Texas GEAR UP Promising Practice This 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. Mentors, Mindsets & Role Models COMMUNITY MENTORING Spring 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 when visit isn’t possible Call or 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 Mentoring A positive change for… You Our Schools Our community a child on the brink of success