Texas GEAR UP Promising PracticeThis program has been recognized as a Texas GEAR UP Promising Practice by the Texas Education Agency and Texas GEAR UP. The model is featured in the 2009 "Mentors, Mindsets & Role Models" toolkit designed to assist

schools, districts, and community groups in their efforts to create or expand mentoring opportunities.

All print materials are the property of the featured mentor programs and are not endorsed by the Texas Education Agency. The programs have

generously donated their resources to help foster program replication and implementation. Materials are for informational purposes only.

www.texasgearup.com

Mentors, Mindsets & Role Models

COMMUNITY MENTORINGSpring Woods High School GEAR UP

Spring Branch, Texas

Experience the Impact of Becoming a Mentor

Generously Supported by

Agenda

• Flashback• Media Review• Role Models• Do’s and Don’ts• Communication

Tips• Getting Started

• Program Logistics

• Campus Information

• Upcoming Events• Q&A• Likes and Wishes

Thinking Back

• What was it like for you when you were the age of your mentee?

• Did you have a nick-name?

• What were your fears and dreams?

Thinking Back

• What was the popular music?

• What was your favorite TV show?

• What was life like in your family? Neighborhood?

• What were the biggest issues you faced in school?

Media and Cultural Influences • What are the messages?• What messages are not

part of the popular culture to which our kids are exposed?

• Who are the messengers?

• How do the messages of popular culture impact us as mentors?

Some Big Picture Thoughts on Mentoring

Mentoring Do’s• Be consistent• Be yourself• Be a listener• Be honest, patient and

forgiving• Be encouraging• Be realistic• Respect cultural, social

and religious differences

• Maintain confidentiality (understand exceptions)

Mentoring Don’ts• Leave student alone

or leave school with the student

• Give gifts • Meet with student

behind closed doors • Expect to change

mentee’s life overnight

• Overstay your visit

Mentoring Don’ts

• Hesitate to ask for help from campus personnel

• Join in with a mentee’s criticism of family, school or friends. Do be a problem solver

• Give out personal information until you are ready

Getting Acquainted

• Learn how to pronounce each other’s names, and establish what you’d like your mentee to call you

• Establish trust and dependability

• Ask open-ended questions• Help set goals for your

relationship and for how you all will spend time together

• Sit side by side – not across!

Getting Started• Begin by setting

expectations for the day• Provide ample notice of

how much more time you have together for the visit

• Understand the typical attention span of your age student

• Have several activities planned, just in case

• Have closing conversation and plan for next week

Activity Recommendations• Explore on the computer • Read a book• Basketball• Crafts• Scrapbooks• Take pictures • Community service

project

Activity Recommendations• Board games or cards • Talk about careers• Library• Take a walk• Tell stories about your

past• Share things about your

respective cultures

Goal Setting• Long-term goals

– College on a swimming scholarship

• Intermediate goals – Making the high

school swim team• Short term goals

– Getting over the fear of water

Goal Setting• Role play

– Help the child be a problem solver

• Be a friend • Support your student in

finding his or her future story

Ending Your Session

• Have closing conversation with student and celebrate something great about your visit

• Sign out and return badge

• Alert school personnel to any issues concerns, or celebrations

• Share any logistical concerns/issues with the mentor coordinator

Campus Logistics• Weekly Sessions• Email when visit isn’t

possible• Call or email before your

session• Sign in and out at Front

Office• Meet in designated

mentoring locations

The Culture of Poverty

• Poverty is the extent to which an individual has or does not have resources

• Child poverty is closely linked to the educational attainment level of the adult and family structure

• Absolute Poverty vs. Relative Poverty

The Culture of Poverty

• Poverty occurs in all races

• Knowledge of hidden rules enables negotiation of environment

• Children of poverty are extremely resilient and great problem solvers

The Culture of Poverty

• Non verbal language is predominant means of communication

• Children of generational poverty have less developed language skills

The Culture of Poverty

• In middle class communication and planning are valued

• In poverty, non-verbals and reactiveness are predominant

• Entertainment and relationships are highly important

And most importantly

MentoringA positive change for…

You

OurSchool

s

Our community

a child on the brink of success