We have now reached the stage when mentors arrive at the school and, as soon as their mentee arrives, they pair up and head off for almost an hour together. Some head to the library, where computers are booked for their use each week, while others will go for a stroll around the grounds. A couple might sit in our meeting room and chat. Different methods for different pairings, one of the strengths of a mentoring program.
One mentor has clearly been focusing on the strong points of her mentee and exploring ways to motivate her further. Via the email correspondence during the previous week, the mentor had asked her mentee to consider whether or not they could chat to one of the mentee's teachers (of the subject the mentee appeared to be enjoying the most) . This week, after time in the library, they took a stroll to the faculty of the teacher concerned and, fortunately, found her there. The mentor was introduced and a brief discussion took place, during which the mentee's talents were lauded by the teacher. A self-image is quietly being boosted week by week. Another dynamic taking place was the introduction to the mentoring program in action for this teacher. Hopefully she will chat about this interaction with staff colleagues and so the good work being done by these volunteer adults will be better understood. A good mentor program does have a positive spin-off on the school community and it's the little moments like this that sow those positive seeds.
Another totally different experience took place with another pairing. In this case the mentee had been slow to become involved in the program, but this week the breakthrough occurred. The mentee commented that she felt she had been pressurised to participate in the program at the beginning - possibly because she was precariously balanced in terms of her behaviour at school and school authorities, seeing her potential, saw the GR8 MATES program as a possible positive experience for her. Perhaps the pressure came from a concerned parent. Perhaps it was a combination of these circumstances. The admission that she had felt this way was seen as a major breakthrough in the relationship by the mentor and now we can only hope it will go from strength to strength as there is every indication that the mentee would like to remain in the program.
We are through the probationary period of the mentoring relationships now. I have asked mentors to discuss with their mentees, when next they meet, how both parties are feeling about their mentoring journey. Do they want to continue this journey into 2008? I will be surveying both the mentors and the mentees when we meet next week (a wrtitten survey), an important part of the evaluation process, yet also an important moment for me to assess how things are going.
I have arranged an orientation meeting in mid-December for one of the 2008 schools participating in the program, as we have at least 13 interested mentors, hopefully more by then. The other more rural program has been a little slower at attracting mentors - 6 to 8 today, and I am hoping that an article due out very soon in a local community newspaper will attract some more mentors.
I need to get the Application Packs organised :-)
One mentor has clearly been focusing on the strong points of her mentee and exploring ways to motivate her further. Via the email correspondence during the previous week, the mentor had asked her mentee to consider whether or not they could chat to one of the mentee's teachers (of the subject the mentee appeared to be enjoying the most) . This week, after time in the library, they took a stroll to the faculty of the teacher concerned and, fortunately, found her there. The mentor was introduced and a brief discussion took place, during which the mentee's talents were lauded by the teacher. A self-image is quietly being boosted week by week. Another dynamic taking place was the introduction to the mentoring program in action for this teacher. Hopefully she will chat about this interaction with staff colleagues and so the good work being done by these volunteer adults will be better understood. A good mentor program does have a positive spin-off on the school community and it's the little moments like this that sow those positive seeds.
Another totally different experience took place with another pairing. In this case the mentee had been slow to become involved in the program, but this week the breakthrough occurred. The mentee commented that she felt she had been pressurised to participate in the program at the beginning - possibly because she was precariously balanced in terms of her behaviour at school and school authorities, seeing her potential, saw the GR8 MATES program as a possible positive experience for her. Perhaps the pressure came from a concerned parent. Perhaps it was a combination of these circumstances. The admission that she had felt this way was seen as a major breakthrough in the relationship by the mentor and now we can only hope it will go from strength to strength as there is every indication that the mentee would like to remain in the program.
We are through the probationary period of the mentoring relationships now. I have asked mentors to discuss with their mentees, when next they meet, how both parties are feeling about their mentoring journey. Do they want to continue this journey into 2008? I will be surveying both the mentors and the mentees when we meet next week (a wrtitten survey), an important part of the evaluation process, yet also an important moment for me to assess how things are going.
I have arranged an orientation meeting in mid-December for one of the 2008 schools participating in the program, as we have at least 13 interested mentors, hopefully more by then. The other more rural program has been a little slower at attracting mentors - 6 to 8 today, and I am hoping that an article due out very soon in a local community newspaper will attract some more mentors.
I need to get the Application Packs organised :-)
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