Mentoring programs greensboro nc,new york lottery quick draw bonus day,basic writing skills assessment - Good Point

High school graduation rates have reached an all-time high, but mentoring could help those still at-risk of dropping out.
More students than ever are graduating high school and gaps in achievement among racial groups are closing.
Seth Butler, a graduate student at Colorado State University, mentored a high schooler a few years ago through a semesterlong course called Campus Corps, while he completed his undergraduate studies at the school."He was a wrestler and played football, and that was kind of where he deemed his success," he says. Whether you are a parent, teacher, student or administrator, get caught up on the latest news, ideas, and policy debates affecting America's high school classrooms. In response to outcome disparities between underrepresented men of color and their peers, there has been an expansive increase in the number of programs serving men of color in colleges and universities. While widely used, more often than not, mentoring programs are woefully ineffective in serving the needs of men of color. That being said, mentoring programs, when designed and executed correctly, can be a useful strategy for facilitating student success. Mentoring is a tool that can enable educators to meet the needs of the students they serve. Typically, mentoring programs are structured to provide "once a week" meetings between mentors and proteges to discuss how the protege is doing. Second, it has evolved in a much more balanced approach between hard and soft skills.  Emotional Intelligence and Strategic Relationship Planning have become as critical as the technical skills to succeed, grow personally and professionally, and to engage and influence others often without authority. During my years with mentoring I have found that there are things you can, as a mentee, can do to get the most out of the mentoring sessions. It is important to prepare everything ahead of the mm-meeting (the meeting between mentee and mentor), f.ex. At the mm-meeting it is important to get an overview of the current topic, what have the mentee done since the last meeting.


All the various measures to achieve the goal will be discussed here and you will find the ones that is appropriate.
Finally, it is important to summarize what you have agreed on and what the mentee has to do until the next mm-meeting. These programs have long employed mentoring as a primary 'silver bullet' for advancing the success of college men of color. As adeptly argued by Andre Perry in The Hechinger Report, mentoring programs focus on addressing "personality mechanics" rather than addressing the need for "good schools, great teachers and professional opportunities." Simply put, most mentoring programs are focused on 'mending' students rather than the systems and people who educate them. Few (if any) could argue that they succeeded in their collegiate endeavors without receiving mentorship from others. Please tell us your ideas about how to effectively design and implement mentoring programs. Sharing knowledge, insight and wisdom that one person has with another person benefits everyone who is involved in such a program.
He says sometimes adult mentors are introduced haphazardly into a childa€™s life and if it doesna€™t work out, a€‹it may lead to the child feeling a sense of a€‹abandonment. In fact, a 2015 analysis by Levi Sebahar and Fnann Keflezighi of programs serving men of color in community colleges identified mentoring as the second most common intervention tool employed by these initiatives, with 65 percent of all programs using mentoring models.
In addition, mentoring programs are very difficult to sustain over time, are expensive to operate using effective mentor models, and are often critiqued due to scalability challenges. With this in mind, we offer three recommendations for designing 'effective' mentoring programs. Educators should be clear as to what objectives the mentoring relationship is designed to achieve.
It is so important to know why you are getting involved in a mentoring program, what you want out of it, and which program to choose from.


Too often, mentoring programs merely link men of color with mentors who are to spend time with one another with an unspecified purpose.
Before beginning a mentoring relationship, students' should be assessed to determine the factors that influence their academic success. For example, a question often posed is whether women should be permitted to mentor male students of color. The assessment can take the form of a survey, interviews, focus-groups, written feedback, or analyses of students' academic records, which will enable program leaders to determine the primary challenges facing students. Well, some men of color may be more open to mentoring relationships with women than they are with men, particularly if they have had poor relationships with their fathers and other male figures while having closer relationships with mothers, aunts, and grandmothers. Based on this feedback, mentoring should be viewed as the medium by which identified challenges are addressed.
Similarly, some men may prefer to be mentored by a man as the relationship may allow for 'different' types of conversations than may be had with women. For example, during a survey, it may be revealed that self-confidence, awareness of campus resources, and lack of clarity around goals are common challenges faced by men of color. Armed with this information, the mentor intervention should focus explicitly on building confidence, introducing students to campus resources, and engaging students' in introspection and exploration about potential major and career goals. Using this approach, mentors are not merely mentoring for the sake of 'mentoring', but mentoring with a clear objective in mind.
While inquiry must occur to determine the focus of the mentor engagement, inquiry should also take place throughout the program to determine the effectiveness of the intervention.



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