Training for Tutors & Mentors

1. Training for Tutors & Mentors Welcome. We’re glad you want to meet our students.

2. Partners in Education is a nonprofit organization within the Santa Barbara County Education Office with roots in our community that go back more than 30 years. • Our mission is to connect businesses and individuals with schools and the organizations that serve them in order to help improve public education in ways that support a more vibrant economy, the health of our community and the well-being of local children and their families. • Experience and research support our goal; connecting positive adult role models with younger students increases confidence, improves academic performance, and lowers the likelihood that a child will engage in negative behaviors. • We appreciate you taking the time to join us. What have I just signed up for?

3. You are a part of the solution. Santa Barbara County Education Office Center for Community Education Emphasis: Community Building AmeriCorps Literacy Tutors (Full and part time tutors at low cost to schools) Partners in Education (Volunteer Recruitment & Coordination Program) Transitional Youth Services (Educational liaison services for Homeless and Foster Youth) Local business, community & education leaders (You!) Local social service, nonprofit, faith & government groups Local teachers, schools & community members (serve 1-2 years) Community Involvement

4. Why mentor? This self-portrait was painted by a high school student. When asked why he didn’t paint any eyes, he answered, “No one ever looks me in the eye.” Our goal at Partners in Education is to help match caring adults who will make a connection with a young person in our community. We know that youth who feel connected with their community grow up and strengthen our area. Art courtesy of Los Robles High School student at the Los Prietos Boys Camp

5. YOU! A caring adult who is: • Consistent • Careful listener • Genuinely interested And able to… • Maintain an adult role • Teach and model “how” more than “what” • Notice, acknowledge and include a student Be yourself! What do our students need?

6. Skill building opportunities. • Ongoing connection with positive adults. • Sense of belonging. • Sense of usefulness and success. • Sense of voice and decision-making power. Resiliency is a major factor in ensuring students succeed.What do students need to be resilient?

7. Visiting the School or Nonprofit Site The first step in a great new adventure!

8. What do I need to know first? Once you have completed this training, one of our Volunteer Coordinators will contact you with opportunities to tutor and mentor. Before you make each visit, you will know: • School • Grade (K-12) • Class focus (i.e. career preparation course, math class, English language learners, etc.) • Specific objectives the teacher has outlined (i.e. a specific topic, career exploration, or any student questions on a subject)

9. What do I need? • As a reminder, you will receive a Volunteer Passport via email 3-5 days before your first visit. • This passport will include: • Date of your scheduled visit • Time/duration of your visit • School address • Special instructions (typically includes parking or direction information, what to bring) • Teacher name and classroom number (if applicable) • Always check in at the office. • Wear your Partners Name Badge anytime you are on campus.

10. Ask where to place your personal items and where the adult restroom is located. • Ask the teacher about use of classroom materials. • Talk to the teacher about how he/she would like to handle discipline. • Talk to the teacher about a plan in the event that you will be unable to make it to your tutoring/mentoring session. • Exchangecontact information. Your First Day:

11. Tutor Tips Steps to Success

12. Work with the teacher to ensure your workplaceis set up when student arrives to minimize time wasting. • Know where the classroom supplies are located • Cut down on wandering, pencil sharpening, getting a drink, etc. Create a routinewith the student. • Greet the student warmly. • Check in on how the day is going and any important events in the student’s life. • Plan your time together with the student.

13. Give the student decision-making power, but make sure all the options are acceptable to you. Which activity do you want to tackle first? NOT… Do you want to do math today? Would you prefer to read together before or after we practice flashcards? NOT… What would you like to do today?

14. Include breaks. Students can usually stay focused one minute for every year they have been alive. • Ex. 10 years old, 10 minutes. Set small goals during the time you have. • Work for 9 minutes, take a 1 minute break. • Complete 10 math problems, take a walk. • Finish a chapter, put a sticker on your binder. • Work for 15 minutes, draw for 2 minutes. • Reward sandwich, ex. talk for 2 minutes, work together for 20, play for 5. Consider bringing an inexpensive timer.

15. A few suggestions for break-time activities: • Do 100 jumping jacks • Stretch for 2 minutes • Get a sip of water • Have a quick snack • Start a puzzle Make breaks fun, but don’t lose focus

16. When reading, allow the student to sound out a word. If they pronounce incorrectly, say the word for them and have them repeat it. Avoid providing the answers to students. “Think Out Loud”. Model to students the thought process you engage in to solve a problem. • Ex. 7x8 is tricky. When I forget my multiplication tables, I make seven rows of eight dots and count. • Ex. What does that word mean? When I don’t know a word’s meaning, I look it up in the dictionary. Let’s get one together. • Ask the teacher for tips, too. He or she may be able to point out things to look for. (Ex. If there is an “e” at the end of a word, the sound of an “i” changes, like in “while” or “fine” versus “bill” or “fit”.)

17. Don’t take excuses! Try not to be accusatory. • Ex. Instead of “You’re lying!” try “I’m having a hard time trusting you today because…” Use “I language”. • Ex. When you are late to our tutoring session, I feel like you don’t want to spend time with me. Model how you motivate yourself. • Ex. When I am feeling too tired to work, sometimes I will close my eyes for one minute until I feel better. • Ex. When I am frustrated, I count to 10 in my head and take a deep breath.

18. Remember… Students need (and want) clear and consistent boundaries, because they want to please you. You can’t praise an apathetic student too much! Give clear and explicit timelines and directions and use the teacher to enforce behavior expectations, if necessary.

19. Mentor Skill-Building Tips for making the most out of your relationship “Volunteering once a week helps me as much as it does the young man I mentor – believe it or not, the stress of managing such a large scale project seems to pale in comparison to the stress this young man is under at home and at school.”

20. Volunteer a bit of information about yourself, then ask the student a question. • Ex. I really like to run. What is your favorite thing to do outdoors? • Tell stories. Students love to hear stories about you and what you like to do. • Always talk about the student’s accomplishments and reference them as much as possible in coming days. What should I talk about?

21. Have fun! Volunteers are a hot commodity and students usually like having one-on-one attention. • Be patient… building trust takes time. • Try to understand your student’s viewpoint. • Celebrate cultural/spiritual differences. • Be honest. Be positive. Just be there.

22. Keep emotion off your face and out of your voice if possible. • Try to keep an even tone and make clear eye contact. • Students may try to test your boundaries, and push you away to see if you really care. • Try not to be sarcastic. Many children do not understand sarcasm, but they will understand simple jokes. • Avoid using embarrassment as a strategy. • Utilize the teacher. Dealing with Difficult Situations

23. While we hope you share your experience serving as a mentor or tutor with your friends and colleagues, please keep the full names of students you work with confidential. • If the child informs you of an issue that threatens his/her safety, please inform the teacher in person or with a note if you are unable to discuss discreetly before your scheduled service is complete. Confidentiality

24. Both teacher and students are counting on youat the appointed time. Do your best to not let other conflicts arise. • Call or email your teacher and let him/her know you will be unable to attend. • Call or email your Partners in Education Volunteer Manager and let him/her know you will be unable to attend. Staff will also attempt to notify the school to make sure your message gets to the teacher in time. What if I have to miss a session?

25. You have completed our Training & Orientation for Tutors and Mentors. • In your email, there is a personalized link for a quiz on this material. (If your link does not work, please click here: http://sbceo.org/~partners/for_volunteers_tm_quiz.html) • Once you submit your quiz, we will contact you to schedule a visit where you can get to work! Thank you.