Peer Mentor Responsibilities

To be a good mentor you have to have great qualities like being helpful and being really good at giving good constructive criticism. Whomever you're mentoring should receive information that is both positive and negative. You want to makes sure you give pros and cons so that your mentee can learn from them. (Patterson) Some social activities that you can do in mentoring programs include talking about life experiences, having lunch together, and visiting the mentor's home for a bonding experience. (Wexler) Although most mentoring programs usually have short durations and are claimed to be a “waste of money,” they are beneficial to girls because they prevent peer pressure, diseases, and pregnancies; encourage girls to be more mannerable, respectful, and ladylike; and results in kids being more likely to graduate high school and attend college.

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

I didn’t tell my parents anything regarding my Reg board. I think this was mostly because I don’t want them to think that I’m a ‘failure’. My biggest goal in going to college was to become more independent. I don’t think I did this as well as I could’ve, and maybe relying on others more would’ve given me better results. But to tell my parents about Respect Mentorship or my hours would make me a disappointment to them.

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.

My general goal for the year includes training the next generation of cadets. I also have some specific goals I will complete during the upcoming term. First, I think mentorship between cadets needs to step up and play an active role in week to week activities. Even though the 130th has an outstanding group of cadet leaders currently, many newer cadets seem to lack the interest or understanding to take the next step in their leadership journey; mentorship will assist in providing novice cadets with the necessary tools and encouragement to succeed. Secondly, giving cadets personalised classes through more leadership classes. Providing grade related tips from experienced cadets showcases another way to engage cadets and it would be great if the

I am writing to express my interest on applying for a peer mentor position at the Student Support Service Program. I was enthusiastic to find out that one of the positions opened up when Joyce informed me about it.

At the beginning of the semester, I wanted to get to know my students in order to understand how I could utilize my role as a peer mentor, so I decided to have one-to-one meetings with each student during my office hours. This meeting allowed me to become familiar with all of the students in the course. It also allowed the students to meet me in my office hour location, which would then make them feel more comfortable to come for help. I feel as though I have established a positive relationship with my students where they feel comfortable enough to ask for help when it was needed.

We hire Transfer Student Peer Mentors (TSPM) from a variety of colleges and demographics (veterans, non-traditional students in terms of age, work and life experiences). Most of our transfer population is still on average young, however we see an increasing number of older, previously in the work force, married and/or with children transfers in our program. The program attempts to address the needs of multiple demographics. Information on our mentors found here:: http://successcenter.tamu.edu/Programs/Transfer-Student-Program-(TSP)/Who-We-Are

In becoming a peer advisor, I hope to build relationships and develop a stronger sense of community. Throughout my Dominican experience, I have taken full advantage of the opportunities the school has to offer. I have interned with community based learning partnerships, danced for OLAS dance company and have traveled abroad. These opportunities helped me build strong relationships with my peers and allowed me to use my leadership skills to accomplish goals. As a leader, I have learned the importance of communication. It is highly important to maintain open communication, in order to build strong relations. I have learned that leadership takes several different forms and it is important to determine which fits best within a situation. It is important to get to know individuals and learn how to interact with them in the most effective way in order to achieve a goal. As a leader it is crucial to always be aware of your team’s needs. Throughout my leadership experience, I’ve learned to accept different views of thinking and perspectives. As a leader I hope I can interact with different leaders that have diverse ways of thinking and or values. My overall goal is to develop strong relationships with my mentees and provide them with a great college experience.

Peer mentoring showed success in a few areas, two areas are highlighted. First area was enrollment and participation. Over one hundred and fifty students participated. Many of the mentees identify wanting to be a mentor themselves, and to date twelve youth have made the transition (11.5 %.). (Crooks, Chiodo, & Thomas, 2010) The second area is the pride that the students carry while being in the program.

I am currently a First Year BA student who will be transitioning into my second year of college. It would be a privilege to take up the role of a peer mentor, especially since my experience of the program had a sublime impact on me. I came into the college not knowing anyone but through the peer mentor program, I was able to meet new people and build friendships which definitely changed my college experience in a positive way.

My mentor’s title is the Internet Manager for ProResponse, Inc.; this position deals with managing the website of the organization, the process involved in making the entry system work for the car and RV dealerships, the formulation of the multiple correspondence between the customers of the dealerships and the salespeople themselves, the education and training of the dealerships into using our products and services, and the like. However, since ProResponse, Inc. is more of an organic, simple structure organization, she wears multiple hats. “Simple structure organization is characterized by a low degree of departmentalization, wide spans of control, authority centralized in a single person, and

Mentorship is very important in the workplace especially in the area of training and development. The mentor-protégé relationship is a much needed relationship that begins in the early career stage and this relationship involves the current or new employees and the supervisor or other colleagues that provide work-related guidance. The relationship itself is comprehensive and involves “educational, occupational, physical, social, and spiritual development” (Greenhaus,, Callanan, & Godshalk, 2010, p 211). One of the initial task of the early career the establishment of the career field which involves the gaining of the workplace competence, learn what is needed to excel in the organization, and to gain acceptance in the workplace to be recognized as the valued employee. There are many ways of achieving the above mentioned advantages in the workplace which one main method is through the use of the mentorship program.

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.

When you’re a teenager, you need someone to look up to, you need a mentor. You need an inspiration. This person can be anyone. It could be a teacher, a friend, a sibling, a parent, an aunt or uncle, a grandparent, anyone. For me, this person is my dance teacher Erica Ireland. Webster 's Dictionary defines a mentor as “someone who teaches or gives help and advice to a less experienced and often younger person.” Erica fits into that definition. Not only is she my mentor, but she is also my inspiration. Webster’s Dictionary defines an inspiration as “something that makes someone want to do something or that gives someone an idea about what to do or create”, or “a force or influence that inspires someone”, as well as “a person, place,