Here's a few tips from the Boys and Girls Club of America on being an effective mentor:

1. Listen

Being a good mentor to youth means hearing their ideas — really listening. While it is certainly important to guide them toward the most successful path, it is equally essential to actively listen to what children and teens share with you. Avoid being dismissive, and encourage discussion where they can express their opinions, thoughts and solutions without fear of being judged. 

2. Lead with Hope & Optimism

Many youth struggle to find a place where they feel comfortable using their voice. Helping kids build confidence and pursue creativity starts by respecting their ideas or thoughts and greeting them with optimism. To be an effective mentor, embrace a possibility mindset. That means helping kids find ways to bring their ideas to life, even if they learn there is a better or different way to do it along the way.

3. Think “With,” Not “For”

One way to be a strong mentor is to walk alongside youth to guide them and help them when they fall down rather than walking in front of them to clear the path ahead.Our job as mentors is to help kids build the skills and confidence to eventually take the lead.

4. Create Safe, Judgement-free Spaces

Encouraging kids to open up, communicate and be who they are requires an environment where they feel safe and like they belong. Showing kids that they can be their true selves is critical for helping them grow from who they are into who they’re meant to be.

5. Be a Student, Too

Kids need mentors, but the truth is, we gain as much from them as they do from us. Being a good mentor means knowing you’re never too old to learn, and you’re never too young to teach. 

Our Behavioral Intervention Specialists (BIS's) bring experience, wisdom, and guidance that can make a huge difference in someone’s journey. They offer insight into complex situations, help avoid common pitfalls, and encourage growth by challenging and supporting students and families. Here are the BIS phases of mentoring in BCSD. 

Phase 1:

1. Discuss the student in the MTSS meeting to determine the needs and goals.

2. Once the student has been identified by the team as needing mentoring you can determine how often you will meet with the student. This can range to daily or several interactions per  week. If a student is having big challenges you can check in with them when they arrive at school to review their goals and check out with them to see if they met their goals. 

Phase 2:

3. Place the student goals on a DPR form similar to this one. The DPR does not have to be taken to the teacher(s) everyday. The DPR can be completed by the student  (self-reporting). If the behavior is occurring in the classroom, you can share the DPR with the teacher once a week to complete (not daily). The DPR can be shared via a google form or a paper form. The DPR can be completed by the teacher or student (self-reporting) in a matter of minutes. 

Phase 3:

4. Data can be collected daily, once a week or every other week (it's up to you). Data is required at least three times during the intervention ( at the beginning, in the middle and the end). Data can be uploaded on the MTSS agenda and Aeries. Please visit our progress monitoring page for additional tips on collecting and entering your data.