As I strive to achieve great academic success and leadership at Montana State University, I hope that my previous experiences will catalyze this process. Using my interests in academics, participation in extracurricular activities, and my own strengths, I hope to become a strong leader. I know I can achieve being both a scholar and an example for other students by utilizing my previous experiences. When I start my journey at Montana State, I expect to find students with common academic interests as myself. My goal is to connect with these students, who appreciate education in a similar way I do, in order to help each other understand topics or lessons that we will learn.
Before 10th grade, I had an insufficiently rigorous course load to yield a competitive GPA. After taking the most rigorous classes for a year and boosting my GPA, I have decided to help my classmates tackle the competition at my school by helping them organize their schedules and classes for future academic years. I have reached out to these classmates through class projects and tutoring sessions. So far, I have helped about five teenagers become competitive. I have also frequently volunteered at a local food pantry.
Similar to LeVerne Payne, I served at an after school program for at-risk children and youth called The Master’s Workshop. I spent my time leading them in group activities, crafts, sports, music and a designated homework time. One of the greatest limitations I found myself facing in this role was a division in the power of authority. I volunteered here all throughout high school and some of the kids were very close in age to me. I found myself not always being respected for this reason.
To me, this comes in the form of attending APU’s Educational and Clinical Counseling program and pursuing a career that allows me to demonstrate my ability in helping others achieve their goals. The rigorous design of this program will be a challenge to my academic grit and a testament to the skills I developed during my three years as a UCR undergraduate. The teachings and standards of this program will serve as a means of evaluating my professional experience after dedicating the last four years to supporting low-income students of color in a school environment. Throughout my academic and professional journey, I have also grown as a person by developing my conscientious, agreeable, and inquisitive personality traits that allow me to create healthy relationships and remain optimistic for the future. My academic, professional, and personal characteristics have revealed a road leading to APU’s Educational and Clinical Counseling program and I wish to materialize my vision alongside this
How has your involvement in the AVID program contributed to your success and/or growth at Fremont High School? Being an AVID tutor at Fremont High school has been enriched my life in multiple ways and I will carry the connections I gained being an AVID tutor beyond my high school career. During tutorial, AVID helped me improve my teaching skills by forcing me to critically think and problem solve. Tutorial time pushed me to try to try to teach and make sure those I was helping understood the problems and why and how they solve them a certain way instead of just showing them how to solve the problem. I did this by empathizing with tutees, recognizing I was once in their shoes and figuring out to how to help them by thinking of what would have
Growing up, I attended a very family oriented school that has helped me to grow, by exposing me to people who perform care taking roles. My involvement in the National Honor Society and other activities helped me mature and required me to develop the four pillars of personal leadership, service, character, and scholarship that allow me to connect with different people outside of my peer group. Immersing myself in these social groups, guided me to fully commit to and carry out many responsibilities. Since the ninth grade, I have been a part of my high school’s basketball team, which has taught me leadership and enriched my communication skills. Being a member of high-school teams helped me understand that sometimes I need to drop the walls I keep in place to allow my team members and I to work together as one family.
I learned how to differentiate my approach in helping the students at level they were at. I am interested in teaching in a middle school setting because I’ve come to see how important it is to get a student to be invested in their education while they are in middle school. Studies have shown that the education gap widens by the time an African American student reaches middle school. I want to be in a middle school setting to help bridge the education gap, one scholar at a
Please explain.” Among the mentors who completed the post program survey, 78% of mentors believed that the time frame of the program was adequate for their current work schedule. Of this 78%, one mentor remarked that even when they were busy during the work season, they were able to find ways to meet with their mentee. The remaining 22% of mentors stated that they missed some dates of mentorship with their mentee that they weren’t able to reschedule due to their mentor needing to fulfill their internship duties. Another mentor stated, “It was helpful to have a co-mentor so that when I knew I couldn 't be as present, I didn 't feel like I was deserting my mentee.
Last semester, I started working for Greater University Tutoring Services (GUTS) as a Tutor Resource Coordinator. Though I have previously tutored economics at GUTS, the position has offered me unique opportunities to engage with the organization in greater depth and learn how it is providing educational support for more than 4,000 students on campus. As Tutor Resource Coordinator, my job is to deliver high quality academic and language tutors through creating different tutor training and leadership development for tutors. One specific example about my work at GUTS is my creation of a standardized tutor training program. Previously, GUTS had four separate tutor training programs.
I led twenty-two students during their first year of college to provide them success as students. I co-taught a class that focused on study skills, UNK resources, and involvement on campus. My ability to communicate and adapt to the diversity of the class was shown through creating different learning activities to employ in the classroom. I exemplified team work by collaborating with another instructor. Through my experience as a Peer Academic Leader, I was able to hold two counseling sessions with each student per semester to provide myself as a resource.
Messacar and Oreopoulous (2013) also suggested that mentoring programs for low-income or at-risk students might help to provide positive role models for students, such as administrators or educators. If students know that there is someone who has high expectations for them, they are more likely to be engaged and have lower rates of absenteeism and tardiness as well as increased rates of graduation. If James City public schools were able to create and follow through with some form of mentoring program for those students in need, perhaps they, too, would see their graduation rates
He is an outstanding leader and he shows tireless efforts in addressing and raising awareness about mentoring. But what is also staggering is how the efforts of one person, one particular person, can truly make a difference in a student’s life. Dr. Deniz has provided support in multiple ways,
I am a registered Boy Scouts of America Leader. All of the young men I mentor are of school age and have some type of educational challenges in their lives. I can show them that even with everything else going on around them, their education is important. I can show them that by putting in the extra time and effort, nothing is impossible. I can also use my education to help relate to those I mentor, those that need me the most.
Many people love to talk about their accomplishments and what they have achieved in their lifetime, but as the saying always goes, “actions speak louder than words.” Growing up, starting in middle school, I was recognized on many occasions for various academic awards, excellence in citizenship, outstanding service, most valuable player, and the list could go on, but one of most meaningful leadership positions that I was chosen for, was not chosen by my teachers, but instead by my own classmates. My peers chose me to be a part of a group of special students called Peer Leaders. As seniors, we were chosen to guide, lead, and mentor the students of the freshman class in helping them make right decisions and basically forming special bonds with these students as they prepare for the next four years of their high school experience. It was an amazing opportunity that helped me realized for the first time what it meant to be a “teacher.”
Zachary,Mentoring can be divided four distinguished phases process. The mentoring begins with the preparing and negotiating,followed by enabling and closing phase. At first,in the preparation phase,the both mentor and mentee must introduce and take time to know each other which provide them to identify points of connection. After that discuss what is mentoring then they could clarify what is expected and their roles. The crucial points in this phase is that determine and establish mentee’s overall goals so that they are able to work effectively in following phases.
