What mentoring might look like in practice.
Each year a rural elementary school matches classes for a cross-grade reading buddies program. Once a week, an older grade joins a younger grade in the library for thirty minutes of shared reading. Students work with assigned partners (a younger student and an older student) paired for the term. The older students receive training in specific strategies for:
Students also have time in class throughout the year to reflect on their reading buddy experience, learn new strategies and make suggestions for the program.
In addition, the school works with a local community agency to provide ten students in the school with one-to-one adult mentors who focus on relationship building and promote literacy. These mentors are recruited, screened and trained by the agency and work with individual students one hour per week.
A school has an ongoing partnership with three local business associations to provide mentors. The focus of the mentoring relationships are to increase students’ awareness of:
A large urban high school offers a number of Career and Technology Studies (CTS) courses to support mentoring. Students can earn credits for being a mentor. A core group of teachers work with three neighbouring junior high schools to coordinate mentoring relationships.