Both research and common sense leave little doubt that youth need caring and consistent relationships with adults to navigate their way through adolescence and beyond. For many teenagers, however, no adult is naturally available to provide this kind of support. To fill this void, Intellectual Schools has arranged a mentoring system.
Intellectual Schools Mentoring system is the presence of a caring individual who provides a student with support, advice, friendship, reinforcement, and constructive role modeling over time. It is about building relationships.
Benefits of Mentoring Programs in School
Strong mentorship programs will help Intellectual Schools students develop the confidence, self-esteem, and skills they need to be successful in school and life.
Mentoring is widely recognized as contributing to strong and healthy communities.
Mentoring helps forge stronger links for students in career and employment programs, so Intellectual Schools students can take full advantage of the working and learning opportunities available in the province.
Research supports that school-based mentoring impacts positive outcomes for children and youth including:
Increased high school completion rates;
Improved attitudes about staying in school;
Enhanced academic motivation and achievement;
Improved social skills and behavior;
Strengthened peer, school and family relationships;
Reduced risk of involvement with drugs;
Increased sense of belonging in the school community.
Benefits for Schools and Students
Promotes healthy and positive relationships between mentees and mentors, which in turn build community capacity.
Activities promote literacy skills, self-esteem, confidence, and social appropriateness.
Supports strength-based practices that build resiliency.
Encourages leadership skills and independent thinking.
And above all, make a difference while having fun.
Roles of Mentor Teachers
To facilitate an understanding of the purposes of the relationship;
To explore the motivations, skills, thought processes to be used;
To discuss the processes of observation, listening, and asking questions;
To support goal setting and assessment;
To support solutions-oriented approaches to teaching, learning
To support the development of a commitment to action;
To ensure a planned approach to the improvement of personal skills and abilities; and
To contribute to a whole school approach to improvement.
Duty of Mentors
Monitoring student progress and behavior
Liaising between the parents and the school
Teachers should arrange the frequency of contact with parents and students. It should be once a week or month, or when?
Method of contact; face to face, phone calls, or emails.
Running morning and afternoon meetings
Daily Uniform/Material Check
Enforcing school policies and decisions
Parents must be informed about the purpose of the program, the anticipated outcomes, and their children’s progress.
They must be provided with the opportunity to discuss their children’s mentoring program with the supervisor.
If possible, parents should meet their child’s mentor.
Their consent must be obtained before a student is included in the program.
Parents also have the right to withdraw their children from mentoring arrangements should they so wish.
Consultation with the broader school community is also essential.
It is important that key school community groups, including parent groups, are made aware of the rationale for mentoring and informed of how the program will be implemented in the school.
Commitment to any program depends on the demonstrated outcomes of the program.
Providing the school community with evidence that mentoring produces positive results and responding to concerns they may have about the nature of mentoring will assist in ensuring support for the program.
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Intellectual Schools are operated by STEM EDUCATION PLC.