Family Resources on Being a Mentor
Ask students to think about people who have mentored them and times that they have had an opportunity to mentor others.
What are important qualities of mentorship that I posses?
Being a Mentor – Monique
If this lesson was used in the classroom: Students learned about the value of mentors (both being a mentor and having a mentor). In class students discussed the qualities of a mentor, the importance of having mentors and how to be mentors themselves. Students individually completed a “mentorship map” activity to help students identify mentors and opportunities to mentor others.
Getting Ready for the Conversation
The video for this module features a youth named Monique who mentors younger students at the Boys and Girls Clubs. Adolescents who have additional mentors (outside their immediate household) are more likely to have a variety of positive outcomes. Those outcomes include better educational outcomes as well as greater involvement in community and civic activities. Monique tells about one of her adult mentors and how she has become a mentor to youth who are younger than her.
Note: Generally, when youth mentor other youth, the youth mentor should be about 2 or 3 years older than a youth mentee.
The first item is for follow-up after viewing the lesson video and participating in class activities.
Explain the “Mentorship Map” that was completed in class. Tell why you wrote what you did in each section.
Why would you make a good mentor for someone?
What should you look for in a mentor who is an older youth? An adult? Why?
What are some ways for us as a family to become more involved as mentors in the community?
Are there youth in our community who need mentors? Why do you think so? Are there ways our family could help?
School to Home Resources on Being a Mentor
In the video Monique says, “Somebody my age, usually it’s kind of hard to…feel like I made a difference.” What are some examples of the ways that Monique helps to improve her community? Why does Monique believe she is making a difference?
Reaching younger students
While talking about why the younger children respond to Monique, she says “the kids see adults as someone who tells them what to do and how to do it, but when it comes from someone closer to their age maybe it’ll reach them more.” We see in the video examples of the younger club members responding to Monique. How does Monique show kindness toward the children at her club? How do they respond? Why do you think the younger children respond to Monique?
While everyone may not want to mentor younger children at one of the Boys & Girls Clubs, there are things, even small actions, which people can do. What are some ways you could show kindness to others at your school? In your community? At home? Create a plan by listing the resources you would need. Who could help? What steps need to be taken to complete your plan?
Consider this Taylor Swift quote posted online: “No matter what happens in life, be good to people. Being good to people is a wonderful legacy to leave behind.” How does that comment relate to mentoring? How do you think Monique would respond to Taylor? What would you say about that?