The document discusses mentoring programs for secondary and senior secondary students. It defines mentoring and the roles of mentors and mentees. The mentoring process involves matching mentees and mentors, orientation, documentation of progress, and addressing challenges faced by teens. Effective mentoring requires regular meetings, encouragement, confidentiality, and communication between mentors, mentees, and parents. The goal of mentoring is the growth and development of mentees.

1. • November 16, 17, 18 - 2012
MENTOR CONCLAVE 2012 – QUESTIONING AND CO-CREATING EDUCATION
MRS LALITHA KANDASWAMY, CHIEF MENTOR, VAGDEVI VILAS INSTITUTIONS
N OV 1 8 2 0 1 2 , I I S C B A N G A LO R E

2. MENTORING PROGRAMME FOR
SECONDARY AND SENIOR SECONDARY
STUDENTS
“Education is the manifestation of the perfection already
present in man.”
Swami Vivekananda
the program

3. • Introduction, Contents
• Mentoring vs. Counseling
• Mentoring Models
Apprentice, Competence, Reflective, Informal
“That Mentoring accelerates and assists progress in the
early stages of one’s studentship is an undisputed fact
proved by research.”
Bora and Phillips
the contents

4. MENTEES
Registration
Mentee - Mentor matching
Orientation, Support and Nurture
MENTORS
Orientation
Training
Nurturing
Guidelines
Self-Analysis
the methodology

5. MENTOR MENTEE
• Mentoring Guidelines • Time Inventor
• Letters, Notes, Circulars • Handouts
• Mentors Records • Organizers
• Appraisal of Academic • Goal Setting
Progress • Study Planner
• Mentoring Reports • Teacher Appraisal
the documentation

6. • Problems
Mentoring Time
Mentor-Mentee Relationship
• Parents are Partners
• Outcomes-Tangible & Intangible
• Conclusion
• Recommendations
the learning process

7. Mentoring is a term generally used to describe a relationship
between a less experienced individual, called a mentee or
protégé, and a more experienced individual known as a mentor.
Traditionally, mentoring is viewed as a two-way, face-to-face,
long-term relationship between a supervisory adult and a
novice student that fosters the mentee’s professional,
academic, or personal development.
Donaldson, Ensher, & Grant-Vallone
the definition

8. “Mentoring is a brain to pick, a ear to listen and push in the
right direction.”
John Crosby
"The purpose of mentoring is always to help the mentee to
change something - to improve their performance, to develop
their leadership qualities, to develop their partnership skills, to
realize their vision, or whatever. This movement from where
they are, ('here'), to where they want to be ('there').”
Mike Turner
the definition

9. “A Mentor facilitates professional and personal growth in an individual by
sharing the knowledge and insights that have been learned through the
years. The desire to want to share these “life experiences” is characteristic
of a successful mentor.”
Arizona National Guard
“A great mentor has a knack of making us think that we are better than
what we think we are. They force us to have a goof opinion of ourselves,
and once we learn how good we really are, we never settle for anything
less than our best.”
The Prometheus Foundation
Act: what do you think are the attributes of a good mentor? (Brainstorm)
who is a mentor?

10. Adolescence, Exams, & the inner Turmoil
Tell the child…
• Look, I Love you, I believe in you. I know you are going through a lot of upset
• I know you feel a need to rebel with every other breath these days. I am
quite willing to accept that. The only thing that counts in the long run is…
• Find out who you are and live it
the challenges phase

11. “I have learned that
People will forget what you did,
People will forget what you said, but
People will never forget how you made them feel.”
Maya Angelou
the definition

12. PERSONAL FIELD
Barriers and Fears, real or imagined
Difficulties they face
Stress Management
SOCIAL FIELD
Peer Pressure
Media Pressure
School Pressure
Parental Pressure
teens’ challenges

13. ACADEMIC FIELD
Areas of improvement
Time Management
Discipline Chart
Study Tools
Revision tools
VOCATIONAL FIELD
What next?
Carrier Guidance
Aptitude Test
teens’ challenges

14. DO’S AND DONT’S OF A MENTOR
NURTURING ACTIONS
MENTORING OUTCOMES
• Back to slide -3 & 4
mentor’s challenges

15. To a mentee, a mentor is first a very good friend, who
• Aims at awakening the genius within the mentee.
• The mentor strengthens academics and areas like hand writing,
presentation of work done, self grooming, discipline in school and good
behavior.
• The mentor ignites the mind of his mentee to DREAM and blesses him to
make the dream a reality.
• The mentor guides the mentee in goal setting and seeks, with joint
efforts, the means of achieving these goals.
• With her positive attitude, the mentor praises and encourages even for
small tasks performed.
• She builds up the confidence of her mentee, and believes in his or her
ability.
mentoring guidelines

16. • She motivates the child for all round development by narrating real-life
experiences rather than comparing or condemning.
• She commits herself to talk to her mentee daily and meet the parents or
make home visits if and when necessary.
• She helps to bring out and polish the mentee’s latent potential and hidden
talents.
• She enriches the mentee’s value system.
• She aims to encourage and groom her mentee to face competitive exams
like IIT and other equivalents.
• She encourages the mentee to aim for an individual CGPA of 10.
“Every student deserves to be treated as a potential genius.” Anton Ehrenzweig
mentoring guidelines

17. Mentors are urged to remember
• That every mentee is unique
• To mentor one student at a time
• To have a regular, fixed time and place for meeting
• That every mentoring session should be a learning situation, not a
teaching one
• To be smiling and show interest, to be patient and a good listener
• To show respect and love for the student
• To study the student’s personal needs
effective mentoring

18. Mentors are urged to remember
• To encourage improvements/performances/reasons
• That mentoring should personal, social, academic and vocational
domains, in that order
• To allot equal amount of time for academics, family- relationships,
hobbies, ideas, responsibilities and so on
• To maintain confidentiality, at all costs
• To talk to the parent as often as possible, and also during the PTMs
• To divert mentee’s negativity or complaints to positive thoughts
• To always be positive
effective mentoring

19. • Am I self-confident ?
• Do I have a good judgment ?
• Am I fair and unbiased ?
• Can I take a decision ?
• Can I communicate well ?
• Do I get along well with others ?
• Am I sensitive to others?
• Am I pro-active ?
• Am I alert and energetic ?
• Am I good in my job ?
self- analysis

20. • Am I smarter than the average?
• Am I brighter than the average?
• Am I articulate – convey clearly my point of view?
• Am I persuasive – able to convince others?
• Do I have the ability to cope with a variety of situations?
• Can I sympathize and empathize?
self- analysis

21. GOALS ACHIEVED
MENTEE GROWTH AND DEVELOPMENT
WORKING ON THE RELATIONSHIP
BUILDING RELATIONSHIPS
BREAKING THE MENTOR-MENTEE ICE
Nov 18 2012 stages in mentoring
21

22. THE MENTOR
Becomes
•Confidante
•Parent interface
•Understanding Friend
•Philosopher
•Academic guide
•Patient listener
•Conflict resolver
THE SCHOOL THE PARENT
•Partners with
•Encourages MENTORING school
•Appreciates •Betters
•Supports PROGRAMME relationship with
•Gives guidelines child
•Provides infrastructure
•Determines logistics
Receives
•Personal guidance
•Social guidance
•Educational guidance
•Vocational guidance
•Blessings for goals
•Assistance in endeavors
THE MENTEE
Nov 18 2012 mentoring process model
22

23. C SCHOOL ADMINISTRATION
H C
I Review of previous year’s programme
O
E Needs of Current Year’s programme O
Desired Outcomes R
F Mentoring guidelines Orientation
Training Meetings D
M Documentation Schedules I
E N
N A
MENTORING TEAM MENTEES
T T
O O
R R
MENTORING ENVIRONMENT
Respect
Self understanding Confidentiality Understanding
M P
Self motivation Understanding Support
E Clarity of thought Encouragement Encouragement A
N Goal setting Providing Opportunities
Planning R
T Execution E
E ACHIEVEMENT OF GOALS N
E T
S Programme Appraisal
Analysis
S
Feedback from all stakeholders
Nov 18 2012 NEXT the mentoring programme
23

24. How does one measure the success of
the Mentoring Programme?
What are the success indicators ?
the conclusion

25. • School based mentoring has a great impact on holistic education
• It has potential for building up a great future of youngsters
• One of the fastest areas of school-based Educational R&D
• NOTE: Every situation cannot be handled by mentors or counselors
• For difficult issues Professional (Psychiatric) help is essential
recommendations

26. • Does school based mentoring work?
• What kind of mentoring process can
ensure benefits?
• What are the kind of schools where mentoring
can be implemented?
• How far is its implementation practical
and feasible?
• What are its limitations?
• How can the programme be further refined?
food for thought

27. You cannot teach a child any more than you can grow a plant.
All you can do is on the negative side - you can only help. It
is a manifestation from within; it develops its own nature -
you can only take away obstructions.
MENTOR CONCLAVE
Swami Vivekananda
• November 16, 17, 18 - 2012
THANK YOU!
Nov 18 2012 27