English IV AP
May 9, 2011
Dead. Drugs. Prison. Bobby Light was reminded on a daily basis that these were the only three realistic goals that he could reach in life. Living in a single-parent home in a poverty-stricken apartment complex in Chicago, it appeared that Bobby would not have a positive future. Even though he had above average intelligence, Bobby hid his academic potential from his friends believing this would be viewed as weakness by his peers. This could be deadly where he was lived, so he pretended to be of the same academic caliber as his other friends who performed on an elementary education level in high school. When Bobby began his sophomore year at Martin Luther King High School, the administration staff thought it would be in the best interest of the students if the initiated a school wide mentoring program called HELPS (Helping Educate Low Potential Students), using mentors from various backgrounds to help the students deal with not only their academic failures, but also improve their social struggles. Bobby Light developed a good relationship with his mentor and used the program to his full advantage. He was no longer afraid to exhibit his academic potential. He raised his GPA by two points by his senior year and went on to UCLA to major in Business Administration. Bobby is currently a CEO of a tape company in Ohio. Mentoring in low-achieving schools is important because it helps both the mentor and the mentee develop important skills the will need later in life, improves the mentee’s grades, boosts the mentee’s self-confidence, and teaches both the mentor and mentee responsibility. I.Helping the mentor and mentee
A.Definition of what mentoring is.
1.List different types of mentoring programs.
2.The positive effects on both the mentor and mentee.
B.How it affects the mentor.
1.Teaches the mentor the importance of establishing healthy and sustainable relationships. 2.Helps the mentor realize how much the can impact another person’s life C.How it helps the mentee.
1.Gives the mentee a sense of friend-based security.
2.Shows the mentee that people are willing to be committed, caring, and helpful to them. 3.Helps the mentee develop good social skills.
II: Improving the mentee’s grades.
A.Showing the mentee how to study properly.
1.Mentor giving examples of good places to study.
2.Informing the mentee on their own study habits.
3.Giving the mentee statistics of people’s performance that participate in extra-academic assignments outside of school; in comparison to those who do not. B.Frequent contact with both the mentee’s parents and teachers to be sure that the mentee’s are on task. 1.Emailing the mentee’s teachers to monitor academic performance. i.”Shadowing” the mentee at school all day or arrive at random times to monitor their behavior. ii.Visiting the teacher or parent to see if the mentee is following the correct procedures and guidelines established by the mentor. D.Improve the mentee’s test-taking strategies.
III: Boosting the mentee’s self-confidence.
A.By making the mentee feel comfortable, the mentor is able to help the mentee overcome any subconscious beliefs that may hamper future success or cause educational ennui. 1.As the mentor, it is imperative to make the mentee feel as if anything can be accomplished. 2.The mentor should become a support system for the mentee. 3.Take the mentee places instead of having them experiencing vicariously. B.Take the mentee to functions where they will be exposed to other mentee’s or people in a similar situation. 1.Take the mentee to social events like concerts and conventions. 2.Take the mentee to places that the mentor may enjoy as well. 3.Play games with them where they have to interact with new people through communication. IV: Teaching the mentor and mentee responsibility.
A.By the mentor and mentee taking part...