(DOWNLOAD) "Mentoring Young Children: Impact on College Students." by Childhood Education # eBook PDF Kindle ePub Free
eBook details
- Title: Mentoring Young Children: Impact on College Students.
- Author : Childhood Education
- Release Date : January 22, 2007
- Genre: Education,Books,Professional & Technical,
- Pages : * pages
- Size : 182 KB
Description
Current theory on mentoring describes the process as a mutual learning relationship in which both the mentor and the mentee gain knowledge (Zachary, 2000). Unlike the traditional model, in which the mentor is considered the source of wisdom, guidance, and expertise, the current model of mentoring deems the mentor and mentee to be in a collaborative relationship based on mutual respect, trust, and a commitment to growth in both parties. Together, they set and achieve their goals, reveal themselves, take risks, make mistakes, accept each other's strengths and weaknesses, and grow and develop (Zachary, 2000). A critical component in the process is reflection. Together, the mentor and the mentee reflect on their progress toward their goals, determine how to continue the learning process, and acknowledge and celebrate their success. The reflection process and a disposition of openness to learning from each other can result in new skills and knowledge for both parties (Zachary, 2000). While Zachary (2000) proposed this mentoring model as a relationship between two adults, I suggested, in a past issue of Childhood Education (2004), that this model also might apply to an adult-child mentoring relationship, specifically a relationship between a teacher and a child. In the past article, I suggested that a mentoring relationship between a teacher and a child, particularly a child who is at risk for failure in school, could have numerous life-changing benefits for both the child and the teacher. Through the mentoring relationship, at-risk children can come to see themselves as capable, competent, and empowered problem-solvers who can construct their own knowledge and successfully realize their learning goals. According to Bernard (1997), having a relationship with a "turnaround" teacher can help at-risk children to tip the scale from risk to resilience; that is, they are more likely to acquire the skills to transform or to change, regardless of risk. For the teacher, I suggested that through the mentoring process, they can learn new ways of interacting with children, develop effective teaching practices, be revitalized and empowered both professionally and personally, and find deep satisfaction from developing a strong connection to children (Trepanier-Street, 2004).
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