"In this entry I will discuss strategies for classroom aides. I first discuss my own experiences as and aide in an elementary special education classroom and what I learned during the process. I will then discuss ways in which I think teachers and aides can make the class room experience beneficial for all."
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.
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.
This essay, which is written with emotion, talks about employing emotion in education - a step which needs to be done in order to improve teaching and learning.
Learning goes beyond its traditional meaning - learning happens also when the mentor find itself in an uncomfortable or confusing situation. The author draws on persona experience from Bryn Mawr's Praxis program.
