ATP mentor training

Cross-age mentoring by peers may offer several advantages to school-based programs that utilize adult mentors, including reduced costs; simplified recruiting, training, and supervision of mentors; and the potential for benefiting both younger (mentee) and older (mentor) youth participating in the program.

—DuBois, David L.; Michael J. Karcher (2005). Handbook of Youth Mentoring. Thousand Oaks, California: SAGE Publications Ltd. ISBN 0761929770. http://books.google.com/books?id=TtdR-GCYOw4C. 

Introduction

The ATP mentor training will be an advanced course of the Wikiversity assistant teacher program. The mentor training is recommended as mandatory tuition as a significant beneficial effect of mentor training (and mentoring) is on the side of the mentor.

Schools which have no use for mentors can qualify mentors in order to support other schools that do have use for mentors.

The mentor training is expected to become also useful for college students without prior experience as mentors but the primary audience is instructors and teachers of high school pupils. The selection of what material may be appropriate for high school pupils and what is more appropriate for instructors is currently left to the reader.

The grades intended to supply mentors are shown in this table in the teachers' handbook.

In the relationship of a mentor to a mentee, there may be elements of tutoring, counseling, role modeling, etc., but these functions alone would be too narrow to encompass the meaning of mentoring. A role model is defined as one whose life and experiences provide a concrete image of who a younger person can become. By contrast, a mentor is someone who lends guidance and support to enable the young person to become whoever he or she chooses to be.

A mentor, therefore, might, among many possibilities: help to guide or direct a young person toward thoughtful decision-making; help the youth practice new skills; provide positive reinforcement; or listen to concerns of the young person, depending on the interests and needs of the youth.

Preconditions

Completion status: this resource is ~75% complete.

Participants should have completed the assistant teacher course or equivalent training and optionally should have completed the ATP tutor course. Some experience as assistant teacher / tutor is also recommended.

Special preconditions

• To qualify as instructor for the assistant teacher course a mentor must have taken the ATP tutor course (Yes, the demand is higher than the required qualification of assistant teachers who educate other assistant teachers from their own grade).
• To qualify as head tutor a mentor must have taken the ATP tutor course. A head tutor is qualified to lead a group of tutors and/or assistant teachers.

Manuals

• Mentor Trainer's Manual (Until there is a manual for trainers the CMAD Mentor Trainer's Manual should be used instead.)

Learning trails

Learning trails are permuted, annotated and enhanced collections of learning resources that may serve the needs of a special topic or goal or that may link to internal or external resources of a specific type or from certain sources in order to allow a different learning experience. Mentors can learn to appreciate that the way to learn something can make a big difference for the learner.

Main trail

Other trails

• Mentoring for the 22nd century (for teenagers who specify science fiction as their primary interest)
• Computer game mentor (for teenagers who specify computer games as their primary interest)
• Psychosocial mentoring (psychosocial mentoring is often associated with female identity formation and feminine interpersonal relationships but doesn't have to be restricted to girls and young women)
• E-mentoring
• Cross-age peer mentoring
• Junior mentor
• Senior mentor (youth mentoring for seniors)
• Child E-mentoring with videoconferencing for seniors

• Teachers' handbook: Mentoring programs
• The mentoring relationship
• The social role of the mentor
• Pedagogy and parent education
• Fine-tuning an individual curriculum
• Mentoring and competence expectancies
• Tell me what I need to know
• Training to be an autodidact
• Actively seeking out anti-patterns in the mental development of a child or adolescent
• Mentoring anti-patterns
• Mentor cooperation
• Utopia projects
• Teaching to overcome prejudices about others
• Assessment of individual culture

ATP mentor training/completion-legend-sidebox

Questionnaire

• Assessment of academic proficiency, motivation and goals — Usage notes

Literature

• DuBois, David L.; Michael J. Karcher (2005). Handbook of Youth Mentoring. Thousand Oaks, California: SAGE Publications Ltd. ISBN 0761929770. http://books.google.com/books?id=TtdR-GCYOw4C. 
• The Research in Action series (Education Resources Information Center, published by MENTOR/National Mentoring Partnership)
• Mentoring Handbook (Wikibooks)

See also

• Topic:Assistant teacher program/Forum#ATP mentor training
• Health mentoring course

External links

• A formal approach to school-based cross-age youth mentoring (Wikia)
• Universal mentoring (wiki.laptop.org)

This resource has been released into the public domain by the copyright holder, its copyright has expired, or it is ineligible for copyright. This applies worldwide. You are advised to consider the possibility of extraterrestrial intellectual property rights claims that do require mentoring duties in compensation ("either mentoring or trouble with extraterrestrials"). Content released into the public domain may be used for any purpose without attribution, including commercial activities and creation of derivative works.