Dear Freshman/sophomore,
I am writing to you today to persuade you to become a peer tutor during your senior year of high school. Peer tutoring certainly is something unique to do. So many of my friends told me to be a service learner but I chose to be a peer tutor and I do not regret this decision. While in service learning you are just delivering stuff around the building, in peer tutoring you actually get the chance to help fellow underclassmen. I think this is one of the best ways to give back to your community. Another reason why I enjoy being a peer tutor is that I get to choose which class I want to tutor in. So you can pick a favorite teacher you have had before and peer tutor there. The third reason I love peer tutoring is that it
I have been able to help several friends and neighbors do better in math classes and on the ACT. Unexpectedly, I was also able to help one of my assistant baseball coaches who was studying at a local college to be a teacher. He asked for my help to pass a math test required for his teaching license because of my recent success in standardized test and math competitions. I was glad to oblige and am proud to say he is now a teacher at my school. I think being able to tutor these people really allows me to help the community by allowing them to succeed in areas that they struggle, allowing for future
This paper will discuss four potential persons I might become. I see myself most strongly becoming a Peer Specialist. The role of a Peer Specialist is very important in helping people suffering from mental illnesses to accept, educate, cope and advocate for themselves to bring down the barriers that have been a stereotypical thorn in their sides’ mainly through a social disease called discrimination. This discrimination is basically society’s lack of understanding the world of the mentally disturbed.
Peer tutors are put in leadership positions that oftentimes prepares them for life after their educational experience. Additionally, peer tutors lead their tutees to utilize cognitive thinking skills. Finally, peer tutors assist tutees in development (pg. 4). Lipsky cited Arthur Chickering’s seven vectors of development (pg. 4). Each vector highlights areas of effective social, intellectual or personal development (pg. 4-5). She stated, “As a framework explaining college students’ evolving behaviors and attitudes, Chickering’s model is useful in your peer educator role. Note that the seven vectors overlap and are not linear in nature” (pg. 4).
You can get a jump on your future by knocking out some classes that you will need later in the future. You can start working on your degree and job plans for when you get older and become an adult. Yes, having your own high school teacher teaching you can be a huge plus, but it is also good to get use to what it will actually be like. Like Lydic said “are these students getting a real college education?” In my opinion I would have to say yes, that we are getting a real college education, but maybe not so much a college
In middle school, I felt limited by the lack of opportunity in my community, but I made due with what I had. I took it upon myself to volunteer my extra time to tutor other students who didn’t understand the material as well. Tutoring benefitted me as well, for
My experiences with tutoring others has taught me that it satisfies me to help others understand and learn. As you teach others you learn about the different ways you handle situations and solve issues as well. I’ve always been the person that my classmates come up to for help, but it wasn’t till grade 10 until I officially started tutoring math, mainly Pre-Calculus 12. In grade 11, I continued tutoring, but this time I focused on a single individual, and that brought up challenges of creating a suitable relationship, that becomes the foundation for effective learning. This year, I took on a challenge, my teacher asked me to be a mentor towards a student with learning disabilities who was struggling with school. I
This semester in Child Development has helped me a great deal. I came into this class wanting to be a Child Development teacher at the high school level. I am leaving this class with the same ambition to become a Child Development teacher. I have learned so much by taking this class and I know it will all be helpful in the future once I am standing at the front of a classroom. Also, just by watching the way Mary teaches the class, I have learned things that I want to take into my own style of teaching.
Collaboration in the world of education has become an increasingly popular method of addressing a variety of school issues, such as curriculum design, behavioral plans, professional development and management of resources. One of the areas in which collaboration is becoming more popular is co-teaching in special education, where special education teachers and general education teachers share the planning and instruction responsibilities for inclusion classrooms (Friend & Cook, 2010). As academic standards for the education of students with disabilities are held to the same standards as their typical peers due to the No Child Left Behind Act and the Individuals with Disabilities Education Act, the co-teaching model has been increasingly implemented to meet those needs. Most research has shown co-teaching to be effective in the inclusion classroom, though there are a few studies which have refuted its significance and identified reasons for problems in implementing a successful co-teaching program.
During the past three years of college, my interest in counseling has been affirmed through a variety of experiences. One important experience that influenced my decision to pursue a career as a school counselor was my involvement in my community service sorority, Chi Delta Alpha. Through Chi Delta Alpha, I volunteered on several occasions, among them I babysat children to provide parents with a night off; I was responsible for a group of elementary students as they experienced college classes and I painted a caboose for a local playground. A theme that has remained constant throughout all my different experiences is that making a difference in a person’s life is a rewarding experience, and I know that I desire a career that enables me to support high school students as they face difficult situations.
Since middle school, I have helped my classmates who were having difficulties in mathematics. I have also tutored students in my neighborhood, when they came to me with mathematics issues. Since my early childhood, I have made presentations about both the German language and culture in the local library. I have also served as a summer volunteer at the local library, in which I organized and facilitated computer and craft programs for children. I also participated in a reading buddies program, where I helped young children improve their reading skills. This activity was especially rewarding, as I had several parents tell me how much their children looked forward to our sessions. I am also very active in my church, where I am an alter
As a student, I am an active participant in my academic and extracurricular activities. My first priority has always been to make good grades and learn in school. Although this is important to me, I also know that by participating in clubs, sports, and after school activities, I will become a well-rounded student. During the past years of my high school career I have participated and received awards in the following: Cheerleading (eight years), twice as captain, '97 -'98 Varsity Letter in Cheerleading, '98 AIM scholar, Who's Who Among American Cheerleaders, and '98 Academic Excellence Award while participating in Virginia High School League Interscholastic Activities. I also belonged to the following clubs: S.A.D.D. club (two years), second year as secretary, Pep Club, Varsity Club, Choir Club, and Computer Club. In the year '99 -'00 I received awards in the following classes: Computer Applications, Spanish I, World Geography, and Advanced Algebra/Trigonometry. I also received an award for Most Encouraging Student. I currently belong to the Hiking and Outdoor Club, Ski Club, Pep Club, and Environmental Awareness Club. In addition, this year I participate in a program called Read With A Friend. In this program I, along with a group of other students, go to the near by elementary school to read to a class of students from kindergarten to fifth grade.
As part of the module practical teaching programme, I have been helping out in the homework club of an inner city primary school, one hour per week for the past twelve weeks. All in all I think I it was a very interesting experience and very beneficial in terms of my learning as a teacher. I had a number of valuable experiences and below are two of the most important in my opinion.
Imagine you're playing in a volleyball match. The setter sets up the ball for you and you come in, and slam the ball to the floor. In many ways, peer tutoring is like volleyball. The tutee is the hitter, and the tutor is the setter. In this situation, they are peers that the coach, or teacher, put together to score the point, or get the A+. See, the tutor is always trying to make the tutee better. Most peer tutoring programs have had positive results. Many studies prove them to be cost effective and academically beneficial. However, some might argue it to be a waste of time and not at all effective compared to a teacher. Valley Center schools should create a peer tutoring program because it will help students build communication skills, lead students to a better future career, and expand students' general knowledge.
Currently in Canada, about 42000 youths have mentors through the Big Brothers Big Sisters program and there are still thousands of youth on their waiting list. After learning about how many kids were not able to get mentors, I decided to volunteer with Big Brothers Big sisters as a teen mentor for elementary kids during my last year of highschool. Peer mentoring is not the usual kind of mentoring that people think of. In the conventional type of mentoring, there usually an older individual, one who’s had professional experiences in a certain mentoring field, and an individual seeking these specific services. Peer mentoring is different because the title of the mentor and and the mentee is equal (Holbeche,1996, p.24). The members involved in peer mentoring develope a relationship with one another after either occasional or regular meetings (Holbeche, 1996, p.25). The objective of the relationship is to allow the members to coach each other, help solve problems going on in their lives, and build personal skills. (Holbeche, 1996, p.26). Going into
To find out if students can improve their academic results through joining these tutorial class