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Youth mentoring is the process of matching mentors with young people who need or want a caring, responsible adult in their lives. Adult mentors are usually unrelated to the child or teen and work as volunteers through a community-, school-, or church-based social service program.
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Youth-adult partnership is a conscious relationship that establishes and sustains intergenerational equity between young people and adults. Youth-adult partnerships often display a high degree of youth rights and autonomy, and is often synonymous with meaningful youth participation. Typically seen with adults acting in a mentor capacity ...
Peer mentoring in education was promoted during the 1960s by educator and theorist Paulo Freire: "The fundamental task of the mentor is a liberatory task. It is not to encourage the mentor's goals and aspirations and dreams to be reproduced in the mentees, the students, but to give rise to the possibility that the students become the owners of their own history.
Supportive adults – Community schools can ensure that relationships are established between young people and adults in the community (i.e., health care providers, case managers, additional social workers, and volunteer mentors) by integrating these services with existing pupil personnel services on the campus.
mentoring: the allocation to each beginning teacher of an experienced teacher, specifically trained as a mentor; the mentor may provide emotional and professional support and guidance; in teacher training, induction is limited to the provision of a mentor, but research suggests that, in itself, it is not enough. [20]
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning.
Additional research shows that adult learners are more motivated in the classroom when they can clearly identify the application of their education to their professional or personal experiences. [35] When instructors recognize their students' characteristics, they can develop lessons that address both the strengths and the needs of each student.