Learning to mentor
Preparation and briefing of students
Before a peer mentoring programme is implemented, all pupils who are
to participate, whether as mentees or mentors, will require preparation and
briefing on the purpose of the programme and training in the skills they will
use.
Mentee induction
This may be done on a one-to-one basis or in small groups. It would
probably be delivered by the programme coordinator and should include the
following topics:
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What is a mentor?
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What are the barriers to pupils being happy and integrated in school?
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How might a peer mentor help and support another pupil?
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What are the boundaries of the relationship?
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How is the mentoring done?
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What happens if things don't work out?
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How the programme will operate in school; when, where and how often?
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The role of the coordinator in monitoring the programme and supporting the participants.
Peer mentor training
Training for mentors should involve a group of pupils and may include
team-building activities, which will encourage them to support and help each
other once the programme has started. As well as providing information, the
training programme should include activities which build self-confidence and
develop self-esteem.
The programme of training outlined below is divided into six units, each unit taking approximately one hour, although this may vary depending on the style of the trainer and the size and ability of the group. It can be delivered in six separate hourly sessions or in two half days.
Beginning training with a full-day can be valuable to encourage team building and establishing a group identity. However, it is not recommended that all six units are delivered in one day. Much of the learning focuses on emotional intelligence and students need time to assimilate what they have learned in each unit. If only one day is available for training, it would be advisable to deliver Units 2 to 5 only. Unit 1, 'What is Mentoring' could be covered prior to the training day as a stand-alone session, with Unit 6, 'Getting Started' delivered as a follow up session prior to the mentoring commencing.
It is recommended that training takes place off school if resources allow. The trainer must relate well to young people, be enthusiastic and committed to the programme and have the skills to ensure the training is interactive, participatory and fun.
It is important that the training programme is accredited so it can be included in a pupil's Progress File or used as evidence towards a Key Skills Qualification, for example Unit 4 will provide evidence for Problem Solving.
It is suggested that each unit starts with an 'icebreaker' exercise and that time is given at the end for pupils to complete a 'learning log' to record what they have learned.
Focus and momentum of training
Although each unit focuses on a different aspect of preparing mentors,
they are designed to build on the previous session's work. It is the
role of the trainer to introduce each session by reflecting upon the last one;
this will help to put the focus of the next session into context for the
students. It is almost like placing building blocks in the minds of
students. For example:
'You will remember last session we looked at
"What is a mentor?" This has helped us to establish in our minds
what a mentor is and how it differs from being a friend. Today we are
looking at "Differences, values and attitudes". Values and
attitudes are extremely important when working on an individual basis with
students; we need to understand our own attitudes in relation to others who
will be different to ourselves, and ensure this does not pose a problem for us
in our mentoring role.'
Published: 27 December 2006
