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What is the materials connection and importance to administration?

The materials that are used for mentoring are of great use to the system of instruction given out to the ones being assisted for learning. Undeniably, their existence makes the whole process of learning more implicative on the part of the absorption of learning on the part of the ones being mentored. Consequently, the result of the integration of materials used to enhance teaching actually makes a more meaningful process of learning that is both beneficial for the instructors and the students as well. • What are some articles, research, new items, etc.

that support or refute the ideas discussed in the online material? As commented by an article entitled: “Parents: Child’s First teachers”: Early learning is not limited to emotions. The intellectual potential of a child in the first three years of its life are much greater than most persons realize. Learning one language is difficult for adults, but the babe reared in a family where two languages are spoken learns both at the same time. The richer the learning environment is for the small child the faster he learns; he soaks up information like a sponge. (1989)

This truth does not only apply to emotional or intellectual development, or the ability of the child to use his reasoning. It also attests to the fact that parents have an important role in helping their children with their language, their literacy and their communication skills. As the article further continues: “One of the great weaknesses of high-school graduates, and some college graduates, is reading. “Reading Shouldn’t Wait for School,” one article is headlined. Its opening paragraph reads: “How well a child does in school depends, in large measure, on how well he can read.

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And how well he can read depends, in larger measure than is usually acknowledged, on how skillfully his family has encouraged him to read. ” Some of the suggestions of the article are: Read to your child as he is cuddled in a warm relationship, starting no later than his first birthday, and do it daily. Keep picture books handy for his use. Make bedtime reading a habit—it relaxes him, helps him to unwind and ends his day in comforting closeness with his parent. As he learns the alphabet and words and can read simple sentences himself, provide suitable material for him.

But you continue reading more advanced material, beyond his reading skill but within his ability to comprehend. ” (1989) Articles: Parents: Child’s First Teachers. (1989). Awake! Brooklyn, New York. • Discuss any personal experiences or observations that tie to the material. As a personal level of understanding, I could say that the process of learning that I have accepted so far has been integrated with the use of several materials that were actually presented to me by my own mentors and educational actually got into me in a more practical manner thus making me much easier to remember them right now.

The utilization of the different aspects of learning such as emotional and social quotients actually increase the capability of the young learners to take responsibility of how they are able to absorb the lessons likely presented to them by their mentors. • List 3-4 discussion questions that relate to the material. 1. How are the learning systems between young and old learners different from each other? 2. Are there any rules that should be followed so as to make the process of teaching and learning more implicative for further future developments?

3. Technology advances, learning demands increase, how are the procedures of learning be linked together in an integration that would work for both the mentors and the learners of the field?

Reference:

Parents: Child’s First Teachers. (1989). Awake! Brooklyn, New York. Catherine A. Hansman. Critical Perspectives on Mentoring: Trends and Issues. ERIC Clearinghouse on Adult, Career, and Vocational Education Center on Education and Training for Employment College of Education. The Ohio State University. 1900 Kenny Road Columbus, OH 43210-1090. 2002

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