience at work. Dr Stephenson, during his introduction reminded his entire class that success in this course would only be realized through hard work, dedication, and commitment. Therefore, it is imperative that I have the right attitude as I navigate this course. The course involves seven weeks of intense work. I am pleased to have a wonderful group facilitator by the name of Rhonda Joseph who has already given us a BBC to explain the requirements of the course and our first two modules.