A Field Trip is any activity during school hours that takes place away from school grounds. When planning, mentors should keep the field trip within the time allotted to the class, including drive time. On rare occasions, lunch may be used to extend the length of the field trip if it comes right before or after class. Mentors should be aware of students who are not available at lunch to participate.

Parents of students in your class can be asked to help drive students to and from the field trip. 

If a mentor has a child in MAC, they are responsible to appoint another adult to be responsible for their child while they are away from the building and to let the MAC mentors know who that adult is. (See Section 5.7.1.)

8.5.3.2 Out-of-Class Activities

An out-of-class activity is any activity for a class that takes place outside of the regularly scheduled class time. This can include events, activities, parties, retreats, or rehearsals.

When planning out-of-class activities, mentors should be sensitive to family schedules and travel time. Many parents put aside an entire day for ASA and use the other days of the week for the rest of their homeschool. If they drive a student to an additional activity, it takes away from their family and other plans.

The farther in advance mentors announce the additional activity and the more centrally located it is, the more likely families will be able to participate. Mentors can email, use class slack channels, and text details.

8.5.4 Media

Including books, movies, music, and podcasts in class is engaging and can greatly enhance a student's class experience. Mentors should select media that is inspiring and uplifting.

Mentors should be sensitive to the variety of media habits in families. Some are comfortable with PG-13 or higher ratings while others are particular about PG-related titles. As a general rule, older students can handle more mature content than younger students. Mentors should provide alternative options for a student if they or their parent expresses concern about content. 

If mentors do decide to include media that has potentially objectionable content, they should let students and parents know, so that families can make their own decisions.

When providing a recommended list of supplemental resources (books, movies, etc), mentors should do their best to review their recommendations. If this is not possible, mentors should disclose that not everything has been reviewed.

8.5.5 Homework

Mentors should be aware of the level students are at in their class (Apprentice, Journeyman, Master, Capstone) and assign homework that is appropriate for the level of the majority of students. Some students will always be less advanced in their academic abilities while other students will have moved past what is considered average for their age. 

When assessing the appropriateness of homework, mentors should be particularly aware of the following: 

• If their own child does not fit within the “normal” range, a mentor can easily tailor a class to the ability of that child rather than that of the entire class–either too easy or too hard.

• A mentor who is teaching students just at or above their oldest child’s level (particularly master and capstone classes) sometimes has unrealistic expectations of what level those students are ready for, as the mentor’s last reference point with that content is often college-level work.

The Mentor Support Committee and conversations with the parents of other students taking the class can help mentors have realistic expectations for student abilities.

8.5.5.1 Homework Amounts

Mentors should match the amount of homework they assign each week to the level of the class. 

• Apprentice - 1 to 2 hours

• Journeyman - 2 to 3 hours 

• Master - 3 to 5 hours

When counting hours of homework, mentors should include time spent reading, writing, watching/listening, and preparing projects and presentations. Note that advanced students may complete the homework in less time than those listed, while students with learning differences or less academic practice may take more time. Regularly asking students how much time they spend on homework can help mentors accurately gauge if the homework level is appropriate.

Over the years, our experience shows that if homework is used in class, students will want to do their homework. If, however, they sense that the homework does not relate to what they do in class, they stop doing their homework because they don’t see the value. Mentors strive to make homework meaningful by incorporating its content into class each week and avoid “busy work” homework assignments. Mentors should assign homework that helps the student learn to think or gives them good things to think about. 

8.5.5.2 Expectations and Accountability

Students excel when they know what is expected of them and when things are due. Prior to the beginning of class, mentors should decide how they will communicate information to students and how students will be held accountable for their assignments. Mentors should explain these expectations to students at the beginning of the year and each week when assigning homework.

In addition to using homework in a meaningful way in class, Mentors can include the following assignments and activities to hold students accountable. (This list is not exhaustive.)

• Give a presentation

• Complete a project

• Compile a notebook or binder

• Teach part of a class

• Complete a challenge or certification

Mentors should set a positive example of commitment and accountability to students because students respond to the level of commitment they see in their mentors. The commitment level of students is often directly correlated to the level of commitment they sense in the mentors. 

8.5.5.3 Communicating Homework

Each week, mentors should send out class information, including possibly what was covered in class. To inform students of the weekly homework assignments, mentors can use the class blog that is available for the class, or they can create something like a running Google doc.

Sharing homework each week is one of the best ways to make sure students are able to do their homework because it helps keep both the mentors and the students more consistent. It also helps parents be involved and support their student as the student is learning how to consistently do homework.

8.5.5.4 Tracking Homework

Mentors may choose to track student’s homework progress. Mentors should be sensitive not to share the progress with any student except the one whose progress it is. 

If a student has consistently not turned in their homework for several weeks, mentors should communicate with the student’s parent to make sure the parent is aware and to find out how the parent would like the mentor to interact with the student regarding their homework.

8.5.6 Evaluations

Mentors can invite students to fill out an evaluation at the end of each term to help them evaluate what they did well and how they can do better, as well as give feedback to the mentor about the class. 

Mentors can consider using a simple survey like this one or inviting students to write a self-reflection paper. This self-reflection is powerful for students and also gives mentors a chance to see the successes that happened in the class and changes that may need to be made.

8.5.7 Incentives

Mentors make every effort to inspire students to study at home. Some students will do this naturally, but others will struggle to manage their time or to desire to do the work. While the majority of students will do their homework each week, mentors should not get frustrated when some students don’t.

Ideally, all students would want to study because it’s the right thing to do and because it helps them prepare for life (called intrinsic motivation). Sometimes, however, students benefit when they are provided an external motivator (something that comes from outside of the student but motivates them to gain new habits.)

External motivators can be very effective for younger students when used for short-term goals and are therefore often used in Apprentice-level classes and are included in tuition for the class. Classes usually transition away from external motivators as students get older and find their own internal motivation. Journeyman-level classes sometimes offer incentives. Master-level classes rarely do.

Mentors can consider different external motivators such as certifications, awards, parties or other incentives. Because external motivators should be short-term, awards should not be “over the top.” Mentors should avoid creating a precedent where students expect to earn huge awards rather than transitioning to intrinsic motivation.

If food is used as a motivator, mentors should communicate with parents and check for food allergies. Mentors should make sure every student feels included with the motivators that they provide. 

8.5.8 Writing Mentors

Writing mentors provide individual tutoring related to writing and are a key way that students learn to write at ASA. Journeyman-level and Master-level students can be encouraged to find writing mentors to review their writing assignments. 

A writing mentor can be any person (usually excluding parents and siblings) willing to work with a student to review their writing and give helpful feedback.

Each mentor sets their own guidelines regarding writing mentors for their class. 

8.6 Mentor/Student Relationships

Students are inspired by their mentors. A student observing a mentor’s love for what they are teaching, as well as the love the mentor feels for the student can make all the difference. Mentors should be personally interested in each student and get to know them.

Mentors should use their discernment to see beyond the surface level to understand what a student really needs. This can sometimes mean adjusting class assignments or reaching out to them if a mentor sees them struggling. If a mentor is concerned, it is almost always appropriate for them to reach out to the parents to share their concerns and see what they can do to help the student.

Mentors should maintain appropriate boundaries between themselves and the students at all times. Mentors should communicate with both students and parents whenever possible. Mentors should not be alone in a classroom with students, especially with just one student, and should strive to maintain two-deep leadership at all times. (See Section 8.9.3)

Mentors should use good judgment and remember they are the teacher. Mentors maintain an appropriate level of distance to keep everyone safe. 

8.6.1 Mentor Names

Mentors may choose what name they would like students to use when addressing the mentor. Mentors should introduce themselves this way the first week of class so the kids are aware of what to call them.

8.7 Class Structure

Mentors protect the learning environment. They should strive to always create an environment conducive to learning by the Holy Spirit. (See Principle 2b.)

8.7.1 Room Setup/Clean up

Each week, mentors make sure the classroom is neat and organized before they begin.

Mentors should arrive 5-10 minutes early to set up, especially if they are the first one teaching a class in the room. If the class comes immediately after another class, mentors coordinate with the previous mentors to make sure the transition between classes goes smoothly. 

When class ends, mentors tidy up the room with the help of their students. Together, they clear off tables, straighten chairs, clean up garbage, erase boards, and return supplies. Mentors should always leave a classroom better than it was when they arrived.

If a class is during the second block, mentors should end class 5 minutes before the next class is supposed to begin so the next class can start on time.

If a class is the last class of the day in that space, mentors and students will have end-of-the-day cleaning assignments. Many hands make light work. Mentors make sure that students complete their assignments and the space is returned to its “pre-ASA” setup. (ASA is usually the last group in the building before the PAC has their sabbath, so it is important that we help their building be ready for them to worship.)

If mentors have any questions regarding their end-of-day assignments or how the room should look, they should talk to the Facilities Committee. Mentors should inform the Facilities Committee if there are any issues with the room.

8.8 Classroom Management

Classes at ASA are fun and interactive. We love to see kids up and moving around, acting out ideas, engaging in science experiments, or interacting in a simulation. A mentor’s role is to help each student be as engaged as possible while not losing control of the class.

In class at all times, students should: 

• Respect mentors and other students, including respecting others’ opinions

• Respect property

• Cooperate with others

At all times, mentors should focus first on positive interactions and healthy relationships with their students, and encourage their students to strive for the same. (See Guiding Principles 3a and 3b.)

If someone is causing the environment in a class to feel negative, mentors should pull them aside and chat with them. If a student is skipping class, mentors should find out why. Mentors always do this in a loving way, asking questions to seek understanding. Often speaking to a parent can provide further insight into how best to work with a student.

A mentor may ask any student to follow the rules, even if they aren’t in the mentor’s class. If a mentor sees someone doing something dangerous or damaging property, they should stop them. 

See Section 13.6, which further clarifies how to handle any correction at ASA, including the Correction and Conflict Resolution Flowchart.

8.8.1 Managing Distractions

Mentors should remove distractions whenever possible. Every mentor has a different tolerance for talking, small fidget-type toys, and using electronics during class. Mentors should set clear guidelines with students as to what is expected and then consistently invite them to follow those guidelines. Mentors should remember that their tolerance may be higher or lower than the students who are next to the distraction.

Mentors may use techniques lovingly to limit these distractions, including assigning seats, moving students around, or asking them to put their devices or other distracting items away.

8.8.2 Discipline

If a student disrupts a lesson, a mentor should seek to understand why they are being disruptive and try to help the student participate in positive ways.

If the student is acting inappropriately toward another student (or a mentor), the mentor’s first step should be to speak to them privately about the situation. As a mentor seeks to resolve the problem, a mentor does all they can to show the person that they care. (See Section 13.6 and the Correction and Conflict Resolution Flowchart.)

It is never appropriate to yell, belittle, or physically hurt a student. 

(See the Harassment policy for a full description of inappropriate behaviors.)

If a student does not respond to corrective conversations, a mentor should reach out to the parent to enlist their help in working with the student. If the problem persists further, the mentor should reach out to the Mentor Support Committee.

8.8.3 Illness

Keeping everyone safe from illness is a priority at ASA. If a student comes to class sick, mentors may ask the student to leave if they feel that the student’s illness puts themselves or the other students at risk. Mentors should inform the student’s parent to explain the situation and explain where the student is. 

A mentor may also choose to inform students and parents at the beginning of the semester if the mentor will be taking extra precautions related to illness in their classroom. (See Illness Policy)

Mentors should also be sensitive to students if they are sick and get a sub to teach their class. (See Section 8.9.4)

8.9 Attendance & Supervision

8.9.1 Attendance

Students are expected to attend class each week. Mentors should communicate with parents about prolonged or frequent absences. Mentors may consider taking roll as a way to track a student's attendance. 

8.9.2 Visitors

If someone is interested in joining ASA, they should coordinate with a member of the Family Support Committee versus coordinating with mentors directly. The member of the Family Support Committee may also ask a mentor if a parent can observe. 

If a student or parent wants to invite a non-registered student to attend class (such as an extended family member or friend), they must ask permission from the mentors in advance. (See Section 5.5)

Some student visitors are fine, but sometimes they can also be a distraction and diminish the classroom experience. Mentors should be sensitive to other class members as they give permission, and mentors should feel confident in denying a request if they feel that a visitor will affect the quality of the class.

8.9.3 Two-Deep Leadership

8.9.4 Substitutes

Each class at ASA has two-deep leadership, which means each mentor needs to be in class each week. If a mentor is unable to be in class, they are responsible to get a substitute. 

There may be an assigned substitute for each block. If so, a mentor should reach out to them first since that is their way of contributing to ASA. If they are already subbing another class, a mentor should refer to the sub list in the Mentor Corner on the website for other parents who are available during that block. As a last resort, a mentor can put out a general call for help in one or more of the ASA communication channels. 

A substitute may put their children in MAC while they are substituting a class. The sub should inform the MAC mentors that they will be bringing additional children so that the MAC mentors can be prepared. 

8.9.4.1 Mentor Long-Term Absence

Sometimes because of family plans or extenuating circumstances, a mentor is unable to teach for an extended period of time (more than 4 weeks in a row). While this is not ideal since it places a greater teaching burden on other mentors, a mentor should inform the board and find a long-term substitute to take their place while they are gone.

If the mentor is aware they will be gone prior to the new schedule being created, the mentor should let the Schedule Committee know about their plans so the plans can be taken into account when building the schedule for the coming year.

The mentor should also work closely with their co-mentor and the substitute to ensure that they are providing as much support as possible before they leave. The needs of the students should always be paramount as mentors make their plans.

8.9.5 Student Supervision 

Mentors have the responsibility to care for the students while they are in class. 

Mentors are required to inform and get permission from parents if there is any activity that takes students away from the building (see Field Trip Policy). Mentors should also inform parents and students if class requires them to be careful in how they dress (due to weather or a messy activity). 

Before and after scheduled classes, and during lunch, mentors are not assigned to “watch” students, although mentors who are at ASA try to be aware of what is going on and are available if a student needs something.

ASA is not responsible if students choose to leave the building area (such as walking to Maverick during lunch), and parents should discuss with their kids whether they are okay with them leaving the building area during ASA.

8.10 Communication

Mentors should communicate with parents and students. This helps keep both students and parents up to date, feel involved, and empowers parents to help their students complete their homework. Mentors should avoid continual communication with only students and should avoid unclear boundaries that could be misconstrued. If a student texts a mentor, it’s okay to answer their questions but should avoid having a drawn-out conversation. (See Section 3.1)

Submit important dates to the Secretary so she can add them to the official ASA calendar.

8.10.1 Using Slack & Email

In addition to the parent Slack workspace, there is a separate Slack student workspace for classes and students. A mentor can request an invite from the Secretary if they are not already in the student slack workspace.

Mentors should create a specific channel just for their class and make sure all students are invited. Mentors should keep class communication within that channel so as to not distract students and parents who are not part of the class. Mentors should reach out to the Secretary if they need help.

8.11 Supplies and Storage

8.11.1 Supplies

ASA provides basic classroom supplies for mentors to use, such as pens, pencils, glue sticks, scissors, white board markers and erasers in the metal cabinet outside Classroom #3. The Facilities Committee manages the supplies. A spreadsheet on the ASA website has a list of the items available in the closet. 

If the supplies start getting low, mentors should let a member of the Facilities Committee know. They can also inform the Facilities Committee if they are aware of supplies that are needed that could be used for more than one class. ASA may be able to purchase these supplies for the whole school if the budget is available (i.e., tv or whiteboard).

White board markers and erasers are provided for each class. They can be picked up in the kitchen area and should be returned to that area at the end of the day. They are stored during the week in the metal supply cabinet.

The metal cabinet is used for general supply storage. Supplies for individual classes are stored by the current mentors in their homes. At the end of the year, mentors should coordinate with the Facilities Committee as to what to do with their supplies over the summer.

If a mentor uses supplies from home (paper, ink, food), they may be reimbursed without a receipt.

8.11.2 Equipment

Electronic equipment is available for mentors, including quiz-game buzzers, a portable microphone & speaker, and a larger karaoke speaker. These are all stored in the supply closet. Mentors should test any equipment they plan on using before class to make sure everything works and all cords are present.

Three televisions are also available to use. A permanent tv is attached to the wall in Room #6. The HDMI cord for this TV is found in the metal cabinet. Two portable TVs are also available and one has an HDMI cord. Mentors should reserve the portable TV using the sign up sheet in the Mentor Corner.

8.11.3 Reusable Class Activities & Supplies

Several ASA classes have been taught multiple times and have bins assigned to them for materials that are used over and over. These bins are stored in several locations throughout the PAC or sometimes in a previous mentor’s home. 

Books, unused curriculum, pre-made activities, maps, unused incentives, science supplies and other items related to the class may be stored in the bins. Mentors should go through the bin when they are planning their budget to see what is already available.

If mentors purchase curriculum, books, or supplies to use for a class and choose to be reimbursed for them, they should take care of them and make them available for future classes, if possible, by storing them in class bins. Coordinate storing your leftover materials with the Facilities Committee.

All supplies, however, are considered disposable and may be disposed of at the end of the year. (See Section 10.7)

8.11.4 Digital Storage

Many of the classes taught at ASA have been taught before. Class information and materials created by previous mentors, including scope & sequence, class outlines, activities, and notes, may be stored in the Classes folder on the ASA Google Drive. Mentors are encouraged to simplify their planning by referencing these materials. 

As mentors create their class plans, they are strongly encouraged to keep notes as well for future mentors who will also teach the class. When a class is finished, mentors should add what they created to the appropriate Classes folder.

8.12 Class Calendar & Times

When planning classes, mentors should reference the school calendar that has been approved by the Board and is shared at the Spring Meeting. Mentors should note start and end times, as well as breaks that may or may not correspond with public school calendars. 

Classes are usually 2 hours long. Mentors should plan for a short 5 to 10-minute break in the middle of class. 

8.12.1 Winterim

ASA has a shortened school schedule. The long break from Thanksgiving to February is called Winterim.

The Winterim schedule allows mentors a break during the holidays to focus on their families, time to prepare for Winter Semester, and additional time to focus on family homeschool projects. It also allows students to catch up on work that they may not have completed during Fall Semester or get a headstart on Winter Semester assignments. 

During Winterim, mentors may assign a larger project or reading assignment that enhances learning class and content and that is more easily completed over a longer time frame. If mentors choose to assign homework over the Winterim, it should respect the “time off” goals of Winterim. 

8.12.2 Class Cancellations  

Classes should be held each week that ASA is scheduled to happen. Mentors should not cancel class for any reason. Classes are only canceled on a school-wide basis for extremely bad weather or on other rare occasions that are approved by the Board of Directors.

If mentors wish to hold an extra activity or rehearsals, they should not schedule them during other classes. Instead, time should be scheduled outside of the regular school hours. (See Section 8.5.3)

8.13 Class Planning

At the beginning of the summer, the Mentor Support Committee contacts the mentors to submit details about the classes they have agreed to teach. Information is submitted through a form on the website in the Mentor Corner. Mentors include details such as the title of the class, a class vision, a class description, suggested tuition, the amount of time expected to spend on homework, and books that will be used in the class. 

All details for a class is reviewed and approved by the Mentor Support Committee. 

If a class is new, mentors may also need to submit a more detailed scope-and-sequence and homework plan to the Mentor Support Committee to be approved.

If a class has been taught before, previous class descriptions and details can be reviewed to get an idea of what mentors have done before on the “Archive of Class Descriptions” spreadsheet. This spreadsheet is maintained by the Webmaster and includes years of previous class information.

8.13.1 Class Registration

Registration takes place at least one month before the start of classes. 

If more students want to register for a class than the number of spots available, students will be added to a class waitlist by the registration system. After the registration period is over, classes may be adjusted based on space available and needs of individual classes. The Board makes this decision with input from the Facilities Committee, the Mentor Support Committee, and individual mentors. 

Once a class size is finalized, the Registrar sends a class roster to the mentors at least two weeks before school starts, which indicates the tentative number of students taking the class. Mentors can then begin purchasing materials for their class.

During the first two weeks of school, students can try out their classes and decide if they want to make any changes. Mentors may have to purchase additional materials or books for students who add the class. If a student drops a class, they are reimbursed their tuition minus the amount the mentors have already spent on the student for class materials. The Registrar confirms that amount with the mentors before issuing a class refund for a dropped class.

After the add/drop period is over, the Registrar visits each class, confirms who is attending, and gives a final roster to the mentors.

8.13.2 Class Budget

When a mentor submits details for a class, it includes a breakdown of the tuition for the class that the Mentor Support Committee will approve. An Operating Fee is added to the total tuition amount submitted to help cover ASA building use and administrative costs. 

After the add/drop period, the Bookkeeper sends the official budget amount for the class to the mentors within two weeks of the add/drop deadline.

Mentors are expected to stay within their budget. When planning their budget, a mentor should consider all the potential costs and then also consider adding a small buffer for unplanned expenses. If an incentive is built into the class, the mentors should assume all students will get the incentive when planning their tuition amounts.

If a different amount of money is spent in the first semester than expected, mentors can adjust their winter tuition up or down to compensate.

Mentors should coordinate with each other how much money they are spending. They should consider using a spreadsheet or Google doc so that both have easy access. 

Mentors should not feel obligated to spend their entire budget. Any money left at the end of the year is not refunded to parents but instead is reserved as a buffer for future ASA operating costs.

To be reimbursed, mentors submit receipts online using the link in the Mentor Corner of the website. The Bookkeeper writes a check to reimburse each mentor for their expenses. 

8.13.3 Class Prerequisites

Mentors may establish prerequisites for their class, including previous classes taken, skills mastered, or age. Prerequisites are listed in the class description. The Mentor Support Committee approves all prerequisites.

If a parent or student has a question regarding a prerequisite, they should reach out to the mentors directly for additional clarification.

8.13.4 Master Prep List for Teaching an ASA Class

During the summer before school starts, mentors should anticipate spending time working with their co-mentor to plan the vision, class goals, and overall scope of their class. Many mentors do additional weekly planning to simplify planning during the school year.

The following steps can help mentors as they plan.

1. Decide Class Vision

Ask yourself how you want students to be different at the end of class and develop a vision for your class.

2. Decide Class Goals

Consider the content and skills you want students to learn.

3. Develop a Scope & Sequence

1. 1. Map out how many weeks for each semester and where vacations fall.

   2. Decide on the main focus or topic for each week.

   3. Decide the basic framework for class. What categories will be included each week and how much time to estimate for each. Ideas to consider include a gathering activity, activities (e.g., experiments or simulations), discussion, lecture, and explaining homework.

   4. Start to decide on the content/homework and divide it up as best you can. Consider including spine or core curriculum, books, movies/videos, documents, memorization, writing assignments. Calculate the time needed for each.

   5. Check that all plans, including homework, align to the class level.

   6. Decide rewards/incentives (if including).

   7. Decide (if including) weeks for presentations, book discussions, document studies, and field trips.

   8. Research and layer in additional activities, games, simulations, and experiments.

Scope & Sequence Example 

4. Estimate Costs

1. 1. Figure out what the class will cost and determine your budget.

   2. Create a budget spreadsheet to track expenses. Consider creating one that you share with your co-mentor.

   3. Create a folder to save digital receipts for reimbursement.

5. Submit Class Information

1. 1. Write a class description. Consider the expectations given you by the Board.

   2. Create a booklist.

   3. Create promo video for the website.

   4. Submit class information in the Mentor Corner on the website.

6. Plan to Communicate Homework

1. 1. Decide how homework will be announced each week.

   2. Add details to class blog or create an email mailing list.

7. Send Pre-Class Announcements

1. 1. Decide if there’s any information that parents or students need to know about the class before registration, including an age limit for the class, information to consider before deciding to take the class, or rehearsal schedules.

   2. Decide if there’s anything happening before the first day of class that needs to be announced. Consider pre-class activities, books you need students to buy, or homework due on first day of class

   3. After registration, consider sending an email to parents and students on ways they can prepare to be successful and to get them excited about the class.

8. Prep for the First Day

1. 1. Create an outline for the first class.

   2. Plan time to introduce class and hand out binders/workbooks/etc.

   3. Make a list of everything to be provided to kids on the first day, including binders, copies, workbooks, and books.

   4. Create a list of “to do” to prep or purchase items.

   5. Create a list of things to bring on the first day.

   6. Order/purchase items for the first day.

   7. List items on the budget spreadsheet and store receipts.

   8. Prep supplies/activities for the first day.

9. Create Additional Class Outlines

1. 1. Plan ahead by filling in details for additional weeks on a weekly schedule.

   2. Create additional weekly outlines.

8.14 Mentor Support

At times, a mentor may have questions or concerns. Mentors shouldn’t wait to reach out until they are overwhelmed and little problems become big problems.

A member of the Mentor Support Committee is assigned to support each class at ASA. This committee member can be available to answer a mentor’s questions or help brainstorm solutions to issues that may arise in a specific class.

8.14.1 Who to Contact

• Anything related to a class, co-mentor, or another student -- Assigned member of the Mentor Support Committee

• Classroom setup or supplies -- Facilities Committee

• Budget or reimbursement -- Bookkeeper 

• Registration -- Registrar 

• Communicating with parents or students -- Secretary 

In addition to individual support, a member of the Mentor Support Committee observes each class they are assigned to at least once during Fall Semester (or Winter Semester if a one-semester class) and then meets with the mentors to give encouragement and feedback This iso provide continued inspiration and support to the mentors.

8.15 Mentor Training

The Mentor Support Committee provides mentor trainings each year to support mentors. Mentors are expected to attend these trainings each summer and each semester. These can help keep a mentor inspired and also problem-solve issues. Mentors should share questions or issues they are facing with the Mentor Support Committee so they can consider using them in future trainings. 

Mentors can also consider attending additional trainings, such as LEMI summer trainings, which are also a great resource to improve teaching.

8.15.1 Mentor Training Meetings 

ASA understands that quality teaching with loving, prepared mentors is the backbone of what makes ASA great. Mentor Trainings are provided to accomplish the following goals: distill the vision of ASA, build community among the mentors, help all mentors improve their teaching techniques, explore innovative ways to engage students in our classes, and problem-solve mentoring issues.

8.15.1.1 Mentor Trainings

A full-day Mentor Training is provided at least once a year. A mentor training is also held once a semester in the evening. All mentors who are currently teaching are expected to attend, and at least one Parent Member from each family is encouraged to attend since they will probably teach in the future.

The mentor trainings are planned by the Mentor Support Committee. When planning, the Mentor Support Committee reviews the Mentoring section of the handbook and considers topics that are relevant to the current needs of mentors. They also ask the Board if there are any issues that need to be addressed. They may also bring in new information that will help improve the quality of mentoring at ASA.

The Mentor Training is an excellent opportunity to simulate real-classroom experiences for mentors. Discussion, simulations, and activities can help mentors envision what they can do with their students. A balance of principle-based and practical-application topics is preferred. Experienced mentors at ASA are invited to teach different topics, but outside experts may also be invited.

Lunch is usually provided at the full-day training. 

8.16 Additional Mentoring Resources

Books

• Increase in Learning (especially Ch. 2)

• Teaching from Rest

• Small Teaching

• Thomas Jefferson Education

Videos

• The Church of Jesus Christ of Latter-day Saints youth program has fabulous teaching training videos online. 

• BYU-Idaho Learning Model

• Sir Ken Robinson Ted-Ed  “Do Schools Kill Creativity”

• Discussion Helps - Harkness Method

Articles/Speeches

• Building a Beloved Community

• Teaching after the Manner of the Spirit  https://www.churchofjesuschrist.org/study/general-conference/2011/10/teaching-after-the-manner-of-the-spirit?lang=eng

Scriptures

Proverbs 15:1

Mosiah 18:21

Alma 1:26

D&C 121:41-44

Corinthians 12

Quotes

“A skilled teacher doesn’t think, ‘What shall I do in class today?’ but asks ‘What will my

students do in class today?’; not ‘What will I teach today?’ but rather, ‘How will I help my

students discover what they need to know?’ The skilled teacher does not want students

who leave the class talking about how magnificent and unusual the teacher is. This

teacher wants students who leave talking about how magnificent the gospel is!” (Virginia

Hinckley Pearce, “The Ordinary Classroom - a Powerful Place for Study and Continued

Growth”)

“The goal of gospel teaching... is not to ‘pour information’ into the minds of class

members. ... The aim is to inspire the individual to think about, feel about and then do

something about living gospel principles.” (Thomas S Monson, CR 10/70)

"...Use of moral agency will allow the Spirit to motivate and give [students] more powerful guidance during your time together. Participation allows individuals to experience being led by the Spirit. They learn to recognize and feel what spiritual guidance is." (Richard G Scott, ‘Helping Others to Be Spiritually Led,” Aug 11, 1998)

“As teachers, we must require our students to think. ... After discussing each story, we

were asked questions such as ‘What does that mean to you?’ ‘How does this scripture -

or story or principle – relate to your life?’ ‘How can you apply this teaching in your

home?’ ‘How do you feel about that?’ I found in my own home with my boys that once I

asked these questions they began to live and feel what they were being taught.” (Elder Robert D. Hales, “Teaching by Faith,” Feb 1, 2002)