Orientation and Training 1. AGENDA Welcome and Introductions Overview of Program What is an...
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Education Elevators Orientation and Training 1
Orientation and Training 1. AGENDA Welcome and Introductions Overview of Program What is an Education Elevator? Commitments and Students Served Logistics
AGENDA Welcome and Introductions Overview of Program What is an
Education Elevator? Commitments and Students Served Logistics and
Program Guidelines Resources and Activity Ideas Discussion &
Questions 2
Slide 3
Elementary Students matched with Volunteers. Enhance, Elevate
and Enrich Student Success. 3
Slide 4
Education Elevators Foundation Impetus Recognition that in
order for our communities to thrive, public schools must succeed.
Premise For public education to succeed, more caring adults must
spend one-on-one time with more kids. Method - To provide mentors
Elevators to work individual students one-on-one for approximately
30 minutes each week. 4
Slide 5
Mission Statement The Mission of the Education Elevators
Program is to elevate the abilities and aspirations of students- to
uplift the students and make them more confident in themselves and
generally more receptive to learning. 5
Slide 6
Mentoring Matters "When students and workers who had been in
poverty (and successfully made it to the middle class) were asked
how they made it out of poverty, the answer nine times out of ten
had to do with a relationship - a teacher, mentor, counselor or
coach who made a suggestion or took an interest in them." 6
Slide 7
What is an Education Elevator? An Elevator (mentor) is an adult
who provides a young person with support, counsel, friendship,
reinforcement and constructive positive examples. Elevators
(mentors) are there to help uplift students, to inspire curiosity
and motivation to learn, to instill a love for learning. 7
Slide 8
An Education Elevator is.... A friend, confidant and advisor A
teacher, guide, coach and a role model Caring and supportive
Patient and Encouraging Open and willing to share time, experience
and knowledge Non-judgmental 8
Slide 9
An Education Elevator is not... A parent substitute A tutor A
therapist or social worker A school guidance counselor A
savior..... But an Elevator can supplement some of those
relationships 9
Slide 10
Benefits Mentoring Impacts Children by: Improving their sense
of self and future Improving relationships with parents teachers
and peers Improving attitudes toward school and academic
performance Improving overall academic performance Strengthening
communication skills Improving attendance Helping kids avoid
negative behavior 10
Slide 11
Quote from a Mentor about a Student: "Mary* blossomed
throughout the year. She was one of the youngest in her class and
was developmentally behind some of her classmates. Her teachers
worried theyd have to keep her behind. By the end of the year,
though, she finished in the top of her class. She came out of her
shell and was much more willing to participate in class activities
and challenge herself intellectually. I, and her teachers, have
been so excited by her improvement. She left kindergarten winning
several awards for academic achievement. Quote from a Mentor about
the experience: I think I benefited as much as my student did from
it - and I definitely gained a tiny friend through the process!"
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Slide 12
Elevators Commitment Simply BE THERE FOR YOUR STUDENT Elevators
(mentors) must commit to spending 20-30 minutes per week with their
student through the end of the school year. ( Though many Elevators
choose to stay with their student until their student graduates
from elementary school ). During your time with your student you
can do anything that is of interest to you or your student. ( ie.
arts and crafts, sports, puzzles, model building, playing musical
instruments ). Elevators (mentors) can be incubators of innovation!
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Slide 13
Elevators Commitment If you cannot make a scheduled meeting
with your student, it is imperative to let your students
teacher/principal know. When possible, please let your student know
in advance that you wont be able to make your scheduled meeting. (
If you have time to plan ahead, ask your student to read a book to
discuss at your next session or write down things they want to talk
about in a journal ). If for any reason you have to end your
relationship with your student before the end of the school year,
you must let the point of contact and principal know and explain to
your student why you cannot continue. ( Consult the handbook for
further direction on how to properly terminate the relationship ).
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Slide 14
Who we serve About the Students you will be matched with:
Kindergarten through Fifth Grade ( early enough so you can still
reach them ) Referred to program by their teacher/other educator
because they believe that particular student would really benefit
from having an Elevator Most likely are not receiving other
educational services or do not have an adult in their life to teach
the value of education. ( parent is a dropout or being raised by
other than a parent ) For most of the students in the program, time
alone with an adult is a luxury so the 20-30 minutes per week you
spend with them really makes a difference! 14
Slide 15
Becoming an Elevator Attend a training Fill out an Elevator
Profile Read and Sign Mandated Reporters Acknowledgement Complete
the Background Check MOUs signed with business partner and school
Paired with a Student Create a Notebook to use during your meetings
First Student Meeting Student Agreement 15
Slide 16
Teacher/Elevator Communication Once we have paired you with a
student your school point of contact will make arrangements for
your first visit. Ask your students teacher/principal or your point
of contact the best way to contact them (ie. email, cell) in the
event you need to reschedule a session with your student. We
encourage you to talk to the teacher/principal to find out any
information they are willing to share about your student ( ie.
things the teacher would like your help with, strategies for
working with that particular student, information on family
issues/problems at home, student strengths or weaknesses
etc.discuss confidentiality ) Communication between you and the
teacher/principal should continue throughout your mentoring
relationship. 16
Slide 17
Initial Meeting with Your Student Start by introducing yourself
( your background, hobbies, job etc.) Fill out the Getting to Know
You Form in your packet. ( Make sure to share your answers as well
). Tell them that you have been assigned to be their Elevator and
talk a little bit about what that means. Fill out the Student
Agreement in your folder and discuss things the two of you would
like to do together over the next year. 17
Slide 18
Mentoring Notebooks We encourage Elevators to start a folder/
notebook with their students to help document the relationship. The
Elevating notebook is meant to be a record of your time together.
Ask your student to write or draw ( depending on age and interests
) about him/herself on your first visit or at anytime during your
relationship. ( ie. What do they want to be when they grown up?
What are their dreams? What makes them happy/mad/sad? How are they
feeling on a particular day?) Keep projects or pictures of projects
you work on or lists of things you want to do together in the
folder. 18
Slide 19
We encourage you to write notes in the folder/notebook at the
end of each session. ( it could be a compliment or comment about
your activity, but it doesnt need to be elaborate and it isnt meant
to be burdensome ). 19
Slide 20
Mentoring Goals Establish a positive personal relationship Be a
good role model Enhance social skills and emotional well being Help
build self esteem Inspire curiosity and motivation to learn
Research shows that if students are reading at grade level by the
end of 3 rd grade they are more likely to graduate from high
school. 20
Slide 21
Five Cs of Positive Youth Development Confidence: internal
sense of overall positive self worth, identity and belief in future
Competence: positive view ones skills and abilities, including
academic, social, cognitive and vocational Character: recognition
of societal and cultural rules, a sense of responsibility and
accountability for ones actions Caring: A sense of sympathy and
empathy for others Connection: positive bonds with people and
institutions, including peers, family, school and community 21
Slide 22
Establishing a Positive Relationship Show up every week. Simply
being there for your student is the most important thing you can do
as an Elevator. Many of the students in the program have never had
an adult they can depend on. To earn their trust, they must be able
to depend on you. ( If you cant make a scheduled visit you MUST let
the students teacher know in advance ). Being consistent and
dependable will help your student learn to trust you. 22
Slide 23
Establishing a Positive Relationship Practice effective
communication Be aware of both verbal and nonverbal body language (
including your own if you are having a bad day, let your student
know that so they dont think you are crossing your arms because you
are mad at them ). Ask open ended questions ( ie. Tell me the three
best things/worst things about your week ) Use a full and rich
vocabulary when talking to your student ( exposure to words is one
of the best things you can do for your students language skills ).
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Slide 24
Establishing a Positive Relationship Be an active listener Ask
permission before giving advice. Encourage your student to tell you
more (ie. Can you tell me more about that? How did that make you
feel?) Bring up things your student told you before to show you are
listening (ie. You mentioned that you were interested in airplanes,
have you ever thought about being a pilot?) 24
Slide 25
Establishing a Positive Relationship Be respectful and
encouraging of your students ideas. Decide together or take turns
deciding what activity you will engage in during your meetings.
Have fun and focus on friendship first! Studies show that the most
successful mentoring relationships are those where the focus is on
friendship rather than on a particular goal like tutoring. 25
Slide 26
Ways to Help Build your Students Self Esteem Always listen and
acknowledge your students thoughts and feelings If they fail at
something, point out and help them see their successes Teach them
that mistakes can be a learning experience (share stories about
your own mistakes and failures) Help them identify their strengths
and build on them Give your student compliments Most importantly
expect your student to succeed and share your expectations! 26
Slide 27
Role Modeling Remember that you are always role modeling. Teach
your student the value of a firm handshake and good eye contact
when meeting someone new. Qualities that you can intentionally role
model include: honesty, integrity, compassion, dependability, high
standards and values. (Simply seeing the way you treat them and
others can impact the way your student treats others.) Just talking
about work and goals teaches children that they can have goals too.
"A positive role model can give us an example of our potential.
They point out what is good about us-- our strengths and
abilities--and affirm our dreams for who we could be. 27
Slide 28
Note on Values Differences It is likely/possible that your
student is living at or below the poverty line, that he or she
comes from a single parent family, and/or one or both of your
students parents did not graduate from high school. (These are all
risk factors that increase the likelihood that a student will not
graduate from high school). The way your student views certain
things (like possessions, education, and time) may be very
different from the way you do. 28
Slide 29
Logistics-Guidelines You must always sign in and out at the
school office and wear an ID when meeting with your student.
Meetings with your student must only occur on school grounds,
during school time. Do not transport your student under any
circumstance. Please do not bring food into the school. Buying
gifts for your student in general is discouraged but making crafts
together is appropriate. 29
Slide 30
Logistics-Guidelines cont. Do not allow your student to sit on
your lap and do not engage in tickling, wrestling or excessive
hugging. (A side hug or quick pat on the back is okay) If your
student tells you something or does something that makes you
uncomfortable, contact the school guidance counselor. If your
student confides in you information regarding abuse (substance or
physical abuse), hurting himself or herself or someone else,
suicide or homicide or carrying weapons, you MUST report it to the
guidance counselor. 30
Slide 31
CONFIDENTIALITY Your relationship with your student is intended
to be a confidential one. You should tell your student in the
beginning of your relationship that for the most part things you
discuss together or that your student shares with you, you will
keep confidential. However, let your student know that you are
responsible under the law for sharing certain information with the
guidance counselor if you feel that he or she may be in danger.
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Slide 32
Tips for Difficult Situations Dont panic- most important thing
is just to listen Use common sense and the best available
information Ask questions to get a better idea of the situation
Always feel free to consult your students teacher/principal or the
guidance counselor for advice 32
Slide 33
What Every Mentor Needs to Know Be patient strong relationships
and trust take time to develop. Dont take things personally. Know
that there will always be challenges and you wont always have the
answer. Know that you are making a difference -the little things
can and do make a BIG difference! Being an Elevator can be
challenging, but it is also incredibly rewarding and fulfilling!
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Slide 34
Resources and Activity Ideas Go to the Activities in your
Notebooks Review Notebook Resources 34
Slide 35
Questions Success Stories 35
Slide 36
Never doubt that a small group of committed people can change
the world. Indeed, it is the only thing that ever has. - Margaret
Mead 36