MENTORING

with senior and junior pupils
An effective working example

‘Mentoring at its core is about care of the individual and in all good schools that care is at the heart of an ethos.’

Roots!

In Greek mythology, Mentor was the son of Alcumus and, in his old age, a friend of that great journeyman, Odysseus. When Odysseus left for the Trojan War, he placed Mentor in charge of his son, Telemachus. He entrusted Mentor to prepare his son for his future role as ruler by imparting his wisdom to him whilst encouraging Telemachus to think for himself and accept responsibility for his own action and decisions. Mentor was a trusted friend, a wise counsellor, a respected teacher.

Beginnings

I have been involved in a Mentoring project in the School in which I teach, a co educational voluntary grammar school of some one thousand pupils, situated some ten miles south of Belfast. The project was launched some six years ago, initially on a fairly informal basis, as a method of pastoral contact between Senior and Junior pupils, allowing Sixth Form volunteers to work alongside Year 8 pupils, assisting them with settling into School, induction, organisational issues, homework and study skills.

Relationships the key

The Mentors quickly established themselves as key members of the Pastoral Team in School and, in many ways, developed themselves in that as they settled into their roles, the roles themselves evolved. The personal organisation, homework, orientation and study skills are still very valuable aspects of the role but it is the relationships that are developed, the encouragement and support that are offered, the motivation that inspires and the genuine good and positive fun that is had that are the core of what, I believe, is a positive Mentoring system.

One to one

We now provide group mentoring and also one-toone pupil support. Year 13 pupils volunteer to become Mentors and we have moved away from application and selection to a pure volunteer policy which promotes inclusivity and an acknowledgement that all pupils have something positive to offer. This year, I am working with some 60 Sixth Formers, coming to the role with varying levels of experience. Some may wish to extend current extracurricular involvement in this area out of a genuine desire to give or in preparation for a third level course which involves working with others in a caring profession perhaps.

Induction and settling in

Fifteen pupils, at the beginning of a new school year, move into group mentoring with Year 8 pupils, assigned to assist with their induction to School from primary school, working alongside a Collect Teacher and a Head of Year with responsibility for a group of some 30 pupils. They stay with these pupils for the duration of a year and get to know them very well as they settle fully into the life of School.

Specific needs

Other Mentors work with pupils on a one-to-one basis and are assigned by pastoral staff, often matched to particular pupils to cater for specific needs. Underachievers in Years 11 and 12 are matched to subject specific Mentors, Sixth Formers who are studying particular subjects at A Level with the objective of assisting with homework, coursework and understanding of the concepts within that learning area. With the development of the relationships, it is hoped that mentees can become more confident and responsible learners as they are supported in their studies.

Training and evaluation

Training is provided at the beginning of each year and also Child Protection training. Self evaluation is inbuilt twice a year. The system, of course, is only as effective as its organisation and the challenge for me has been to embed it fully within the pastoral system of School and to have full involvement of pastoral staff within it.

Clear benefits to all

I believe that Mentoring helps to create a community that is built on everyone taking responsibility for one another. Supportive relationships are established between Senior pupils and pupils in Junior and Middle School that allow those pupils to develop key study skills; manage their own learning; integrate more fully into the community and feel more confident and secure within it. Positive relationships are also developed between Sixth Form pupils and staff in the pastoral context and individual self esteem is developed in both Mentors and Mentees. Key skills are acquired through this work – communication, interpersonal, team building, empathy, listening and Mentors provide another vital level of pastoral support in that they can monitor behaviour, mood, integration, involvement and other pastoral concerns on a daily basis.

The final words I give to one of my Year 8 pupils two years ago who wrote on his evaluation questionnaire:

“When I came to a brick wall my Mentor gave me a helping hand up and then I was able to climb over the top by myself”

Enough said!!