Welcome to QL Club Let’s bring it in ?Whoa! In this issue we'll look at Seeking Enrichment via Partnerships, Mentoring and Tutoring. According to a study by Reis and Diaz (1999), the success of economically disadvantaged students may be related more to enrichment in the educational setting than to parental support at home. Reis and Diaz found that despite a lack of parental involvement (in academic pursuits) of nine ethnically diverse high-school females, the students continued to perform well on achievement tests and in other academic endeavors. The study reports that the students attributed their success to interaction with other high-achieving students, teachers, and mentors ?all of which helped deepen a strong belief in self. Thus, "enrichment" here is defined as interaction with others (high-achieving students or teachers) who can guide, mentor and build upon small successes. The brain responds positively to cognitive reinforcement such as tutoring and mentoring, especially if it is relevant and specific to the needs and expectations of the learner and it is followed up with constructive feedback. This is known to reduce the brain's fear response (in the amygdala) to new and difficult learning, and to promote a sense of safety, security, and meaning. These components stimulate long-term memory and learning (LeDoux, 1999). Reglin (1998) found that combined mentoring and tutoring not only helped improve academic performance among 35 at-risk high-school students, it also dramatically reduced dropout rates. And in a study of at-risk elementary students who were mentored and tutored by soldiers and civilian employees at an Army base, Kueher demonstrated that such interaction had a positive effect on the students' self-defeating behavior. Mentoring also enhances social skills and coping skills significantly (Muscott & O'Brien). Campbell and Ramey (1995) and others have demonstrated the brain's capability and willingness to respond positively to enriched learning environments at an early age. Scientists have found that synaptic structures in human brains actually grow in such environments (neurons are firing and wiring together!) and this growth continues throughout one's lifetime ?including old age. (For more on this, look at The Secret Life of the Brain at pbs.org and Richard Restak's research.) What are some of our QL practices that make us more effective mentors and tutors? To name a few, developing trust and safety, listening, building a home court advantage (HCA), acknowledging every effort, celebrating learning. We build opportunities for small successes that grow and spiral. Think about what else you can do to build stronger relationships and reduce fear through mentoring and tutoring. WE'D LIKE TO HEAR FROM YOU ... We welcome any contributions to QL Club including topics of interest, questions you have, stories of QL in your classroom, and what's working for you. Send your comments to: jgomez@QLN.com. The purpose of the QL Club is to continue to look for what works as we deepen our understanding, practice ideas, and develop mastery of skills in QL and as professional educators. You can read past issues of QL Club at ww.QLN.com - QL Education - QL Implementation Plan - QL Club. Thank you for making a difference in the lives of your students and staff! Jenny Severson, Ed.D. Lead Facilitator, Quantum Learning Education Please do not reply to this email. Send any inquiries, questions or comments to info@quantumlearning.com