Mentor Handbook Information

To view a pdf of the entire Mentor Handbook, click here.

 

Section I.  Defining the Mentor Experience

           Now you are a Mentor.

Mentoring is exciting, challenging and rewarding. It holds great promise for helping young people in a meaningful way. Caring mentors offer support, consistency, and a chance for a young person to develop the knowledge and skills needed to reach their full potential. Mentors have the opportunity to pass on values, lessons learned and social skills from their generation to the next. Given the realities of our public high schools and the difficulties associated with adolescence in the new century, mentoring may not be “smooth sailing.” It is an experience, however, through which both mentor and mentee can learn and change. As a mentor you can be absolutely certain that you will make a difference.

           Purpose and objectives of the Mentoring program

The purpose of mentoring is…

 

To help students redirect their lives

To invest in the future of the community

To make a difference in the life of a young person

The objectives for the student are…

 

To increase academic achievement

To develop an awareness of business and career opportunities

To improve self-esteem

To increase knowledge of relationship between school and work

To establish professional relationship with a successful, responsible adult

To increase ability to contribute to society

 

The objectives for the mentor are…

 

To make a difference in both student lives and the school system

To contribute to a higher percentage of successful graduates

To increase the number of competent citizens and employees in California

To help develop responsible future employees

To feel personal Satisfaction

           Grand Area Mentoring

The Grand Area Mentoring Program is a carefully designed and evaluated to ensure the inclusion of the following elements:

• A close working partnership between all schools, agencies, and the local community
• An in-school efficiency that makes both the mentoring relationship grow and the school a safer and more dynamic place to learn
• Referral of students by parents, teachers, staff, counselors, and administrators
• Parental permission
• Integrated instruction with mentors aiding in core curriculum areas and augmenting classroom instruction with planned, curriculum-based tutoring
• Orientation of students towards goal-setting, succeeding academically and personally, and continuing with post-secondary training and/or education
• Development of skills and traits needed by employers
• A mentor program with a student or students matched to a volunteer who is committed to spending four to eight hours each month with the student(s)
• After-school activities to provide development of assets and alternative to risky behaviors
• Development of leadership skills and cultural knowledge
• Preparation for trade, college, and/or career in a selected field
• Additional motivation activities with local community and employer involvement

Benefits

Mentors may ask, “Am I making a difference.” The list below describes the benefits both mentor and mentee will receive through the relationships.

Benefits to Mentees	Benefits to Mentors
Improved attendance More participation in class Increased grade point average Improved interaction with peers Happier demeanor at school Increased consideration for others More Enthusiasm Improved confidence Openness to the mentor More willingness to learn Improved self-esteem	More satisfaction with personal development More fulfillments with commitment as a volunteer A greater understanding of the education system and education- related issues Appreciation for same or different cultures Self-satisfaction for having impacted the life of another Becoming a better prepared leader Getting along better with their own families

           Academic Mentors…

• Focus on education with the idea of preparing their mentee for academic success and entry into the community and working world.
• Place emphasis on attitude, preparation, and skills.
• Address the fun and practical application of classroom learning to real-life situations.
• Ask students to practice and even teach skills.
• Assist with goal setting and strength & challenge, learning style, and career awareness.

           Effective Mentoring Relationships

What is an effective mentoring relationship? The following are recommended strategies for interacting with young people:

•  Understand and be patient with the youth’s reluctance to trust. Many young people have been disappointed by previous relationships with adults. Trust may take time.

•  View the purpose of this program as that of giving; understand that initially the relationship may be one directional

•  Offer reassurance, support, and kindness; show caring for and belief in the mentee.  Too many young people rarely hear someone tell them they really care and are ready to listen.

•  Suggest ways to solve problems.  Whenever possible, approach issues and problems in a positive way, building on related strengths that the mentee may have demonstrated.

•  Listen carefully and offer possible solutions without judgment.  Try to think of ways together to solve problems rather than lecturing.

•  Help the mentee make the connection between his/her actions of today and the dreams and goals of tomorrow.  Bring in examples of struggles that are real to the student, such as a local hero or community leaders.

•  Identify the mentee’s interests and take them seriously.  Be aware of learning opportunities and “teachable moments.”

•  Do not ask the mentee discuss personal issues until trust has been developed.  On the other hand, the mentee may share a great deal without any prompting.  Try to determine why information is being given so early and fully.  The mentee may be seeking advice or may just be making conversation.  There is also the possibility that the young person is testing to see if you are shock proof.

•  Have realistic expectations.  Mentors may be discouraged when the mentee is not making great improvements.  Mentors certainly have impact on youth, but sometimes the gains are small.

•  Try to relate to the mentee’s personal experience.

•  Attempt to understand the student’s family, social class, and culture.

           Effective Mentoring Guidelines

1. Establish a warm, genuine relationship that encourages learning.

2. Keep in frequent contact with your student, as your schedule allow.

3. Establish realistic expectations.

4. Encourage the student to research possible career paths.

5. Focus on your student’s strengths and potential.

6. Always show up for your scheduled mentor sessions. If you must cancel, notify the school and student, if possible.

7. Be a good listener.  Show a genuine interest in what your student has to say.

8. Help the student improve his/her attitude toward education.

9. Be aware of cultural difference.  A student’s avoidance of eye-contact with you may not be an indication of a lack of interest, but rather a cultural response that the student may just be embarrassed by the lack of proficiency in a subject, or simply shy.

10. Contact GrandAM staff if your student reaches out to you with problems that require specialized expertise.

           Mentor-Mentee Process

Typically, the relationship goes through three stages; 1. Developing trust 2. Reaching goals, and 3. Ending the relationship.

           1. The Beginning – Building Trust

This time can take weeks to months. During this phase, you may experiences the following:

• Your student(s) might test mentor to see if you are trustworthy. You should expect mentees to fail to return emails or phone calls, make unreasonable requests, or display awkward behavior.

• Remember the issue is not whether the mentee likes the mentor; they are protecting themselves from disappointment. From their perspective, not having a relationship at all is better than trusting and losing someone.

• You can help by being consistent, showing your interest in them, and insuring confidentiality.

           2. The Middle – Reaching Goals

In general, mentees at this stage will tend to view their mentors as trustworthy, important in their lives, an advisor, a sounding board, and someone with whom to talk. You may be involved in:

• Problem solving: Define the problem, brainstorm possible solutions, and choose a plan of action. Include problem-solving techniques that you have used successfully.

• Academic achievement: Balance challenging your student(s) with commending their successes; you don’t want your mentee to feel frustrated every time they meet with you. Find areas of weakness that you can work on positively. If you have difficulty in helping them in these areas, ask for help – from the teachers, GrandAM staff, or someone who knows about the topic. Give your mentee time to demonstrate their competence in something they are proud of.

• Giving advice: This is appropriate where you think he/she might benefit from your own experience. BUT don’t suggest your mentee to do something without thinking about the options first. One thing we want our students to learn about is using their own judgment and coming up with solutions.

• Empowering the student: Let your student capitalize on his/her strengths, make individual choices, and praise him/her when he/she accepts responsibility for the consequences of their actions.

• Have FUN! Don’t let work work work make your boy or girl dull. Offer incentives like playing a card or a board game, drawing, or surfing the net when you’re done with an assignment or studying. This is a great way to find out about your mentee(s) preferences. Ask them about what they like to do. Share your interests with them. Let him/her teach you something. Teach him/her something cool in return.

           3. The end – When the Mentee Moves On

Naturally, the last stage of the relationship is that of closure. Help the mentee plan for the future with or without your support. The program officially ends when you or your mentee has terminated the relationship or when he/she graduates from High School. At that point the students will understand that contact will stop unless you mutually agree to continue.

Thank your Mentee for the experience, for their willingness and their trust. If you have learned something new, share this with your mentee. Let them know they are valuable contributors to your life and our society.

           When Things Aren’t Working

Please let GrandAM know if the match is not right or you become overburdened or annoyed at your mentee’s words or behavior. We will do everything in our power to make this a positive experience.

           The GrandAM Program Schedule

The primary communication between GrandAM and all mentors will be through email, our website, and the telephone. 

Principally, mentors and mentees will set up one specific time and place to meet EVERY WEEK. This will make scheduling easier for school staff, students, and GrandAM. GrandAM staff, in coordination with teachers, mentors, parents, students, and agency preferences, will facilitate the meeting location and time agreement. If the time and place need to be changed, please let GrandAM know.

Below find a sample first month schedule. Note that for introductory purposes, GrandAM staff meet WITH mentor and mentee for their first session.

		1:30 Meeting with Mentor and GrandAM Staff
		1:30 Mentor and Mentee meeting
		1:30 Mentor and Mentee meeting				Saturday Morning: Field Trip
		1:30 Mentor and Mentee meeting

Section II.  Specific Activities.  Opening the Door to the Relationship

           Warm up Activities

There are wide ranges of activities you can share with your mentee.  Individualism and creativity dictate the nature of your activities. It is important to involve your mentee in determining how you can best use your time together. Listen carefully for clues that signal your mentee’s interest. In the beginning you may try various things and see how your student responds.

Results oriented projects are important, but early on, when you are establishing the relationship, you may want to plan activities that are recreational and fun.

           Social and Emotional Support Activities

Friendship: Ask your mentee what friendship means. Structure initial activities around showing your mentee you are a friend. For example call just to say “hello,” find out your mentee’s birthday or if a special event (even a test) is coming up soon. Call or send a note of encouragement and an “I believe in you” message.

Guidance: Find out something your mentee has always wanted to do, or needs help doing. For example, your mentee says, “I’ve always wanted to know about....” or “I’m not sure I want to graduate from High School”. Guide your mentee towards areas of interest or new horizons and challenges.

Listening: Let your mentee know that you are there to listen. Determine what method is best for communication. It may be difficult to get your student to talk with you. Early on, initiate conversation with open-ended questions. Try not to ask questions that require “yes”, “no”, or one-word responses.

Personal Development: Adolescents often need boosts to their self-esteem. Help your student improve his/her posture, social, and health habits. Make personal transformation a project, but only with the student’s agreement and always in a positive context.

Help your mentee set goals, and reward him/her for accomplishments.  Rewards can simply be praise, or you can plan special a mentor session where you enjoy a fun activity together at school.

Where you have access, use the media (television, movies, current news) to help the student improve critical thinking skills. Movies and television are good tools to help you find out what your student is thinking and what is important to him/her. You can also use the experiences of celebrities or movie characters to help problem solve, demonstrate the value of setting and reaching goals, and determining values.

           Sharing and Familiarization Activities

Help Your Mentee Succeed Academically: Study for a test together and show your mentee that they CAN succeed. Reward them with praise and congratulations. Always acknowledge their effort. Work on a project together. Help him/her research a topic of interest. Get a teacher’s permission to come to class and help your mentee.

Help Your Mentee Explore Life Options: Help your Mentee learn how to use community resources.  Explore career or post secondary education options. Introduce your student to various fields of interest on the Internet or in books. Ask the site librarian for help.

Help Your Mentee Solve Problems: Help your Mentee explore possible options to what he/she feels is a dead-end situation. Refer the Mentee to counselors or community service organizations that might provide assistance. Share personal experiences as a springboard to possible solutions.  Remember, problems that seem trivial to an adult are often “end of the world” problems in the mind of a teenager. Don’t trivialize or joke about something your Mentee expresses as a problem.

Professional Role Model:  Expose your Mentee to the doors education opens whenever possible. Show how success now can affect their life later. Talk about how exciting finding the job you really want can be. Use business terminology and techniques.  Turn everything into a learning situation.  For example, if your mentee’s teacher tells you your student has a habit of being late each morning, explain why that behavior is not acceptable in business and after graduation. If your mentee is really excited about a specific job, practice interviewing skills to help prepare your student for obtaining it.

           Skills to develop With Your Mentee

Students can develop the necessary confidence, discipline, and academic skills required to become successful in school, work and life.  Use your own experience and expertise in helping students in the following area.

           Believe in Yourself

•  Help students realize that they are solely responsible for their own success.
•  Build and increased self-image and improved confidence level.
•  Help set short and long term goals.
•  Teach students how to recognize small accomplishments as part of total success.
•  Teach students how to deal with obstacles that stand between them and the achievement of their goals.
•  Teach students how to recognize negative thoughts and return them into positive ones.

           Focus on Success in School

•  Help your student focus on the important role school plays in their lives.
•  Help students improve self esteem and confidence by success at school
•  Break down fears of school, success, and failure.
•  Teach students how to deal with institutions as well as personal change
•  Help students understand the emotional climate of school and peer groups.
•  Help students develop a positive attitude towards school by leaving behind negative experiences associated with education

           Learn to Earn and Live on Your Own

•  Help students realize the elements of learning required for success in h work place.
•  Help students develop responsibility, commitment and time management abilities.
•  Help students develop problem-solving skills.
•  Help students evaluate options for the future (school, relationships, housing and career choices)

           Make the most of time and stay on track

• · Help students see the benefit of dedicated study time.
• · Provide experiences in using time productively.
• · Help students develop a personal time management system.

           So What, Exactly, Can A Mentor Do?

Mentor/mentee time can be spent in any number of ways. Allow for a great deal of flexibility so that you can choose activities that appeal to your student and meet specific scheduling needs.

           Suggested Activities

• Talk. Tell your student those things that you wish you’d known when you were seventeen. You can do this anywhere, anytime.

• Ask Questions. These teenagers, who are so ready to ask questions, need somebody to ask them “what do you like to do after school?” “Why do you hate Math?” What do you want to do with yourself after high school, and what’s your plan for getting there?” They’ll undoubtedly need help in answering such question.

• Attend recreational and cultural activities set up by GrandAM. Most students are seldom exposed to enriching activities such as visits to museums, lectures, or cultural events. These experiences can pique interest and encourage students to pursue new areas of learning.

• Tutor. Mentors should feel free to help with homework. Getting involved with curriculum is a good way to relate to students, and a good way to gain insight into Utah’s education system.

• Attend student activities. If your student is involved in extracurricular activities, you may attend as a way of showing support.

• Do things in groups. Join in activities with other mentors and students after school. Adult participants are often exceptional people that enjoy meeting and interacting with one another.

• Encourage your mentee to set goals and assist her/him in building the skills needed to reach those goals.

School Procedure: HMK

1. Sign in and get key from office. (Sherrie will show you where the key is the first time you come in.)

1. Get your Mentor File from the locked filing cabinet. The cabinet is located in Room D.

1. Meet your student at the appropriate location. You may meet at the library, Room D, or Room B, depending on your need and which room is open (See room schedules below). If you need to use a computer with your mentee, you will use the library. It’s best if you meet your student at the same location every week.

NOTE: If a Speech class is being held in Room D, you should not enter – even to retrieve your Mentor File. Should you be unable to access your file, keep notes of your mentor session on a separate log and turn it in to Sherrie. She or a staff member will place it in your Mentor File. Sherrie has additional copies of the Meeting Log for this purpose.

1. During or after your session, be sure to record mentoring activities. Be brief but specific. Do not note your opinion; this is a permanent and official record meant to catalogue your 1) activity type for reporting and 2) activity tone for review of the Program Coordinator. If you want to keep a separate narrative/journal section on plain lined paper in your file, it is left to your discretion. Remember, your notes will be reviewed.

1. When your session is over, fill out and give your student an admit slip (Sherrie will train you on how to fill it out).   Then send your mentee back to class and make sure your records are in order.

1. Lock your file in the file cabinet, sign out, and make sure the key has been returned to its rightful spot.

Remember:

If you have questions regarding site-specific details such as the location of resources or staff, see Sandy, the librarian. She is very helpful and can answer most of your questions.

If you have any program-related questions, contact the GrandAM Office at 260-9645.

HMK Mentoring Rooms Schedule

Some times are tentative. You should check with Sandy if the library will be free at these specified times. You should see Sherrie

 to find out if Room B is free.

Day	Time	Room D	Room B	Library
Mon	8-10AM	Free	See ??	See Sandy foys@gw.grand.k12.ut.us
	10AM-1PM	Free		Or Call 259-7350
	1-3PM	Early Out	Early Out	Early Out
Tues	8-10AM	Speech
	10AM-1PM	Speech
	1-3PM	Speech
Wed	8-10AM	Free
	10AM-1PM	Free
	1-3PM	Speech
Thurs	8-10AM	Speech
	10AM-1PM	Speech
	1-3PM	Speech
Fri	8-10AM	Free
	10AM-1PM	Free
	1-3PM	Free

School Procedure: Middle School

1. Get your Mentor File from the locked filing cabinet. The cabinet is located in the Safe. Make sure to look for program information in your hanging file!

1. Meet your student at the appropriate location. You may meet at the library, Room 17, or Room 2, depending on your need and which room is open (See room schedules below). If you need to use a computer with your mentee, you will use the library or Room 2. It’s best if you meet your student at the same location every week. You can always start out in Room 17 and move to a different location.

NOTE: If a class is being held in the library, you should enter quietly. Some teachers will allow mentors and students to work quietly in a space that they are not using. Other teachers need the entire library for their class. Approach teachers to find out their preference. Always defer to their request. Do not use Room 2 if there is already a class there.

1. During or after your session, be sure to record mentoring activities. Be brief but specific. Do not note your opinion; this is a permanent and official record meant to catalogue your 1) activity type for reporting and 2) activity tone for review of the Program Coordinator. If you want to keep a separate narrative/journal section on plain lined paper in your file, it is left to your discretion. Remember, your notes will be reviewed.

1. When your session is over, send your mentee back to class and make sure your records are in order.

 

1. Lock your file in the file cabinet, sign out, and make sure the key has been returned to its rightful spot.

Remember:

If you have questions regarding site-specific details such as the location of resources or staff, see Cindy Brewer in the office directly across the hall from the main office. She is very helpful and can answer most of your questions.

If you have any program-related questions, contact the GrandAM Office at 260-9645.

Middle School Mentoring Rooms Schedule

Day	Time	Room 17	Room 2	Library
Mon	8-10AM	Free	See Linda Grawet grawetl@gw.grand.k12.ut.us	See Carol Stevenson stevensonc@gw.grand.k12.ut.us
	10AM-1PM	Free	Or call 259-7158	Or call 259-7158
	1-3PM	Early Out	Early Out	Early Out
Tues	8-10AM	Free
	10AM-1PM	Free
	1-3PM	Free
Wed	8-10AM	Free
	10AM-1PM	Free
	1-3PM	Free
Thurs	8-10AM	Free
	10AM-1PM	Free
	1-3PM	Free
Fri	8-10AM	Free
	10AM-1PM	Free
	1-3PM	Free

Some times are tentative. You should check with Sandy if the library will be free at these specified times.

School Procedure: Red Rock Elementary

1. Sign in and get key from office.

1. Get your Mentor File from the locked filing cabinet. The cabinet is located in the room adjacent west of the office. Make sure to look for program information in your hanging file!

1. Meet your student at the appropriate location. You may meet at the library, a classroom, or the mentoring room, depending on your need. If you need to use a computer with your mentee, you will use the computer room. It’s best if you meet your student at the same location every week.

NOTE: If a class is being held in the library, you should enter quietly. Some teachers will allow mentors and students to work quietly in a space that they are not using. Other teachers need the entire library for their class. Approach teachers to find out their preference. Always defer to their request. If a class is already there, do not use the a classroom unless you have permission of the teacher.

1. During or after your session, be sure to record mentoring activities. Be brief but specific. Do not note your opinion; this is a permanent and official record meant to catalogue your 1) activity type for reporting and 2) activity tone for review of the Program Coordinator. If you want to keep a separate narrative/journal section on plain lined paper in your file, it is left to your discretion. Remember, your notes will be reviewed.

1. When your session is over, send your mentee back to class and make sure your records are in order.

1. Lock your file in the file cabinet, sign out, and make sure the key has been returned to its rightful spot.

Remember:

If you have questions regarding site-specific details such as the location of resources or staff, see Becky. the school secretary, in the office. She is very helpful and can answer most of your questions.

If you have any program-related questions, contact the GrandAM Office at 260-9645.

NOTICE!!!

IF ANYTHING SEEMS SERIOUSLY DANGEROUS, ILLEGAL, OR WORRISOME, contact your site principal AND Dan at 260-9646. Do NOT hesitate to contact someone!

This includes but is not limited to:

• Signs of abuse/neglect
• Discussions of suicide/Using suicidal language
• Mention of using or trying drugs or engaging in other illegal activities
• Information regarding unsafe circumstances at school