Mariah Enerson

Title: Peer Mentor for 3rd Grade Class

Date: Fall 2010-Spring 2011
Description:
The following artifact includes a photo of the 3rd grade class I mentored
and I. I am in the front row, last one on the right. As a mentor, I
tutored the children in all subjects, held individual reading and group
spelling sessions with the children, graded homework and tests,
supervised arts and crafts time each day, wrote progress reports and
completed miscellaneous projects for the teacher. I was a peer mentor
at River Valley Elementary School during my third year of high school. I
helped five days a week for three hours each day, for the entire school
year. The ages of the children were eight to nine years old.
Wisconsin Teacher Standard Alignment:
This artifact best aligns with Standard 10: Collaboration- The teacher
fosters relationships with school colleagues, parents, and agencies in
the larger community to support students learning and well-being.
This best aligns with Standard 10 because I worked with my high
school coordinator, the elementary school principal, and the 3rd grade
teacher and students.
I first had to check in with the principal each day for attendance
purposes. I then had to report to the 3rd grade teacher once a week to
discuss student progress and alternative learning strategies. We
collaborated to find different techniques tailored to each individual
student for optimal learning. I then had to write a reflection about my
weekly experiences every Friday and turn it into my high school
coordinator for discussion. I not only had to build trust with the
children, but with the teacher as well. She gave me tasks to complete,
only of which she felt I was capable of. I made bonds with each child
and with the classroom as a whole. The children performed best when
they felt I was giving them an open and safe learning environment.
UW-Platteville Knowledge, Skill, Disposition Statement
Alignment:
This artifact best aligns with KSD2.c: Managing Classroom ProceduresThe teacher values and has the ability to manage self-motivated
students and instructional groups who are productively and

independently working at all times with classroom transitions and

routines occurring smoothly.
This best aligns with KSD2.c. because I not only organized and
supervised arts and crafts for the entire class each day; I individually
worked with the children.
I helped the children transition from recess to arts and crafts every day.
When the whistle blew, ending recess, I had the children line up for role
call. We then went into the classroom where I had an arts and crafts
station set up. Also, each child had a half-hour individual session with
me weekly for reading out loud. I then tutored the children in groups
of three for math, science, and spelling for an hour each day,
depending on which children needed the most help. I made sure all
these transitions went smoothly by giving the children weekly routines.
I posted names on a bulletin board each week for individual and group
tutoring for reference.
Secondary KSDs:
KSD4.c: Communicating with Families
KSD4.d: Participating in a Professional Community
KSD4.f: Showing Professionalism
Reflection:
What I learned about teaching/learning from this experience:
Through this experience, I learned the importance of positive child and
teacher interaction. The children need to be given a safe and open
environment for optimal learning. They need to have trust in the
teacher; otherwise they wont feel comfortable enough to be
themselves. As 3rd graders, they should be allowed to make mistakes
and be creative without being criticized. They need to be
acknowledged in accomplishments such as spelling a word correctly for
the first time or reading out loud well. They are less likely to try again
or work at something if they are negatively or harshly critiqued.
What I learned about myself as a prospective educator as a
result of this experience:
Being a peer mentor has shown me that I have a natural ability to
connect with children. They not only trust me and respect me, they
enjoy my company. I have learned there are times when I need to be

Mariah Enerson
sterner and times when I can be more lenient. For example, when
children arent listening to directions, I need to be stern, and when
children are doing arts and crafts a little differently than I had planned,
it is all right to allow them to be creative. I improved my social skills as
well by collaborating with the elementary school principal and teacher,
and my high school coordinator. I will be more effective at connecting
with and communicating with other colleagues, teachers and students
in the future.