TTRM Session #5

Today during the TTRM session, we started quicker than usual, probably because the teens and 3rd graders know the format by now. Because of that, they had more time today than they have during past sessions. I noticed that the mentors (teens) were using the reading strategies more this week instead of just allowing their mentee, struggling or not, to read the whole section independently. Kelly told me that she had refreshed them on the reading strategies in class and told them not to have the 3rd graders read the whole section by themselves. That was a positive change today.

However, because of the extra time, I noticed that after the pairs were finished with the magazine part, instead of starting the next step (reading the free book together), they skipped it and started playing hangman or tic-tac-toe. The mentors need more direction on what their roles are--the leader. It is their jobs to make sure the 3rd graders are focused on reading during the session, and instead, some of the mentors were causing their mentees to goof off. Part of the purpose of the program is to help 3rd graders want to read more on their own (outside of school), so when their mentors don't seem to care about sticking to the reading after the first part of the session is finished, it sends the mentees mixed signals, and that is probably confusing for them. If my professors goofed off in class instead of sticking to their lessons, I would not be too motivated to do my best work. As a mentor, it is important to show the mentee that you care about the reading lesson, and that you expect them to do their best.

Next time I tutor new SWA students on mentoring, I will be sure to focus on reading strategies and keeping the 3rd graders on task through the whole session.