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Student mentoring programs from grade school to grad school
- 1. Students Mentoring Students from Grade School to Grad School Kathy Lobo (grade school) Melissa Latham (high school) Leslie Barratt (grad school)
- 5. What the lunches look like:
- 6. What we do to get the ball rolling. . .
- 13. Making things-cards and gifts
- 16. Venue to Cultivate Relationships
- 34. M.A. Group Bulletin Boards
- 38. Annual Language Game Day
Hinweis der Redaktion
- In the interest of using time well, Kathy introduces our presentation and points out Melissa and Leslie . . .short and sweet
- Goal of presentation is stated and the plan- Kathy then Melissa then Leslie then Q & A further discussion
- What we believe as we have facilitated mentoring--the connects to something Melissa wrote and referenced: "no matter how participatory we think or classes are, it's not the same as letting the students loose to meet others on their own terms and not just as part of a class exercise" (Stern, 1997, p. 4). Language is acquired through authentic interactions, yet belonging to a cultural or linguistic minority can result in isolation and a smaller social network. In a study investigating the disproportionately high attrition rates for ESL students in an urban Canadian school, Derwing, DeCorby, Ichikawa, and Jamieson (1999) found that students who completed school made more positive comments about school relationships with English-speaking peers than non-completers did. For teachers of English to speakers of other languages, this suggests that fostering social networking and authentic communication can in turn foster language development and greater academic success.
- Big ideas for younger students. . .
- First time grade five lunch group took place-Explain that I decided to “mask” the children pictured in this presentation to conceal their identities/protect their privacy. . . I will talk about scheduling considerations. . . Pros and cons. . .I will be brief
- Example of something I did that others could use. . Idea of using warm ups and other activities to facilitate communication
- More examples of things to do with groups
- Cultural lessons and opportunity to share. . . I will share how lunch groups have worked for older students in Middle School- including feedback I have had from lunch group participants-what I have learned from surveys
- Tell about what rational -scheduling and other considerations
- Example of an invitation to one of the after school events for ELLs-made by ELLs
- The ELLs and the teachers of ELLs are invited to make cards together. This was one of the most popular activities last year. All the surveyed ELLs wanted to do this again. Note: The composition, typing, design, and layout of this invitation was done by ELLs-note the apostrophe in the the shape of a heart! Heart to the right is cut so that the top of the heart locks the card closed.
- Example of fall event this year -we gave our pumpkins to the school secretaries- a very good way to build good will. . .and to connect with the community
- Great opportunity to do something for someone else- also to strengthen relationships with teachers I invite members of the school community to some of these events-Valentine’s Day is for ELLs and their teachers, Final annual event, the Sundae Making Party includes the nurse, office staff, administrators and janitors.
- Tell about what we have done and also give survey results I have regarding these after school activites
- end of year Sundae party can be a farewell party for some and a celebration for us all. I invite the nurses, janitors, administrators and librarians to this as well. Friends of ELLs come too. . . .
- Concluding remarks regarding “Grade School Mentoring”--main idea is to make some time for socializing and sharing where relationships across age/grade, and language can be cultivated. The photo shows students teaching others a card game from their home country. . .
- End of year survey – most students said they learned English and culture. They got help with their homework and said they met people.
- Some years I have many newcomers who do not know each other. Right now, most of my newcomers are related to each other and tend to go to family members for support/friendship.
- Mentoring can also be used at the undergraduate or graduate level. I use it in our graduate MA TESL program, which has about 40 students, 2/3 of whom are international.
- One type of mentoring I have tried is to have current students email incoming students and then act as something of a mentor when the new student arrives. In assigning students to this task, I ask the incoming students if they want to be in contact with a current student and then I take what I know about the incoming student’s personal situation and the questions he or she has already asked into account. For example, a student coming with small children is given a current student who has small children. Thus, a student has the opportunity to be mentored before enrollment, and this hopefully carries on through the first year while the mentor student is still in the program.
- Mentoring can also work at the group level. I organize the groups of students before each semester starts, creating groups which have balance of various kinds. In addition to mixing cohorts and cultures, I try to mix strong and weak students, Teaching assistants with offices and non-TAs with no place to hang out as well as those in different living situations. This especially helps those without a car or a kitchen to make friends with those who can give them transportation.
- I have found that I need to organize tasks for the groups to do, especially at first to get them started. The first task is to make a dish together for the department fall picnic and to make sure every group member has transportation to the picnic. Students are expected to help one another and to call on one another for help. Finally, there is at least one professional task each semester that is similar to what practicing teachers collaborate on. Give examples of member support – students failing comps and working with Mentoring Group to study for later attempts.
- These are examples of the bulletin boards mentoring groups have created.
- Survey students every year at least once. Some students participate more than others; most participate more in first semester (needing help) and third semester (giving help)
- Last year I added a level by starting to have group mentoring at the Ph.D. level for our Language Education students. Language Ed is one concentration among many in a large Ph.D. program in the Curriculum and Instruction Media Technology Department, and I am Co-Chair of those 15-20 Lang Ed students, who are at all stages of program – taking classes, writing proposals, doing dissertation research, and getting ready to defend dissertation. They don’t see one another, and I found myself spending hours mentoring each one individually and often explaining the same thing over and over again, so I started this Mentoring Group, which I meet with every month. Partly, it is group advising; partly it is students mentoring students, giving much better advice I could on the challenges of a particular course from a particular professor, etc. The group met last Thursday, and one student who had just defended his proposal showed the rest of us how to switch PowerPoint to Presenter mode so that the speaker can see the notes and timing while the audience just sees the slides. This kind of spontaneous sharing happens every month.
- The undergraduates at my university don’t have Mentoring Groups, but LLLearners is a student organization the MA students started in 2002 for any student studying a language. Now the undergraduates in LLL are far more active in leading it, and they plan activities that help coordinate all of the groups in the department. The LLLearners organizes monthly activities, such as Language Games Day, foreign films, and International Poetry Night, and the M.A. Mentoring Groups participate by sharing the results of their group tasks.
- This is last year’s language games day.
- The international poetry night drew students from all levels reading poetry in about 8 different languages.