200), “Assessment is the exercise of judgment on the quality of students’ work, as a way of supporting student learning and appraising its outcomes.” The training of the contemporary nurse should focus on both what the Student nurse or student midwife nurse is suppose to be doing as well as how it should be done (Palomba & Banta 2001, p.
Mentors describe the experience as very rewarding, particularly being able to help young people in trouble.No reward or special incentive is provided to the mentors.
Principle 4: Coolness to the pizza delivery dude is a practice in equality. My measurement as a human being, my worth, is the pride I take in performing my job — any job — and the respect with which I treat others. I am the equal of the world not because of the car I drive, the size of the TV I own, the weight I can bench press, or the calculus equations I can solve. I am the equal to all I meet because of the kindness in my heart. And it all starts here — with the pizza delivery dude.
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Now, I'm being serious here...if ever there was a perfect idea mentor text, it's . An idea mentor text--and I say this assuming you've already watched my explanatory PowerPoint slideshow from above--is one whose purpose is to push students to brainstorm and pursue an original idea inspired by an author's original idea. What Van Allsburg creates so beautifully with this picture book is an imaginary story that there are these dozen or so "lost stories" that were created by this fictional illustrator/writer named Harris Burdick; all that currently remains of each story is a single (and beautiful!) captioned illustration and a story title. The book's twelve illustrations, captions, and story titles, when shown to student writers, genuinely excite them to want to create what they believe one of the lost stories must have been. See how this author--Van Allsburg--had this original idea that launches original ideas from student writers? That's an idea mentor text, and as I said, this one is pretty much perfect. By design, it is an idea mentor text; my other mentor texts are usually inspired by accidental ideas that occur to us.
We all have those favorite books (or poems or short stories) we absolutely love to read out loud with our students. When I start discussing mentor texts at my teacher workshops, I always like to ask my participants, "What are your best read-alouds? What author's words do you bring to life best?" Teachers love to share the story titles that captivate their students the most. I usually have to pry teachers away from that discussion question with a metaphorical crow-bar so we can proceed with the training, and this always reminds me of some true facts. True Fact #1: Teachers like to talk about their favorite texts to read. True Fact #2: Students like to be asked to write stories, poems, and responses based on something the teacher loves to read; they'd much rather do that than find inspiration in something the teacher doesn't enjoy sharing: like any five-paragraph essay, just to throw an example into the ring.
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Besides being a well-liked 6th-8th grade teacher (though I've taught writing to 3rd-12th grades), I too am a presenter of professional development. I don't like traveling away from my wife and my dogs more than five or six times in a year, so even though I have presented over a dozen times at the national conferences, I have chosen not to do much of that over the past five or six years. Northern Nevada has several local teacher organizations that put on district-wide conferences here for teacher re-certification credit, and I'm a regular speaker at those local events. I turned my "classification of mentor texts" into a half-day session, and it has become a popular request when organizations are "booking" me to speak.
By being a consistent adult presence in a young person’s life mentors can offer advice, share life their experiences, and help a young person navigate challenges.
In 2006, when I made the decision to learn even more about mentor texts and how they affected my writing instruction, I spread out 15-20 of my very favorite mentor texts from my very best writing lessons on the carpet in front of my bookshelf. In Language Arts, I require my students do "sorts" all the time with words and sentences and quotes, and so I was immediately inspired to attempt to sort my mentor texts in an interesting way. I sorted them first by genre. I sorted them next by reading level. Neither of these sorts did much to challenge my thinking. However, when I asked myself, "How are you specifically using these mentor texts to teach writing?" something really interesting happened. I made a discovery that became very meaningful to me. The sort I ended up doing showed me that I had three distinctly different ways I was using mentor texts to inspire student writing. I was using some of my texts as idea mentor texts, some as structure mentor texts, and others as craft mentor texts. You can read about these three different categories I created by viewing the PowerPoint slideshow, which you can freely download at our or by clicking on the picture of my opening slide, which is at right. In my PowerPoint slides, I define each category, and I share a purposefully diverse selection of mentor texts that I have personally used while designing writing instruction to 3rd-12th grade writers. When I present to teachers about mentor texts, I explain how it's the writing task I have students complete after being exposed to the text that determines in which category I place the text. This is a pretty important concept to understand before you can start sharpening your own use of mentor texts, and so it deserves the discussion I set aside for it at my trainings. I usually place a pile of possible mentor texts at each table in the training room, and my participants like to sort them once they watch the Powerpoint. They discover that the same mentor texts can be used to teach a variety of things.
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