Mentoring the mentor

WE have in school a mentoring program. The idea is to

provide each student someone he can talk to freely not only about

academic matters but also about other concerns, be they personal,

family, financial, etc.

             It’s amazing that there can be endless things to tackle in

these informal chats that are marked by friendship, trust and

confidence. More than formal classes and other school processes, this

individualized and more personalized attention given to the students

have benefited not only the students but also the mentors themselves

who are usually the teachers.

  

            So far we have seen good results. For one it has built a

stronger and friendlier relationship among the students and teachers.

Problems of whatever kind are easily detected and more promptly

addressed. And a strong sense of loyalty to one another and to the

school has certainly developed.

  

            Even many alumni, already many years after graduation,

feel so identified with the students and the school that they readily

help in any way they can.

  

            The challenge is how to help the mentors do their job

well. They have to have the proper attitude and disposition, and of

course the qualities that are necessary, like the willingness to

listen and having an active interest in the students, and the knack

for giving timely pieces of fraternal advice, suggestions, reminders,

etc.

  

            This may not be easy for a variety of reasons, among them

differences in temperaments, lack of time, some personal problems,

etc. But these, obviously, are not insurmountable problems. They just

have to be attended to.

   

            We tell our enrolees and applicants about this program and

to be willing to go through it. Of course, we give them some

orientation talks about the program.

              We tell the mentors to take the initiative to meet the

students and to set some regular meetings. The mentors have to know

the students as much as possible—their family background, their

scholastic record, and other peculiar information.

  

            They should try to win the students’ confidence. They

should reassure the students that they are there to help them in any

way, including to defend them whenever they get into some trouble with

the school itself.

  

            They should have a plan of topics and issues to take up

with the students. They have to assess how the students are in their

way of studying, for example, or in their way of relating with others.

             They have to get a good knowledge of the strengths and

weaknesses of the students, their virtues and vices, and come up with

an appropriate plan to address the corresponding issues. They have to

know how the students are developing toughness, patience, humility,

optimism, etc.

  

            Then, little by little, they have to encourage the

students to take care of their spiritual life, seeing to it that the

students know their basic catechism and start to be more consistent to

their faith, knowing how to pray and offer sacrifices, having recourse

to the sacraments, etc.

  

            It’s important that the mentors be the immediate models

and examples of what they encourage the students to do and to be. In

this regard, they should encourage the students to see the priest for

spiritual direction and confession.