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Mentors Describe the Time They Spent at the Patrick Henry Family Shelter

I learned that kids with different personalities respond to different languages. For example, for a particularly "rowdy" kid Abby in the program, it was more effective to convince her that she is a responsible and independent person when demanding her to clean up after herself. For example, when she got mad at the foreign kids for pushing her, and said that she wouldn't talk to the foreigners because "they should speak English", I was able to tell her assertively that she needs to respect the foreign kids instead of blaming them for something that they couldn't control. -Christine I learned that being genuine, patient, and consistent was important to being a successful mentor. On my first da

Student Leaders at J.E.B. Stuart High School Share Their Experience

As a mentor, I needed to be more of an extrovert. Unlike the younger students I mentored previously, the students at J.E.B. Stuart were less likely to raise their hands and more likely to say "no." Thus, I had to constantly ask them if they needed help, and I made sure to go through each step so that they will understand. While mentoring, I realized that many of the students were around the same age as I was and were just like me. I became much more understanding as a result and acted more as a peer rather than a teacher. -Caroline As a mentor, I have definitely learned a lot. Before starting at J.E.B. Stuart, I was working with young children at the Patrick Henry Family Shelter. It was quit

Shaw Campus Mentors Explain The Strategies They Used to Succeed in their Mentoring

As a mentor, I became better at talking to each student individually and explaining to them the different concepts we learned. I found that many students were visual learners, so I changed my teaching style from speaking to them to actually showing them. As a person, I became more patient and steadfast. Some of the students, especially the younger ones, were a bit rambunctious and unwilling to participate in the activity. When dealing with these situations, I talked to them to get a feel of what the students wanted to do. -Carolina As a person, I have gained a greater understanding of why some children act a certain way and why other children act a different way. During class, I would ask th

Mentors at Congress Heights Reveal What They Learned Through Mentoring

I've learned to think on my feet better and I've gotten more comfortable interacting with the students, especially the K-4 students. Asking the classes questions and calling on people to answer really helped the students get involved and it helped me to get to know them better. I have gotten better at designing lessons in a tight time frame and working with other mentors to organize the materials and students. I drew upon my physics team experience to do a pendulum activity with the 3rd graders and to organize inertia and angular momentum demos with the 6th graders. The demonstrations themselves were relatively popular with the students, but the explanations of the concepts were a little dry

Brightwood Campus Mentors Reflect on Their Experiences

I have always thought myself as a pretty patient person, but working with groups of eight five-year-old students has really challenged this belief. I think by working with so many more students, rather than one-on-one or even two-on-one lessons, I have improved my general patience with the students, and also my flexibility with teaching the lesson plans, and also adapting quickly to situations (such as when we had to come up with our own lesson when the lesson plan given to us did not work). -Angela I learned how to be patient while interacting with kids. Also, I learned how to communicate with my fellow mentors, whom I had never met before. We were able to quickly come up with alternate act

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