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Education 225, Dealing with Challenges

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The Worst-Case Scenario Handbook: Mentor's Edition

Submitted by alesnick on Wed, 07/22/2009 - 10:53am
Sandra Gandarez and Julia Vance
 
The following chapter consists of excerpts from students working as mentors discussing issues they faced in their unique placements. A variety of solutions are considered through the lens of readings addressing the issues in a broader sense.
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Approach and Attitude: Ideas Behind Being an Impactful Mentor

Submitted by alesnick on Wed, 07/22/2009 - 10:49am

Alison Crawford

This essay talks about ideas for improvement as a mentor using as example the Empowering Learners Partnerships.

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Finding Value in Uncertainty: What Happens When the Tutor Doesn't Know

Submitted by alesnick on Wed, 07/22/2009 - 10:48am

Lauren Dickey

 The author discusses about her experience in one of the Teaching and Learning Partnerships at Bryn Mawr. A great example to show that a mentor can learn and teach even when he doesn't know the correct answer.

 

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The Ultimate Cross-Cultural Mentoring Partnership Challenge

Submitted by alesnick on Wed, 05/13/2009 - 7:46am

by Grace Kung 

"In this section of the Handbook, I will explore the inner conflict student mentors may face when working with adult learners.  This chapter offers student mentors a suggested step-by-step guide for how to handle emotional struggles arising in a cross-cultural mentoring partnership." 

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Critically Examining Ideals and Compromises in Teaching and Mentoring

Submitted by alesnick on Sun, 05/03/2009 - 7:14am

by Emma Cohan

A statement on balancing traditional with progressive methods of teaching and how one can decide for the better path when he/she finds him/herself at crossroads.

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Framing Differences, Systems, and Assumptions in the TLI

Submitted by alesnick on Fri, 05/01/2009 - 7:38pm

by Melinda Canter

This essay tackles outside issues that can challenge mentoring partnerships like TLI.

 

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Are School Systems and Curriculum Units Failing to Promote Learning that is Greater than Just a Reach for a Passing Grade?

Submitted by alesnick on Fri, 05/01/2009 - 7:19pm

by Elizabeth Koelmel

A strong paper on a prevalent trend throughout schools: many students learn to get the passing grade. How can the learning process be empowered to signify more than just grades?

 

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Remote Ready Biology Learning Activities

Scanning electron microscope image of SARS-CoV-2

Remote Ready Biology Learning Activities has 50 remote-ready activities, which work for either your classroom or remote teaching.

Narrative is determined not by a desire to narrate but by a desire to exchange. (Roland Barthes, S/Z)

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