How the Brain Influences Behavior by Sousa David A.;

Author:Sousa, David A.; [Sousa, David A.]
Language: eng
Format: epub
ISBN: 1994165
Publisher: Corwin Press
Published: 2008-07-08T00:00:00+00:00

Figure 5.6 The graph shows the baseline and intervention data on James’s changes in behavior before and after the adult mentoring intervention.

Of course, not every mentoring program will be as easily established or evolve as quickly as this example. In most cases, students should not be expected to give up their recess time, and teachers must make tough choices about what lesson content to forgo in order to provide time for the mentoring experience. With those concerns noted, James’s and many other true examples confirm that mentoring holds the potential to reach the “unreachable” student. Teachers confronted with the time dilemma should ask themselves what is best for the student. Should a student remain in all of the content classes, misbehaving continually, or could that student’s needs be better served by providing some time for adult mentoring? The Big Brothers Big Sisters Organization has useful information on starting and maintaining mentoring programs. See the Resources section for more information about this site.

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