Abstract:
Today's teachers face more than the challenge of teaching students. With the No Child Left Behind Act firmly in place, teachers are held accountable for student performance and must meet Annual Yearly Progress goals set forth by the government. This leaves students with special needs in a lurch, because with emphasis on drilling state standards, there is little time left for the teacher to focus on individual needs concerning personal and social growth.University courses rarely address these issues, but they are quite prevalent in the classroom. Students with disabilities function most effectively when they feel supported and cared for. One of the problems with NCLB is that it puts a lot of pressure on these students, which is exactly what they do not need. This is why I feel that teachers should be equipped to be mentors to their students. Pre-service teachers need to be instructed on how to include mentoring strategies into their daily interactions with students. However, it will first be necessary to outline where this inspiration came from, so I will address my personal experiences at the Indiana School for the Deaf, College Mentors for Kids and Daleville Elementary School.The next step was to research exactly how NCLB has affected students and teachers in the classroom and demonstrate the need for mentoring teachers. I found that restrictions and regulations have posed problems for students with special needs, some of who are in desperate need of a positive role model and trustworthy confidant. Teachers have the ability to be that person who guides and supports students throughout their education and encourages personal and social development. Some general keys to mentoring are addressed that lay down a basic framework for how to build and maintain a mentoring relationship. Finally, practical ways for teachers to be mentors are provided; tips for how to include mentoring strategies into their daily activities. With teachers acting as mentors, students have a better chance for success.
