1 / 14

Making Connections: Student Mentoring

Making Connections: Student Mentoring . PBIS Middle School Summer Institute July 15, 2009 Mara L. Egorin School Psychologist PBIS coach. Teacher to Student Mentoring. What does Mentoring mean?

kevork
Download Presentation

Making Connections: Student Mentoring

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Making Connections: Student Mentoring PBIS Middle School Summer Institute July 15, 2009 Mara L. Egorin School Psychologist PBIS coach

  2. Teacher to Student Mentoring • What does Mentoring mean? There are many different definitions of mentoring and the types of relationships they promote (Smink, 1990). A broad definition- mentoring is a sustained ‘one-to-one relationship between a caring adult and child who needs support to achieve academic, career, social or personal goals’ (McPartland & Nettles, 1991).

  3. Types of Mentoring • Educational or Academic Mentoring ** • Career Mentoring • Personal Development Mentoring

  4. What makes a good mentor? • Someone who: • Engages in a positive relationship with the child • Gives attention to the child • Has positive self-esteem about himself/herself • Reacts well to stressful situations • Tolerates frustrating situations • Listens well • Communicates on a level that the child can understand • Provides leadership • Is a positive role model • Shows up on time for sessions • Is willing to serve a minimum of 1 year in the program • Is non-judgmental • Reinforces student’s success • Nurtures a relationship that respects a child’s dignity

  5. What should mentor a NOT be expected to do? • Replace the role of a parent/guardian • Expect dramatic changes in attitude, self-esteem, or attendance quickly • Provide solutions to all the issues facing the student • Break the trust they have established, unless it is life threatening to the student or someone else

  6. What should a student mentoring program include? • Set Goals and Objectives (determine what kind of mentoring program) • Infrastructure (coordinator) • Logistics • How long with relationships last? • When, where, and how often will students and mentors meet? • Liability • Funding

  7. Benefits to the Student • Receive assistance with academic endeavors • Experience greater self-esteem and motivation to succeed • Receive encouragement to stay in school and graduate • Improve interpersonal relationships, such as with teachers and family • Receive assistance in choosing a career path • Increased attendance rates

  8. Benefits to the Student • Decreased truancy • Decreased likelihood of dropping out of school • Better attitudes about school • Enhanced social, communication, relationship and decision-making skills • Improved behavior, both at home and school, including fewer disciplinary referrals and less violent and disruptive behavior

  9. Benefits to the Adult Mentor • Friendships with young people • The satisfaction of having contributed to the community • Mutual respect which can lead to better overall student behavior in teacher classrooms • Opportunities to enhance personal strengths and develop new skills

  10. Research Information • Lower dropout rate (Project PLUS,1990) • Increased community support (Pringle et al, 1993) • Improved student attendance- students under 12 (US Dept. of Ed, 2009) • Improved self-reported school bonding and self-efficacy for girls (US Dept. of Ed, 2009) • Positive effects of future orientation for boys (US Dept. of Ed, 2009) • Low performing and at-risk students achieve best when offered mentoring in conjunction with other social and academic services geared toward improving student performance and addressing individual student needs (Brewster & Fager, 1998)

  11. Dundalk Middle’s Mentor Program • Personal Academic Coach (PAC) • All full time staff were mentors • Each mentor had 5-9 mentees • PAC met for 15-30 minute intervals 2 times a month • Scheduled into the school day, although not a consistent time • Staff was provided a suggested initial lesson and guidelines for mentee folders (required)

  12. Resources • Icebreaker Activity • ..\My Documents\icebreakeractivity.doc • Brag Buttons • ..\My Documents\bragbuttonactivity.doc • Mentoring Poster ..\My Documents\Mentoring poster DMS.pub

  13. Contact Information Mara Egorin megorin@bcps.org Dundalk Middle School 410-887-7018 Logan Elementary 410-887-7052

  14. References • Student Mentoring, Dubuque Community Schools www.dubuque.k12.ia.us/studentmentoring/Studentmentoringinformation.htm • Brewster, Cory & Fager, Jennifer (1998). By request…Student Mentoring, Northwest Regional Educational Laboratory’s Information Services. • Bernsteing, L., Rappaport, C., Olsho, L., Hunt, D., Levin, M., (March, 2009). Impact Evaluation of the U.S. Department of Education’s student mentoring Program, Executive Summary. National center for education evaluation and regional Assistance, U.S. Department of Education.

More Related