2009/10 Mentors -Activity five

The activity for 23rd October 2009 is labelled "activity five" but will be the third activity you have done with your mentees. I'm writing this a) to discover if anyone is reading this and b) to invite you to give me any feedback on your experience of being a mentor so far. I know we meet regularly but we don't always have time for your problems, and not everybody is happy sharing their thoughts in public. Charlotte has talked about one or two things that have bothered her and I'm sure she won't be afraid to ask for help again, so tug my sleeve if you have to and don't suffer in silence.

The fact is, we are always trying to improve how we do things and your views are vital if we are to succeed. If I don't hear from you, I assume all is well.

Just to repeat a point I made recently: if you are struggling with your group, it may be worth linking up with another mentor and combining your mentees. It won't mean you have failed, it will mean you are being resourceful and creative.

December feedback

A third of the way through our mentoring year. Evidence at today's meeting that mentors are making things happen. Year five mentees are beginning to offer their own ideas to support and develop the purposes in the activities. The mentees remembered similar activities (to the hand clapping game) from their primary school experience and asked to repeat them.

Rosie shared her success in getting through frustrations with her group and Ben enjoyed his best session this year. So, although a lot of your days are spent not being mentors, there are subtle changes taking place in both you and your mentees.

Apart from too many missing badges, I feel really positive about the start you have made to this year and look forward to 2009. Happy Christmas.

Good luck to Charlotte and welcome to Mason

In her short time as a mentor, Charlotte showed us what a powerful influence she was going to have, both on her mentees and on the year eight mentor group. She always had positive ideas and showed loads of energy in meetings: a natural leader. We shall miss her example hugely. 

In her place we welcome Mason Standley who is very keen to join us. As he wasn't with us for the training session, he will need your help in getting started. I've known Mason throughout his time at Stoke and share the confidence of lots of teachers who recommended him.  

Fif teenth Activity

Similar to others, the purpose of this activity is to encourage cooperation in solving a problem.

The poem below has been cut into bits –see below. Get someone to cut the bits out*, which the group must rearrange to make sense. Do not be tempted to show them the finished poem early; let them struggle and observe their skills. Reward all positive ideas. Even if they don’t get it right, praise them.



Do you know what you are?
You are a marvel, you are unique.
In all the years that have passed
There has never been another child like you.

(Pablo Casals)

When they have finished, ask them who they think the poem was written for. Maybe you can think about the answer beforehand. There is no single, right answer.




*or plan ahead and cut them out yourself



are?

Do you know

There

unique.

another

years that have passed

you are

You are a marvel,

what you

child like you.

has never

In all the

been

Fourteenth Activity

“The purpose of this activity is to understand someone else’s point of view”

1.The mentees form pairs. They find something that one likes and the other dislikes.
They then swap roles and try to think of all the reasons why they have different views, trying to feel as their partner would.
For example:
Jake likes neighbours; Mary hates neighbours. They swap roles.

Jake: I hate neighbours because it’s boring, the plots are really far-fetched and the characters are unreal. They are always discovering long-lost relatives and squabbling. Real neighbours aren’t like that (etc).

Mary: I like neighbours because it’s exciting. You get to really like or hate the characters. I can’t wait to see the next episode because it’s always full of surprises. I get really sad when someone leaves because I miss them. I like talking to my friends about last night’s episode and guessing what’s going to happen next (etc).

Neither of these is right. They have a right to their opinion. By listening to others views we can respect them more, even if we don’t agree.

If this is tough for them, finish with a game of sausages.

The children sit in a circle. One person stands in the centre and asks one child a question. The children must answer with the word ‘sausages’.
For example:
Q. What do you wear on your feet?
A. Sausages
Q. What’s your favourite group?
A.Sausages
Q. What do you brush your teeth with?
A. Sausages
If they smile or laugh when answering, they take the place of the questioner in the centre.

Thirteenth activity

(You will need to make notes on what your mentees say)

Soon we will be welcoming the year four pupils from their primary schools on their transfer day. This activity asks mentees to recall their first experiences at stoke and to help the new intake have a good start.

“The purpose of this activity is to use your experience to help others”

Remind mentees that they have come a long way and learned a lot since they were year fours, not just in lessons but in the playground, lunch hall, assemblies….maybe they can remember solving problems or helping a friend to solve a problem. Maybe they have made new friends, or joined in with a new activity or club…

So, in a way, they are experts on being a pupil at our school

Ask them to decide on their five top tips for new pupils. They need to talk in the group first of all (2 minutes) and then:
Take turns to give one top tip(be firm about taking turns)
There may be time to decide on a final top five but it is more important to let everyone have their say

Be sure to thank them warmly. Reward all their good behaviour

Twelth Activity

Cooperation, continued

“The purpose of this activity is to share ideas in solving problems”

The mentor reads a story problem from the three below. Mentees must then all share ideas for solving the problem. (There is no right answer, but it is important that they explore the problem. Even silly ideas should be included)

Read this aloud:

1) You are out playing together. Someone has left the gate of a field open and sheep are straying onto a winding country road. What could you do?
Don't read this aloud (Possible solutions: try to herd sheep back into field; run in opposite directions and flag down drivers to warn them of sheep on the road; run to the nearest house to get help)

2) You are out walking in an unknown area. One member of the group falls down a cliff and is injured

3) You are on holiday at the seaside. You are walking along a beach when you hear someone crying for help. You see another child stranded on a rock by the incoming tide


*Mentors: to get them thinking, ask them what could happen first in each of the situations. For instance, the sheep could get run over or could cause a traffic accident.