Incentive Schools: ''Little Rock School District's Incentive Schools Mentoring Program,'' mentor handbook

Little Rock School District's Incentive Schools Mentoring Program ERSD Incentives for Success Mentor HandbookLittle Rock School District Incentive Schools Mentoring Program Welcome Incentive Schools Mentoring Mentor Handbook Cultural Diversity Student Population Confidenti ality ORIENTATION AGENDA November 19, 1991 Catherine Gill, Incentive Schools Coordinator Arma Hart, Desegregation Facilitator Debbie Milam, VIPS/PIE Coordinator Valerie Hudson, VIPS Incentive School Coordinator Horace Smith, Office of Desegregation Monitoring Jo Evelyn Elston, Pupil Services Director Gwen Efird, Director of Health Services Power of Mentoring Allie Freeman, III Questions and Paperwork Debbie Milam and Leia Hodges DISTRICT GOALS 1. To increase educational achievement for all students with specific emphasis on closing disparities in achievement. 2. To establish climates of educational excellence in all schools through a) 1 providing equitable educational opportunities for ail students in a desegregated learning environment
b) enabling all students to develop a for learning
lifelong capacity and love c) teaching all students to be productive contributors in the school 5 the community. and the workplace
and d) providing a disciplined, structured learning all students. environment for 3. To enhance human relations skills for principals, teachers, central office administrators. andThe Focus Fvinction, and Guiding Process of the Incentive Schools The focus, function, and guiding process of the Incentive Schools will be to provide excellence in an environment of academic support
individ ualized education and flexibility. Tlsese -.schools shall exemplify the close partnership between parents and the school community which is a motivational factor for students. The school program will address student success and development of potential from affective, skill based and academic perspec tives. Ilittle rock school district EPS CODE: ADA MISSION STATEMENT of the LITTLE ROCK SCHOOL DISTRICT The mission of the Little Rock School District is to provide an educational program that enables each child to achieve his/her highest potential. To that end, the Little Rock School District will provide: basic education for all students
(2) programs that address the special needs of students (emotional, physical, and mental)
and (3) enrichment opportunities such as art, music, and.athletics. 'Through an organized program of studies, each student will experience academic success and will learn and appreciate responsibility and productive citizenship. gram of studies Adopted 1-26-84 To (1) a program of 1. Goals The goals of this mentoring program are to see academic improvement, an increase in self-esteem in the participating students and increased awareness of career opportunities. 2. Recruitment Anyone may recruit mentors for the program. All mentors must complete the screening process before beginning work with a student. Many avenues will be used to recruit mentors, emphasizing a desire for diversity within our group of mentors. 3. Selection Process for Students The program is open to incentive school students in grades K-6. No more than 10% of the student population in each school may participate in the program. Students may be referred by the school pupil services management team. The team must be functioning and stay active during the school year for the school to participate in the program. monitoring. The team will be included in orientation and Family members, students and friends may recommend students for participation in the program to someone at the school. Parental involvement. essential to participation, may be confirmed through permission forms. Student participation in the program must be voluntary. Any of the following criteria may be used to refer students to the program
* * moderate underachievement potential academic problems due to family crisis minor disciplinary difficulties social isolation dramatic shifts in behavior which cause concern Selection process for mentors Volunteers are responsible adults expressing the desire to extend their talents and services in a helping capacity with youth. While professional experience in dealing with youth may be helpful, it is not required or expected to be representative of the majority of prospective mentors. It is expected that volunteers will reflect the sampling of all socio-economic levels, ages, ethnic origins, physical challenges and professional/personal backgrounds. The only anticipated commonality among volunteers will be the sincere desire to responsibly contribute time to enrich the lives of youth. Mentors should be at least 21 years of age, responsible, respect alternative lifestyles and listen well. Screening process for mentors Potential mentors must complete an application which will provide needed information and give permission to check two references. driving record. police record and reported child abuse. After the application is reviewed, the A mentor may be scheduled for an interview.It is recommended that the mentor make a one-year commitment. This enables the students and mentor to feel comfortable committing the time, energy and trust necessary to make the relationship successful. Mentors may enter the program at the end of the first semester, remaining semester. Their commitment would be for the 4. Training Orientation will be conducted at least twice in the school year to accomodate the flow of program participants which includes mentors, students, parents, teachers, principals and the school pupil services teams. Orientation will serve to clarify program goals, policies and procedures, expectations, confidentiality and liability issues. Mentors will be assigned a student following training. Mentors must attend the first training session before making any contact with the student. Potential mentors must attend the orientation and first training session before mentoring. Topics that may be covered in the 2 hour sessions will include a discussion of a typical day in the life of a student at home and at school, tips on mentoring, enhancing good listening skills, techniques on how to read to students. confidentiali ty. accessing available ass i stance when needed, sensitivity to cultural diversity. goal setting and decision making with children, and Additional training will be offered once each nine weeks. Other sessions may cover topics such as improving academic skills, goal setting, understanding youth culture, communications skills, values, burnout and tips on tutoring. Mentor support will be included at the end of each training session to provide an opportunity for mentors to share concerns and accomplishments. 5. Monitoring and assessment The students' academic achievements will be monitored while they are matched with a mentor. Their grades and scores will be compared with a control group. Attendance and disciplinary actions will also be monitored. 6. Mentorship activities In school reading to students * in class visits * visiting school library * playing games * helping with homework * talking together * sharing lunchIt is recommended that mentors and students stay in school for the first three months of their relationship. At the end of three months activities may move outside the school location with parental permission. Out of school 200 telephone calls * historic area tours * dining out * circus * cultural events * athletic events 7. Recognition Mentors will be recognized at the district's annual volunteer recognition reception, Evening for the Stars, in April. A special graduation banquet will be held in May for mentors, students, parents and teachers. Badges will be made with the program logo and name for the mentors to wear when visiting their student.I n II MENTOR HANDBOOK II Table of Contents II II Pae Thank You 2 II What is Mentoring 3 Incentive School Programs 4 II Incentive School Listings 5 Little Rock School District Goals 6 II student Learning Outcomes 7 II Mentoring Program Outline 8-11 Mentor Job Description 12 II Mentor Roles and Responsibilities 13 student Attributes and Attitudes 14 II Benefits 15 II Mentor Strategies Tips for Writing 16-17 18 II Tips for Reading 19 Elementary Ideas 20 II2 I I Thank you for your interest in mentoring. As a mentor, you will not be required to know or teach "new math" skills. or computer You will simply share your wisdom and experience, ... ............. young people understand the connection between staying in and working hard'in school and getting a good job, '......................... You will help potholes on the road of life. You will be able to point out the pitfalls and And you will make a difference! ri Little Rock School District Office of Desegregation Incentive Schools (501) 324-2014 Volunteers in Public Schools (501) 324-2290 501 Sherman, Little Rock, AR 72202I 3 s. I LRSD Incentives for Success I What is Mentoring? I Attempts to arrive at a firm definition of "mentoring" are apt to leave one more than mildly confused. The reason for this is clear: Mentoring relationships are many things, more notable for their differences than for their commonalities. They are unique alliances, shaped by a particular mentor s talents and resources, and by a youth's equally unique needs. Mentoring is a particular kind of relationship in which a person with identified abilities or competencies enables another human being to develop his/her own abilities and talents. Mentoring is a close personal relationship, a process of working together to achieve agreed upon goals. Mentoring relationship, with mentors and mentees deriving satisfaction from their alliance. is also a mutual Acknowledging this kaleidoscope of meanings, the Little Rock School District Incentive Schools Mentoring Program has, initiative, chosen to view mentoring as: for the purpose of its own mentoring A supportive one-to-one relationship between an adult and a student, developed to facilitate the student's educational, social and personal growth. Mentors advise, coach, counsel, teach and model successful behaviors, roles vary depending on the abilities of the mentor and the needs of the mentee. These A mentor may help the mentee to: Translate his/her experiences into learning opportunities
* Improve academic skills by helping with school projects, or encouraging the student to discover and use the resources of the public 1ibrary
projects, f Explore the world of employment. . , Mentors introduce students to the realities of the work place, introducing them to appropriate work habits and attitudes
Apply what he/she is learning in school to everyday life. II - -F / V 4 laeaalm hrf TIB 1 / Incentive School Programs Student Education Plan An individual learning plan is developed to meet each student's learning style, interests, and needs. Exciting, Themed Focus Each school will have a theme that provides an exciting focus for solid basic skills results. ri Computer-Assisted Instruction Children learn computer-based instruction in elementary school reading, math, social studies and science. Writing to Read computer labs are available for kindergarten and first grade. Extended-Day, -Week, and -Year Learning Opportunities Classes after school (homework center, special skills, clubs and leisure activities) and on Saturday, as well as field trips, enhance learning. ri Parent Center Parents may obtain materials on parenting skills and other information at each school. student Homework Hotline A telephone hotline is available for students to call for assistance Monday through Thursday from 6 to 8 p.m. Best Pupil-to-Staff Ratio in the District This classroom ratio helps increase interaction between students and trained adults. Special Skills Programs Foreign language, free string program, band, choir, dance, gymnastics and aerobics are offered after school. Parent Council The Parent Council routinely visits the school and shares ideas with staff and administrators to accomplish model school results. Four-Year-Old Program The four-year-old program offers certified teachers, an instructional aide and an age-appropriate curriculum that prepares for kindergarten level learning. ri FOR MORE INFORMATION AND SCHOOL TOURS, CALL 324-2286 ri Little Rock School District 810 W. Markham SL Little Rock, Arkansas 72201 I 5 I LITTLE ROCK SCHOOL DISTRICT Incentive Schools I School Frankl in Gari and Ish Mitchell Rightsei 1 Rockefeller Stephens Principal Address Phone Franklin Davis Robert Brown Stan Strauss Donita Hudspeth Bobbie Goodwin Ann Mangan Lonnie Dean 1701 S. Harrison Rd, (04) 3615 W. 25th Street, (04) 3001 Pulaski, (06) 2410 Battery, (06) 911 W. 19th (06) 700 E. 17th (06) 3700 W. 18th (04) 671-6380 671-6275 324-2410 324-2415 324-2430 324-2385 671-6350 I ri to c u? <_ eg O o LRSD Incentives for Success 1 5? S? zI 6 4 4 LITHE ROCK SCHOOL DISTRICT 4 GOALS 4 1990-91 4 4 in To increase educational achievement for all students with specific emphasis on closing disparities 4 achievement. To in establish climates of excellence all schools. 4 for principals, teachers, and central office administrators. To enhance human relations skills 4 4 44 I* I 7 N Student Learning Outcomes N Little Rock School District Student Learning Outcomes Arkansas Board of Education Learner Outcomes* N 4 4 The Board believes that students should leave school possessing the skills and knowledge they need to have successful experiences in higher education and in the workplace. These exit outcomes should be reflected in the goals and objectives established for each curricular program, level/course, unit, and lesson. The District has the following outcomes for all students by the time they graduate from the 12th grade. 4 Students will: 4 4 4 444 1. Adequately master reading, writing, speaking, listening (communication, critical and creative thinking, and mathematical skills sufficient for effective, efficient functioning. 1. 2. Locate and use needed informaiion from printed materials and/or other resources. Students will acquire core concepts and abilities from the sciences, the arts, humanities, mathematics, social studies,language arts, foreign languages,physicaVhealth education, practical living studies and existing/emerg-ing technologies. 2. 3. Identify problems and needs, apply problem solring strategies, and analyze information for meaning and,^or action. Students will apply various thinking/problem-solving strategies to issues related to all subject matter fields and to real-life situations. 4. Use tools of technology at an effective, efficient, flexible, and adapuble level. 5. Have knowledge of basic historical, geographic, political, literary, and scientific information, and use such knowledge in day-to-day decisions. 6. Appreciate and understand cultural dL''ferences. the arts and humanities, current happenings, and ways to predict or influence future events. 2. Establish and maintain effective and supportive intrapcrsonal. interpersonal, and cooperative relationships, and civic and social responsibility. 8. Demonstrate scif-direciion as an active life-long learner and demonstrate self-respect, self-esteem, sclf-undersi.anding, and a physically and men tally balanced healthy life. 3. Students will exhihit/demonstraie attitudes and attributes that will promote mental, physical and emotional health. 4, Students will demonstrate good citizenship and function as positive members of the local, national and world comunity. Tcniatively approved by ihc Ariarsor Hoard of Ediicalion June 19.19^1. 8 c LRSD Incentives for Success Little Rock School District's Incentive Schools Mentoring Program 1. Goal s 2. Recruitment 3. Selection Process for Students and Mentors d 4. Training 5. Monitoring and Assessment d 6. Mentorship Activities 7. Recognition d ri dI 9 1. Goals The goals of this mentoring program are to see academic improvement. an increase in self-esteem in the, participating students and increased awareness of career opportunities. 2. Recruitment Anyone may recruit mentors for the program. screening process before beginning work with a student. All mentors must complete the Many avenues will be used to recruit mentors, emphasizing a desire for diversity within our group of mentors. 3. Selection Process for Students The program is open to incentive school students in grades K-6. No more than ri 10% of the student population in each school may participate in the program. Students may be referred by the school pupil services management team. The team must be functioning and stay active during the school year for the school to participate in the program. monitoring. The team will be included in orientation and Family members, students and friends may recommend students for participation in the program to someone at the school. essential to participation, Parental involvement. may be confirmed through permission forms. ri Student participation in the program must be voluntary. Any of the following criteria may be used to refer students to the program
ri * * moderate underachievement potential academic problems due to family crisis minor disciplinary difficulties social isolation dramatic shifts in behavior which cause concern Selection process for mentors Volunteers are responsible adults expressing the desire to extend their talents and services in a helping capacity with youth. experience in dealing with youth may be helpful, While professional it is not required or expected to be representative of the majority of prospective mentors. ri It is expected that volunteers will reflect the sampling of all socio-economic levels, ages, ethnic origins, physical challenges and professional/personal backgrounds. The only anticipated commonality among volunteers will be the ri sincere desire to responsibly contribute time to enrich the lives of youth. Mentors should be at least 21 years of age, responsible, respect alternative lifestyles and listen well. Screening process for mentors ri Potenti al i nformati on mentors must complete an application which will provide needed and give permission to check two references, driving record, police record and reported child abuse. After the application is reviewed, the mentor may be scheduled for an interview.I 10 It is recommended that the mentor make a one-year commitment. This enables the students and mentor to feel comfortable committing the time, energy and trust necessary to make the relationship successful. program at the end of the first semester, remaining semester. Mentors may enter the Their commitment would be for the 4. Training Orientation will be conducted at least twice in the school year to accomodate the flow of program participants which includes mentors, students, parents, teachers, principals and the school pupil services teams. Orientation will serve to clarify program goals, policies and procedures, expectations, confidentiality and liability issues. ri Mentors will be assigned a student following training. Mentors must attend the first training session before making any contact with the student. ri Potential mentors must attend the orientation and first training before mentoring. session Topics that may be covered in the 2 hour sessions will include a discussion of a typical day in the life of a student at home and at school, tips on mentoring, enhancing good listening skills, techniques on how ri to read to students, confi denti ali ty. accessing available goal setting assistance when sensitivity to cultural diversity. and decision making with children. needed, and ri Additional training will be offered once each nine weeks. Other sessions may cover topics such as improving academic skills, goal setting, understanding youth culture, communications skills, values, burnout and tips on tutoring. Mentor support will be included at the end of each training session to provide an opportunity for mentors to share concerns and accomplishments. 5. Monitoring and assessment The students' academic achievements will be monitored while they are matched with a mentor. Their grades and scores will be compared with a control group. Attendance and disciplinary actions will also be monitored. 6. Mentorship activities ri ri In school reading to students in class visits visiting school library playing games helping with homework * talking together sharing lunch ri 11 It is recommended that mentors and students stay in school for the first three months of their relationship. At the end of three months activities may move outside the school location with parental permission. Out of school zoo telephone calls * historic area tours * dining out circus * cultural events * athletic events 7. Recognition Mentors will be recognized at the district's annual volunteer recognition reception. Evening for the Stars, in April. A special graduation banquet will be held in May for mentors, students, parents and teachers. ri Badges will be made with the program logo and name for the mentors to wear when visiting their student. ri ri ri ri12 Volunteer Job Description a Title: Incentive School Mentor a Support Persons: Incentive School Coordinators Job Description: To spend one hour per week with an elementary student with the goal of helping that child improve academically and experience an increase in self esteem. a Major Responsibilities: To complete orientation prior to becoming a mentor, visit assigned student weekly, serve as a positive role model for the student, and attend additional support and training once per nine weeks. Experlence/Quallflcations Desired: Good communications skills, nonjudgmental attitude toward others and support of public education. Hours of CoMiltaent: Per Week 1 Per Month 4 a Days oTWeek: Your choice, Monday through Friday, during school hours 8:00- 4:30. 11:00 - 12:30 is preferred time at some schools. a Length of ComltBent: Commitment should be for at least one semester. A coimitment of one semester would involve approximately five hours of training and 20 hours of work with the student. a Training and Supervision Provided: Attendance at two hours of orientation is required to progress to training. times most convenient to the mentors. Four training sessions will be provided at the mentoring begins, needed. Orientation must be completed before Ongoing individual consultation will be provided as Address Where Volunteer Hill Report: Assigned Little Rock Incentive School a a For Biore InforiMtion contact: Valerie Hudson or Debbie Milam Volunteers in Public Schools Little Rock School District 501 Sherman Street Little Rock, Arkansas 72202 324-2292 or 324-2297 Catherine Gill Little Rock School District 810 W. Markham Little Rock, Arkansas 72201 324-2014i 13 ri ri Mentor Roles & Responsibilities The most crucial role for a mentor is to be an adult who has time for a child, who cares about that child, who believes in that child. This relationship may provide the ONLY stability a student knows, and the only time anyone spends quality time with the mentee. Keith Geiger A GOOD MENTOR Engages in a positive relationship with the child Gives attention to the mentee Has a positive self-esteem Reacts well to stressful situations Tolerates frustrating situations Does not engage in alcohol or drug abuse Listens well Communicates on a level the mentee can understand Is stable Provides leadership Respects alternate lifestyles Is a positive role model Meets on a weekly basis with the mentee Shows up on time for sessions Has no criminal record Is willing to serve a minimum of one year in the program Cares about helping a needy child Is not a judgmental person Is committed Nurtures a relationship that respects the men tees dignity Accepts responsibilities Reinforces students successes THE MENTORS ROLE IS NOT TO Replace the role of parent/guardian Interfere with school policies and procedures Tutor the mentee in academic subjects as a means of improving grades Expect dramatic changes in attitude, self-esteem or attendance quickly Provide solutions to all the issues facing students today Break the trust they have established unless life threatening Alon
The ME^'TCR HAWSi?0k', Educn-t^ccnaZ Rczcu-lCW Inc., 1990 I I Student Attributes and Attitudes < A positive self-image and self-esteem are crucial to learning. These attributes determine goals, behaviors and responses to others. Furthermore, people depend on and influence one another. Therefore, it is important that students take responsibility for their lives and set appropriate goals for themselves. In doing so, they develop lifelong attitudes. POSITIVE SELF-CONCEPT Each student should be able to: K K HI Appreciate his/her worth as a unique and capable individual and exhibit self- esteem
Develop a sense of personal effectiveness and a belief in his/her ability to shape his/her future
Develop an understanding of his/her strengths and weaknesses and the ability to maximize strengths and rectify or compensate for weaknesses. MOTIVATION AND PERSISTENCE Each student should be able to: Experience the pride of accomplishment that results from hard work and persistence
Act through a desire to succeed rather than a fear of failure, while recognizing that failure is a part of everyones experience
Strive toward and take the risks necessary for accomplishing tasks and fulfilling personal ambitions. RESPONSIBILITY AND SELF-RELIANCE M Each student should be able to: M Assume the primary responsibility for identifying his/her needs and setting reasonable goals
Iniuaie actions and assume responsibility for the consequences of those M actions
Demonstrate dependability
Demonstrate self-control. Bl (Source. Connecticut s Common Core of Learning. Connecticut State Board of Bl Education, January 1987) Taken THE ME^'TCR EdacattOnaZ Re.4cuTcc.i K'c(a>c.^.k, Jnc., 19^015 Benefits to Mentees I The Signs of Success Mentors frequently ask: Am I making a difference? What are the signs of progress that can be considered successful irt a mentor/mentee relationship? For some, it may be ten years before a former mentee looks back, in retrospect, and says you know who made a difference in my life? My mentor...when I was in second grade. Below are the signs of success which mentors observe from mentees as a result of the relationship. Teachers notice the same improvement Remember the key PATIENCE... Every relationship is different. 4 H H M M Improved attendance Improved eye contact Raising a hand more often in class Increased communication Taking more risks in class and with friends Smiling Improved interactions with peers Happier at school Improved appearance Increased consideration of others Decreased hostility More enthusiastic Fewer trips to the principals office Reduced detentions Improved attitude Improved academic performance Paying more attention Opening up to the mentor Benefits to Mentors M Mentors make a difference in the life of at-risk youth. There are personal benefits which mentors have shared. These are welcomed outgrowths of the one-to-one relationship established. M Mentors M Bl Appear happier when they return to the workplace Are fulfilled with their commitment as a volunteer in the community Have a greater understanding of the educational system in which they are w'orking and education-related issues. Have more appreciation for students of the same and other races Feel better about themselves for having impacted anothers life Get along better with their own families (spouse and children) Often become a better prepared workforce Tafcer
THE HAIWBOOK, Educai-^OnaX Reicu-icc-i HeTiw^ck, Enc., J990 I 16 Mentor Strategies That Work Mentors read with their mentees, take them to the school library, play games and talk. In addition, many of the mentors in the program offer the following activities and strategies which have worked successfully for them in their relationship with their mentee. The list is below in the hopes that others will be able to replicate some of these ideas. Listen, listen, and listen then add three times the patience you would use with your own children." Just be a friend and be available. If a teacher tells you something in conversation (such as your mentee did this and it was not good
or he! she missed an assignment)
dont bring this up with the youngster. They feel thatyou re not their friend and that you are on the teachers side
then you begin to lose a little trust. Do not constantly ask questions about the students life with the hope thatyou are going to get to know that person better. With time, he!she will let you know EVERYTHING. H M Hi Bi FROM A MENTOR There is nothing to compare with rich advicefrom a mentor working each week with a youngster in a school. The following was shared by one mentor for others to benefit. The most important thing I have learned is to communicate. Talk to your principal who will help you get set up in a quiet location where you can work with your student Introduce yourself to your students teacher. They are the people who know the student best and can help you arrange one or two goals to work toward with your mentee. They dont have to be academic goals either. They could be something like working on controlling a bad temper or being more verbal or sharpening listening skills. The teacher might tell you on what level the child is reading so the two of you could read library books together that are appropriate. If you feel comfortable with it, a review of a reading or spelling assignment would help reinforce new learning. Most importantly, communicate with your student. The first couple of meetings you may feel like you are doing all the talking, but once the child gets to know you and trust you, youll probably be doing all the listening. The first time I met my student, I brought along a small photo album of pictures of my family, pets and my house. It was just a mailer of time before I heard all about his family. Then we had lots to talk about. Taker. 0- m THE ME^'TCk HAWBOOK, EducaticnaJ Rucu.'ica inc., 199017 w N R R R R n You can also play games with your student. When I first started doing this I felt guilty playing games - that he should be 'learning' something instead. Several mentors were feeling the same way, so we brought this up at a group meeting. It was brought to our attention that a lot of learning does take place while playing games - such as learning to obey rules and good sportsmanship as well as the fact that this game time may be one of the only times the child has the undivided attention of an adult and thats real special to them, too. If you have a hobby or special interest, dont be afraid to share it with your student. My student told me two things he didnt like to do were music and art, which, of course, are my two favorite hobbies! So I stayed clear of those subject for most of the year. Then I decided to bring in my autoharp one day. I played and sang a few fam iliar songs for him, then I went to put it away. He asked if he could try. He looked like he was enjoying it, so I suggested he might learn a song to play for his class. Everyone gathered around him and watched as he played. Then they all clapped when he was done. His smile was a mile wide and he was so proud of himself. One other thing that I think is very important is making a real effort to meet with your student each week and to be on time. These kids, especially the older ones, seem so tough and act like nothing matters to them, but youd be surprised how much they look forward to your visits. If you have to be out of town one week, try to reschedule your time with your student. If thats not possible, maybe you can talk about it the week before, so the child isnt disappointed at the last minute. I ve watched my little boy go from a very emotional, insecure child to a cheerful and confident boy who knows that things can be done if he tries hard." Susan Corey, Mentor Pepperidge Farm, Inc. How To Spend One Hour 15 Minutes 15 Minutes 15 Minutes 15 Minutes Talk What happened in school this week? What do you need help with today? M Read Share a library book Have your mentee read to you Play a Game Bring one in from home Physical Activity Walk around the school grounds Play in the school gym Taker, facn THE MEKTOR H^h/VSOOK, EducateonaE RcicttlcCi Wc.Cwo<fc, Ir.c., 199018 I R TIPS FOR ENCOURAGING CHILDREN TOWRITE Mentors can encourage children to write for real purposes. In addition to the typical writing assignments given by the teacher, you can offer simple exercises to reinforce R R writing. These include: Notes to parents Notes to friends Notes to the teacher Thank you notes A letter to a storybook character Letters asking for advertised freebies Letters to the local newspaper R Letters to legislators Letters to an author Greeting cards (invent an occasion) Pattern books Keeping dialogue journals Keeping post-it notes while reading Creating lists (use your imagination) DISCUSSION QUESTIONS The Kids Book of Questions. Gregory Stock, Ph.D., offers some good discussion starters for youngsters. Some are funny while others are grown-up questions, issues that a child will face throughout life. Six examples follow: R J M If you were alone and had only a few minutes to hide from crooks who were about to break into your house, where would you hide? What is the best hiding place in your house? Do you think you have too many chores? If you could assign the chores in your house, which ones would you take for yourself? Some adults have a lot of trouble enjoying themselves. If you were asked to give them some advice about how to play and have more fun, what would you say? What is the worst nighunare you can remember? Would you be willing to have the same dream tonight if it meant you could spend a weekend at Disneyland? If you liked someone who later turned out to be a liar, would you still want to be good friends? Did you ever stand up for something you thought was right even though a lot of people got upset with you? If not, do you think you would ever be strong enough to do so? 01 Take-f. j-tcm THE MEh'TCR t-iAKyBOOK, EducitticiiclE Rezicutce-5 ^eXivo-'ik, Inc.., 1990 I TIPS FOR READING TO CHILDREN 19 I Mentors can support teachers efforts to help students learn to read while having fun. Studies indicate that youngsters who are read aloud to and are coached become successful readers. When reading to your mentees, consider the following suggestions which have been prepared by the Language Arts Department of the Norwalk, Connecticut Public Schools. H M Select books and poems which you like and will read enthusiastically. For selections to choose from, use school list or check with mentee's teacher. Make certain you have read the whole story before you read it to the child. Practice reading the story aloud before you read it to the child. Read with plenty of expression. Try to vary your tone of voice when there is dialogue in the story. Vary the pace of your reading to fit the story. Read a fast-moving action scene quickly. Read a suspenseful part slowly, drawing out the words. Avoid long, descriptive passages. Before beginning the story', ask the child some questions which will help set the stage for the story. If the child needs background information in order to appreciate the story, spend a few minutes talking about it Have the child predict from the title, the pictures and/or the first paragraph what s/he thinks the story is about. Stop occasionally while reading the story and have the child predict what will happen next Many children have difficulty listening for any sustained length of time. If you find this happening, stop and have the child draw what has been going on in the story or retell the story to you. If you are reading a picture book, go back and talk about the details in the pictures and how they relate to the story. Are there clues to the storys content in the pictures? Talk about the story w'hen you have finished reading. Some questions you might ask are: ? I* a. b. c. d e. f. How do you feel about What do you think happens after the book has ended? If you could write a follow-up to the story, what would you put in it? Why do you think this story could or could not happen? What parts of the story dont you believe? g- Would you like to have he would get along in Whv do you think for a friend? How do you think s/ school? wrote this book? Could any of the events in the book have happened in the authors life? (Ask the child if s/he would like to read another book by the same author.) rfl Taf:cr. Ztom THE MEK'TOR HAfJVBCOK, EducaTxcnauE Re4cu.^Lce^ , Jnc., 7 990 I 20 ELEMENTARY IDEAS TO SHARE Mentors who are working with youngsters on the elementary level can help students to stretch their imaginations with activities that use old magazines. Here are a few ideas, suggested by Scholastic Pre-K Today Magazine. A A J Hl Me collage. Ask kids to cut out pictures and phrases that describe their personalities and interests, then glue them on poster board. Or, trace around a childs body while he or she lays on butcher-block paper. Ask children to cover their bodies with favorite pictures and phrases. Whos who? poster. Ask older children to cut out pictures of famous people (celebrities, political figures, etc.), Post a few at a time and encourage kids to find out who each mystery person is and why he or she is famous. Picture stories. Have children cut out a series of interesting pictures, mount each as a page in a picture book, and write lines to a story below. Or, ask children to create strange pictures by combining various ones from magazines. For example, someone might create a tree with jeweled rings hanging from its branches. Attach a sheet of paper and invite a child to write the beginning sentence of a story
pass the picture to another child to write a line, and so on, until everyone who wants, has added a sentence. The child who made the picture can then add the ending. Make time to share your stories. Silly ads. Invite children to come up with funny ads by mixing up pictures and phrases. Older children can work individually or in small groups to create advertising campaigns for new products. Stationery and greeting cards. Kids can create their own special stationery with magazine pictures or make personalized notecards by pasting down letters to spell their names. To make greeting cards, show children how to fold pieces of construction paper in half, then glue on favorite pictures. Suggest that kids cut out words and phrases to create messages inside. Ciass magazine. For a fun group project, design your own class magazine. Use Hl cutout pictures, words, and phrases from magazines to supplement kids writing and illustrations. J 1 reasure hunt. Make a list of 10 things for kids to find in magazines, cutout and paste on paper. Some possible pictures to search for: something ugly, something old, an orange food, something that has a scent, a child with brown eyes. Hi Taken Tk/E ME^'T0R MWBOOK, Educai-conat Tuouaezi K/cXivc-ik, Ir.c., 1990
This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.