Mrs. Tate seemed to recognize my problems and she took an industrious interest in them, or I should say, in me. Because of the sort of empathetic person she was, she sensed my stress and alienation, although I did non k directly those words at the time. Mrs. Tate took the time to talk to me in the classroom and showed me ways to learn how to comprehend and process schooling more quickly, and she gave me extra homework to help develop my tuition abilities more fully. She also spoke to me after class, and often walked me home. single day she said to me, "We'll find a way for you not to have your home problems in school." And she spoke to my family, and somehow this happened.
g angry but with Mrs. Tate's commercial enterprise and friendliness, I soon found that my anger dissolved when I entered the school building because I knew I would be pay attention to, and I would be encouraged to do my best. Mrs. Tate's classroom became a comfort zone for me.
When I was in fifth grade, the term mentoring was not used. But I realize now that Mrs. Tate acted like an informal mentor. Our relationship was one between a caring, experienced individual and a younger person who could returns from attention, guidance and support. She was definitely the most positive role molding I have ever known. Our relationship was based on trust and confidence. She changed my life; she was my inspiration to go to college.
Mrs. Tate and her family moved away(predicate) from the South Bronx but what I learned from our relationship stayed with me. I saw Mrs. Tate again, a few years ago when she visited the Bronx. We talked for a while, and she said that she was very pleased with what I had done with my life. It gave me a good feeling, the kind I had when
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