PIE Mentor Guidelines
Keeping Children at the Center
Wichita Falls I.S.D. PARTNERS IN EDUCATION 1104 Broad Street, P. O. Box 97533 Wichita Falls, Texas 76307-7533 940.235.1009 Fax 940.720.4982 www.wfisd.net/pie
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Foreword olunteering in the Wichita Falls Independent School V District is a rewarding, challenging, demanding and exciting experience! The PIE Mentor Program is designed to involve business and community volunteers in ongoing efforts to encourage students to improve both academically and personally. Mentor volunteers also encourage students to focus on their future education and career goals. The PIE Mentor Guidelines Handbook serves as a general guide and resource for preparing mentor volunteers serving in the Wichita Falls Independent School District. Your decision to become a mentor reflects your commitment to supporting and guiding the educational and personal growth of youth in our community. We appreciate the time, effort and caring that you are so generously willing to give.
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Partners In Education Mentor Guidelines Wichita Falls Independent School District TABLE OF CONTENTS Overview…………………………………….………………….. 4 Guidelines for Mentoring…………………………………….…6 Meeting the Student…………………………………………...11 Stages of Mentoring……………………………………….…..13 Roles of a Mentor………………………………………….…..15 Do’s & Don’ts of Mentoring……………………….................17 Suggested Mentor Activities………………………………….18 Steps to Effective Listening…………………...……………...20 Goal Setting Steps……………………………….…………....21 Improving Study Skills………………………….……………..22 Building Self-Esteem………………….…………..................24 Signs of Success….…………………………………..……....25 Closure………………………………………………………....26
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Overview Origin of Mentor: The word mentor comes from the Greek language and has its roots in the terms steadfast and enduring. The author Homer in The Odyssey gave the name Mentor to Odysseus’ friend who was entrusted with the guidance and education of his son. Today the term mentor has become synonymous with one who is a wise teacher, a guide and a friend. What is the PIE Mentor Program? The PIE Mentor Program is a cooperative effort of volunteers from businesses and organizations and the school district to encourage students (elementary to high school) to finish school and focus on future education and career goals. What is a mentor? A mentor is a suitable role model committed to serve as a guide and a friend to a designated student. A mentor demonstrates value of dependability, goal setting and the importance of an education. How does a student benefit? • Increases self-esteem • Improves academic achievement and school attendance • Increases career awareness • Learns the ability to set and achieve goals How does a mentor benefit? • Increases personal satisfaction by helping others • Receives appreciation from school staff and students • Increases involvement in the school district • Develops new friendships and relationships
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Who can be involved? Volunteers from businesses or organizations may apply to become a mentor. Mentors are mature caring individuals genuinely interested in helping young people. What is required? 9 Participate in the program for one school year 9 Submit an application to the campus coordinator or PIE office 9 Agree to a background check 9 Attend a campus training & orientation session (one-hour) 9 Conduct all meetings on school grounds 9 Meet weekly with an assigned student (30 minutes to one hour) What do mentors do? Most mentors and students like to meet at lunch. There is usually time left for reading together or working on a project. During these activities, students like to talk and mentors do a whole lot of listening! Mentors provide ongoing support to the educational and personal growth of students. What others say about mentoring… “The day my mentor came was always the best day of the week!” “My students try to succeed in order to have something positive to tell their mentors when they visit.” “My mentor has helped me to set goals in life and try to reach them.” “Being a mentor is very rewarding. I treasure the time that I spend with my student.” “Every child can benefit from having a role model in his/her life. When a child is given a chance to have a mentor, he/she has been given a priceless gift. “ “Mentors benefit just as much as students!” 5
Guidelines for Mentoring Orientation and Training Every potential mentor attends a training session conducted by the PIE staff and/or school representatives. Orientation includes observing a mentor training video and a review of the Mentor Guidelines Handbook. A coordinator answers any questions and gives information about the school and students. PIE Campus Coordinator Each school has a campus coordinator to help manage the program. An assigned liaison from each partner also works with the mentors to help coordinate and monitor the program. Matching a Student The student and parent(s) must sign a consent form to participate in the program. Because the school knows the specific needs of the students, the matching of the mentor to the student is the responsibility of the school. The campus coordinator is flexible about scheduling mentor visits and works with the volunteer to provide the most convenient time to visit the student. Parents A permission release form must be signed by the student’s parents or guardians in order for their child to participate. If it’s possible, parents may meet their child’s mentor. When meeting the parent(s), make sure that they understand that you are not there to undermine their authority. You are there to serve as an additional role model and friend. Learning About Your School Mentors meet at their students’ school and learn the location of the following: • Entrances & Exits • Parking • Rest Rooms (student & adult) • Cafeteria • Teachers’ Lounge • School Office
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Before Each Visit A mentor should call the school before each visit to confirm that his or her student is in attendance. Days Schools Are Closed Check the school calendar (school office) for student holidays and other days students do not attend school. If there is inclement weather, listen to the local radio or television station that broadcasts school closings.
Cancellations and Punctuality Volunteers unable to keep their scheduled visit must notify the school office as far in advance as possible. As role models, mentors must be prompt, dependable and reliable during their volunteer work. A student informed about the absence of his or her mentor ahead of time is NOT as disappointing. Dress Code Casual dressing is acceptable. The suggested attire for volunteers is neat and conservative. Sign-In / Volunteer Badge For security reasons, mentors must sign-in (school office) during each school visit and wear the PIE Volunteer badge. The sign-in information enables the school to keep records to evaluate the program and recognize volunteers for their contribution. The PIE volunteer badge enables the staff to recognize volunteers who are serving in the school. Location of Visits During lunch hour, mentors usually meet their students in various locations in the school (classroom, library, office, etc.). If the cafeteria is too noisy, another location is provided.
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Confidentiality Like teachers, volunteers have a code of ethics to keep confidential matters within the school. The staff and the students need to know they can trust mentor volunteers. Discussion of confidential matters and criticism of the student or school personnel are inappropriate and confidential. If your student discloses information that is harmful to him or her in any way, inform the principal or campus coordinator immediately. Student Field Trips A mentor must keep all visits with the student on campus. Permission for the student to leave campus may be granted for a field trip if the activity includes other students and mentors. The field trip must be approved by the principal and the student’s parent or guardian. Mentor Workshop A training session for all mentors (experienced and new) is held each school year. Mentor guidelines are discussed and classes conducted by guest speakers give mentors a learning experience and opportunity to ask questions and exchange ideas. Monitoring the Program School support is ongoing. Please feel free to talk to the campus coordinator or the principal. Each school holds periodic meetings with all mentor volunteers. This is an excellent time for further training, sharing and evaluation of the mentor program. Rematching If there are any concerns by either party (student or mentor), a conference with the campus coordinator can address the concerns and determine if a rematch should be considered.
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Student Progress Feel free to ask the student’s teacher or school mentor coordinator about the progress of the student. If you would like to help you student with academics, discuss this with the campus coordinator or teacher. Student progress is seen in different ways: improved attendance, completed homework assignments, a smile to say hello! Sometimes progress is not always measurable; often a mentor’s reward stems from the intangible. It is important to remember that change is gradual and not always visible. Student Behavior Problems If a behavior problem arises with student behavior, please inform the campus coordinator or teacher. Each school has detailed discipline guidelines and has the responsibility for disciplining the student. Gifts to Students Initially, gifts are discouraged. Establish a relationship first and then consider small incentive rewards for student achievement. Keep it simple and inexpensive. A personal note or card sent to the student is just as well received. Volunteer Reassignment Volunteers always work under the direct supervision of teachers and administrators. The principal, campus coordinator or PIE staff may reassign or dismiss any volunteer whose actions are not in the best interest of the school or students. Evaluations The success of the program is monitored and measured through evaluations. All the participants in the PIE program are asked to complete evaluations at the end of the year.
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Extending Mentoring Mentoring is a commitment for one school year. Some mentors do not continue after that time; others work with the same student the following year or the mentor may choose a different student. If a student transfers to another school, the decision to have the mentor follow is examined. Communicating with the students in the summer While the mentor program is only active during school hours, there are still a number of ways to stay in touch with your student over the summer: pen pals, exchange photos of summer activities, etc. Closure If you must leave before your time commitment is over, it is important to set a specific date for your last visit. First, discuss your decision with the campus coordinator. Be honest and candid and tell the student about the reasons for ending the relationship. Students understand schedule changes or moving better than the disappearance of a mentor without explanation. Discuss the achievements made, no matter how small; be supportive and positive.
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Meeting the Student
Prepare Review the Student’s Profile form given to you by the campus coordinator. Learn the student’s name, nickname and how to pronounce and spell it.
Meeting the Student • Meet the student with a smile and a handshake. Introduce yourself and let the student know how you wish to be addressed. Call the student by name on every opportunity. Sit next to the student (not across a table). The student may have mixed feelings about meeting you and needs your constant reassurance as well as your encouragement. • Tell the student something about yourself and where you work. Ask the student questions about his or her favorite sport, hobby or television show. As an activity, encourage the student to show you his or her classroom and school. • Explain the mentor program to the student. Let the student know that you will be coming every week and the day and time. Discuss any holidays, business trips or vacation dates which conflict with the scheduled visits. • Inform the student, “Although an important foundation of our relationship is to keep what we discuss confidential, please remember that there is one exception. If you tell me something that may harm you in anyway, then I must discuss this problem with the appropriate person. Your interest and well being always come first.”
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• Talk about academic work. If the student is having difficulty with school work, acknowledge that you are aware of this and that you would like to work together to help him or her improve. (organizing homework, goal setting, attendance, etc.) • End on a positive note! First meetings can be awkward and uncomfortable. Don’t be discouraged! Remember that relationships take time to build. Weekly • Establish a friendly relationship and develop trust. • Spend ten minutes talking about the past week and find out how things are going with your student. • Allow more time for tutoring, if needed, and assisting with assignments. • Plan a small goal for the student to accomplish. Spend the remaining time sharing lunch or shooting baskets with your student.
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Stages of Mentoring Stage I ƒ Building Trust Building trust takes weeks (sometimes months) One of the best ways to build trust is to help your student quickly accomplish something tangible that is important to him or her. For example, assist your student in following up on an interest, getting involved in a club or help him or her set a short or long term goal. (It is important for a mentor to be prepared for some disappointments and frustration at the beginning of the relationship.) Testing may occur Testing is a form of protection from further disappointment. Students may be slow to give their trust because they expect inconsistency and lack of commitment. Mentors may see student behavior such as unreasonable requests or withdrawal. Predictability builds trust so BE CONSISTENT Be on time for arranged meetings and follow through on agreements. Reassurance that what you discuss is CONFIDENTIAL Explain that nothing your student tells you will be discussed with anyone else without his or her permission, but there is one exception. If the student tells you something that may harm him or her in anyway, then the mentor must discuss this problem with the appropriate person (principal or campus coordinator)
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Relationships that don’t proceed Your student may have been so disappointed because of past experiences that he or she is unable to risk taking advantage of a helping relationship. The mentor may still be in the testing stage and should talk to the campus coordinator for guidance. Stage II Reaching Goals Building your relationship Once the testing is over, the ups and downs of a relationship usually ends and exciting progress may begin to take place. A friendship develops, and mentors can become involved in a variety of activities to develop their students’ full potential (i.e. academic support, career development, development of self-esteem and self-confidence, personal growth and development) Stage III Closure of the Relationship Guidelines for ending the relationship Discuss the closure with the campus coordinator. Meet with the student to explain the situation. Encourage your student to verbalize his or her feelings about the closure. Discuss the achievements your relationship has made. Talk about your feelings and be supportive.
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A Mentor…
Roles of a Mentor
LISTENS Mentors can encourage students to talk about their feelings, goals and concerns. In the role of active listener, the mentor puts aside impulses to direct the young person in favor of encouraging a process of self-direction. ENCOURAGES Mentors can help the student build self-confidence, self-esteem and cultural pride to last a lifetime by focusing on the talents, assets and strengths of their students. BUILDS ON THE POSITIVE Whenever possible, approach the issues and problems addressed with your student in a positive light, building on related strengths that your student may demonstrate. If reading is a problem, start by reading subjects in which your student has an interest. Mentors can help students see the connection between their actions of today and their goals of tomorrow. If your student’s goal is graduating from high school, point out how skipping school today will affect his or her chances of completing school on schedule. Mention examples of struggles that are real to your student – a hero or local leader. TEACHES Look for learning opportunities and “teachable moments.” If your student expresses an interest in something, no matter how slight, take advantage of the situation and help your student develop the interest further. Students may learn to be aware and creative of their own potential. MODELS BEHAVIOR What you do is as important as what you say! Words reinforced by behavior are that much more powerful, especially when they are consistently reinforced. Remember, you are competing against numerous negative influences (television, advertising and peers), so be persistent and patient. 15
Importance of Role Models Many students need role models not critics. Students who possess a poor self-esteem can greatly benefit from positive role models. Mentors are extremely effective sources of learning for students. Your role can assist the student in numerous ways including: 9 Distinguishing right from wrong through emulation 9 Developing belief systems which guide behaviors leading to success 9 Clarifications of values 9 Contributing to a range of experiences which enhance confidence 9 Establishing goals that develop planning and problem solving skills 9 Providing consistency when other facets of life may seem chaotic 9 Teaching how to learn by responding to curiosity Changing a student’s behavior requires much time and energy. Changing feelings or attitudes involves even more. To successfully alter any previous pattern (behaving, thinking or feeling), a student must experience a new model!
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Do’s & Don’ts of Mentoring
DO
• • • • • • • • • • •
Do appreciate any signs of growth Do listen carefully to what your student says Do ask good questions Do share your thoughts and feelings with your student Do remember to be on time Do try your best to be a good role model Do learn any special rules that are part of your program Do be interested in your student Do show that you recognize the student’s values and lifestyle Do strive for mutual respect Do be honest
DON’T • • • • • • • • • • • •
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Don’t think you are going to change the world overnight Don’t jump to conclusions Don’t be judgmental Don’t forget how important you are to your student Don’t use poor language Don’t get talked into things that you know are against program rules Don’t forget communication means listening too Don’t try to inflict your beliefs or values on a student; rather, demonstrate your values by your lifestyle Don’t settle for rudeness or foul language Don’t feel awkward with silence. Use silence to allow the student to make choices. Don’t try to be a parent Don’t expect the student to make quick changes in attitude or academic achievement
Suggested Mentor Activities • Help students learn to set goals. Start small. • Watch a TV show and discuss reality versus fiction. • Is the student completing homework assignments? If no, review studying tips. • Help students organize school work and study schedules. • Write letters to each other. A pen pal gives a student practice in writing. • Read newspapers and magazines together. Discuss current events, health, appearance, manners, etc. • Attend special school programs or assemblies. • Discuss test taking tips. • Help the student set priorities for the week. • Talk about yourself, your profession or hobbies. • Discuss future career plans of the student (all ages). • Assist with resume writing and job college applications (high school). • Review report card with your student. • Give positive reinforcement for school work, attendance, etc. • Discuss problem areas. • Remember birthday and special events with a card or note. • Have lunch with your student. Ways to say “Good for You” Fantastic Very good Excellent Super That’s a good point Beautiful That was a good try
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That’s really good Much better Nice going Congratulations That’s great Good work That’s right
Thank you That’s clever Good for you What neat work Marvelous Terrific Keep it up
Everyday Mentoring
Identify your student’s talents, strengths and assets. Give recognition for effort or improvement no matter how slight. Value your student no matter how he or she performs. Find and point out positive aspects of behavior. Suggest small steps in new or difficult tasks. Help your student use mistakes as a learning experience.
Investigate Career Options
Make a list of careers. Look at job advertisements in newspaper. Share your own experiences. Discuss education and training required for various careers. Relate career options to your student’s own life and the importance of graduating.
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Steps to Effective Listening • Listen patiently. • Give your full attention to your mentee. • Ask open-ended questions. • Give your undivided attention. • Restate in your own words what you think the mentee has said. • Ask questions when you don’t understand. • Put yourself in your mentee’s shoes; try to understand the world from the mentee’s perspective. • Reflect feelings. • Observe nonverbal messages. • Give feedback.
Think Fast! Remember, time is on your side! Thoughts move about four times as fast as speech. With practice, while you are listening you will also be able to think about what you are hearing, really understand it and give feedback to the mentee.
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Goal Setting Steps One of the most important tasks of the mentor is to assist the student in setting short and long term goals. Before beginning the task setting the goal, time must be spent with your student in establishing a relationship or trust and confidentiality. To set effective goals, it is important that one observe the following guidelines. Involve your student in deciding upon a goal. It must be the student’s goal, not yours. A short term goal which can be immediately achievable by the student is a good starting point. For example, the goal may be to complete all math homework assignment for the next week. Make a commitment (handshake and/or written agreement) with the student on what the goal is and how it will be achieved. The student must believe that he or she can reach the goal. Try to relate your own experience to the goal to illustrate achievement. Set one goal at a time. If the student is given too many goals, it will be difficult to concentrate on achieving more than one goal at a time. If the student’s goal includes the involvement of anyone else, permission must be obtained from the other person. For example, if the goal is to stay after school for one week and study with the math teacher, the teacher is consulted before the goal is made. What if the student fails to achieve the goal? The goal may have been too difficult for the student to achieve. The student may be fearful of achieving the goal. Encourage your student. Some students may believe themselves to be failures and become accustomed to making poor choices. The mentor needs to be supportive if the student fails to achieve the goal.
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Improving Study Skills A student who has encountered failure in school work is likely to be defensive about academic problems. This may appear as specific behavior, including apathy, belligerence or clowning. It is very important that the mentor establish and maintain rapport when advising the student on improving his or her study skills. • Ask the student if there is an academic problem. Listen, then repeat in your own words what the student has said. Express empathy. Share your feelings about the difficulty of achieving and improving academic goals. • Suggest the keeping of an assignment notebook for daily homework assignments. Ask to see it occasionally. • Encourage the student to establish a regular time and place for homework. Suggest a quiet area where the TV and radio are not a distraction. Discuss ways to stick to the homework schedule. • Help the student develop a plan of action for homework assignments. Work on the subject that is due first. Do assignments and reading ahead of time. Try to study for a test several days before it is taken. Give examples of how you discipline your time to accomplish tasks. • Praise improvements no matter how small. Give positive comments whenever possible. Monitor student’s progress. Visit with the student’s teachers to discuss progress and areas that need improvement.
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Preparing For a Test
9 Set a regular time and place to study. 9 Write down assignments. 9 Outline and summarize your work. 9 Ask you teacher for help. 9 Concentrate on what you don’t know. 9 Do homework and make a schedule.
Test Taking Tips
9 Get a good night’s rest. 9 Know how much time is given. 9 Follow direction; notice key words. 9 Do the easiest questions first. 9 Don’t change answers without a good reason.
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Building Self-Esteem Close your eyes . . . envision a picture of yourself . . . What do you see? How do you feel? These feelings are called “selfesteem.” Your primary challenge as a mentor is to find ways to build this strong sense of self-worth, positive self-esteem with your students. How can a mentor help build self-esteem? • Listen and acknowledge your student’s thoughts and feelings. • Let your student experience success no matter how small. • Show your student that he/she is lovable and capable. • Help your student understand that although you may dislike a specific behavior, you do not disapprove of your student as an individual. • If your student fails in an endeavor, help him/her understand that there are many ways in which the student has been successful. • Teach your student that he/she can turn failure into success by trying. • Encourage your student each time you are together. Identify and acknowledge your student’s strengths.
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Signs of Success Mentors frequently ask: What are the signs of progress that can be considered successful in a mentor relationship? To recognize the signs that are listed below, talk to your student’s teacher(s). They are the people who know the student best and can help you arrange one or two goals to work toward with your student. The goals don’t have to be academic, but may be something like sharpening listening skills or improving his/her appearance. The teacher might indicate what level the child is reading so you may read a book together. Improved attendance Smiling Improved appearance Reduced detentions Improved attitude Improved eye contact Improved interactions with peers More enthusiastic Opening up to the mentor
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Closure Students feel abandoned or rejected when a mentor just leaves. A student will understand schedule changes, moving, etc., better than the disappearance of a mentor without explanation. Many times the student will feel rejected and responsible for the unexpected closure of a mentor relationship. If a mentor must leave before his or her time commitment is over, it is important to meet with the student to explain the reason for the departure. Remember that how a relationship ends may color the student’s perception of the relationship as a whole. Terminating Relationship • Be honest and candid and tell the student about the reasons for ending the relationship. • Set a specific date for your last meeting and inform student ahead of time. • Notify the school campus coordinator. • Make sure the student understands that he or she is not the reason you are leaving. • Be upbeat, positive and supportive, especially about what the future may hold for your mentee. • Don’t make promises you may not keep (e.g. you will always keep in touch).
Whatever the reason, it is important for the closure to be handled with open and honest communication.
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ne hundred years from now it will not Omatter: What kind of car I drove, what kind of house I lived in, how much money I had in my account, nor what my clothes looked like. But the world may be a little better because I was important in the life of a child. -Anonymous
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