PARENTAL CONCERNS

Can a parent mentor other children in their child's school?

Yes. We have done this with substantial success. Of course the skill set of the parent is a critical concern. The parent must be able to navigate the issues of having children (other than their own) to greet at school. The parent should have the personality large enough to embrace additional children.

Why does my high performing child need to be in a mentoring program?

The development of people skills is one of the significant benefits of the one with three grouping. Often high performing children lack social skills or may be shy. This grouping enables them to learn how (with the guidance of a mentor) to deal with often more aggressive personalities. They learn to be sensitive to the academic strengths and weaknesses of other students. They learn the satisfaction derives from helping those who are not as naturally gifted as they are. Our experience has shown that the challenges of the small group are most often overcome to the benefit of all involved.

ADMINISTRATOR CONCERNS

Is the program only for at-risk students?

No. The TALKS Program is a leadership program that brings together students who are performing on various levels. It brings together the various demographics of the school around a structure that promotes unity and understanding.

Is the title of the program (TALKS My Mother/Father Never Had With me) negative?

No. The title of the program seeks to impress the importance of dialogue between the generations. It is not an attack on busy parents. As parents of grown children, we will admit that we could have and possibly should have talked more with our children. The TALKS Program seeks to provide additional conversations with children to compliment the conversations parents have already had with their children.

What if mentors want to spend additional time with their mentees?

We discourage mentors from spending long hours with their mentees away from the school. A once or twice a year activity is acceptable but it should always be a group activity. We have discovered that mentors who limit their commitment to one hour per week tend to mentor for longer periods of time than the mentors who throw themselves into the children.

Share with the mentors that burnout is quiet and for the most part undetectable. The indicator that burnout is or has taken place is when a mentor decides (often for unspecified reasons) he/she does not want to mentor or see the children anymore.