Cabrini Connections, Tutor/Mentor Connection: Defining Terms

8/7/2019 Cabrini Connections, Tutor/Mentor Connection: Defining Terms

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Http://www.tutormentorconnection.org [email protected] PH: 312-492-9614

TUTORINGTUTORINGTUTORINGTUTORING

MENTORINGMENTORINGMENTORINGMENTORING

TUTOR/TUTOR/TUTOR/TUTOR/MENTORMENTORMENTORMENTOR

This short presentation is part of a series of Power Point essays provided by the Tutor/Mentor Connection. Each is

intended to illustrate a point in the T/MCs education-to-career strategy. These are intended to introduce concepts

rather than to provide the full understanding of a concept. LINKS on the T/MC web site are intended to help a reader

flesh out his understanding of each topic. Readers are invited to send links to research papers and web sites that

illustrate the points offered in these presentations in greater detail.

TOTAL QUALITY MENTORING: A mentoring-to-career strategy of the Tutor/Mentor Connection

SAME WORDS/SAME WORDS/SAME WORDS/SAME WORDS/

DIFFERENT MEANINGSDIFFERENT MEANINGSDIFFERENT MEANINGSDIFFERENT MEANINGS


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However, the Tutor/Mentor Connection (T/MC)feels that the different needs of youth fromdifferent economic backgrounds, and withdifferent learning environments, are not being

well-served in the current debate.

SAME WORDS/SAME WORDS/SAME WORDS/SAME WORDS/ DIFFERENT MEANINGSDIFFERENT MEANINGSDIFFERENT MEANINGSDIFFERENT MEANINGS

TUTORING/MENTORING: SAME WORDS-DIFFERENT MEANINGS

As public education becomes a growing concern,many solutions are being proposed. Some include

support for tutors and mentors.


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SAME WORDS/SAME WORDS/SAME WORDS/SAME WORDS/ DIFFERENTDIFFERENTDIFFERENTDIFFERENTMEANINGSMEANINGSMEANINGSMEANINGS


One challenge that hinders the development of aneffective national education/learning policy is the

differing understandings various stakeholders have.

We EACH define the problem from our own lens ofexperience and understanding.

This essay illustrates the various meanings of these

two common terms: Tutoring. Mentoring


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TUTORING/TUTORING/TUTORING/TUTORING/ MENTORINGMENTORINGMENTORINGMENTORING


All kinds of learning and teaching are needed tohelp an infant grow into an educated adult. Tutoring

and Mentoring are just two parts of a spectrum oflearning support.


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TEACHINGTEACHINGTEACHINGTEACHING PARENTINGPARENTINGPARENTINGPARENTING

The teacher is the primary tutor.

The parent is the primary mentor.


The two primary influences on the education of achild are K-12 teachers and parents.


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The flags are schools performingbelow Illinois Board of Educationlearning standards.

See map athttp://www.tutormentorprogramlocator.net/MapGallery_Expanded.html?cat=PS&map=1a



Clearly, in these areas teaching and parenting are notproviding all the help a youth needs for effective learning.


This map of Chicago shows areaswith 20% or higher concentrationsof poverty.


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Urban areas and larger citieshave more severe problems.

Read more about drop out rates and find links to this map at

http://tutormentor.blogspot.com/search/label/drop%20out



Clearly, in these areas youth need more comprehensivesystems of support than what is now available.


This map shows cities in Illinoiswith highest rates for youth notfinishing high school.


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is to help comprehensive,long-term, volunteer-based,tutoring/ mentoringprograms grow in each

poverty neighborhood andnear each poorlyperforming school.

This map shows locations of programscombining tutoring and mentoring.


The mission of theTutor/Mentor Connection

See maps like this at http://www.tutormentorprogramlocator.net/MapGallery_Expanded.html?cat=PS&map=1a


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The T/MC seeks to help each

program obtain the resourcesneeded for each site to be abest practice in helping kidssucceed in school and move tocareers.


Chicago


The green stars on thismap are sites oftutor/mentor programsin Chicago.

See maps like this at http://www.tutormentorprogramlocator.net/MapGallery_Expanded.html?cat=TM&map=9b


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Youth living inneighborhoods with high

levels of poverty.

This group is where

T/MC focusesits support.

System InvolvedYouth gangs,

juvenile justice,high risk ofviolence.

Youth with social-emotional needsrequiringprofessionalintervention.Youth in grouphomes, state

support systems,etc.

All youth need adult support. Youth living in high poverty dont start out with the samelevels of support and community services as do youth in more affluent areas. Youth in

smaller communities have access to services that youth in large urban areas do not.

Read research articles at - http://tinyurl.com/TMLibrary-research



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This over simplifies the different learning needs

of youth in different learning environments.


Many leaders, including the President, call onvolunteers to serve as tutors and mentors so that

youth have more help in learning.


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PROFESSIONALPROFESSIONALPROFESSIONALPROFESSIONALTUTORTUTORTUTORTUTOR

TEACHINGTEACHINGTEACHINGTEACHING

PARENTINGPARENTINGPARENTINGPARENTING

THESE ARE NOT THE SAME.

ININININ----SCHOOLSCHOOLSCHOOLSCHOOLVOLUNTEERVOLUNTEERVOLUNTEERVOLUNTEER

TUTORTUTORTUTORTUTOR

NONNONNONNON----SCHOOLSCHOOLSCHOOLSCHOOLVOLUNTEERVOLUNTEERVOLUNTEERVOLUNTEER


VOLUNTEERVOLUNTEERVOLUNTEERVOLUNTEERTUTOR/MENTORTUTOR/MENTORTUTOR/MENTORTUTOR/MENTOR



Policy and leadership impact are diminished by thelack of distinction between different forms of

tutoring/mentoring.


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PROFESSIONALPROFESSIONALPROFESSIONALPROFESSIONAL








VOLUNTEERVOLUNTEERVOLUNTEERVOLUNTEER

TUTOR/MENTORTUTOR/MENTORTUTOR/MENTORTUTOR/MENTOR

For profit tutoring centers such as Sylvan, Huntington, etc. offer fee-for-servicetutoring. Many individuals offer private fee-for-tutoring. It takes tremendous

professional expertise to correctly diagnose a learning problem, develop astrategy to overcome it, then to implement that strategy with support fromteachers, parents and the student. The high costs of these service make themunaffordable for large numbers of students, or as long-term solutions. Yet,

they offer the best hope for improved short-term results.



Most public debate simplifies how easy it is to

teach. This oversimplifies how much a tutor canaccomplish in a short time to correct learning

disabilities, or to change learning patterns.


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Developing effective teaching and professional tutoring skills takesyears of learning and experience. Expecting youth volunteers to

accomplish as much with less training and time on task is creatingmisleading expectations. Yet, the volunteer and peer tutor can have aconsiderable impact if they are well supported by professional

educators who are skilled at maximizing the contributions of volunteers.

PROFESSIONALPROFESSIONALPROFESSIONALPROFESSIONAL








VOLUNTEERVOLUNTEERVOLUNTEERVOLUNTEER

TUTOR/MENTORTUTOR/MENTORTUTOR/MENTORTUTOR/MENTOR



Many leaders promote peer tutoring and programslike AmeriCorps as a strategy for increasing the

number of youth who are tutored.


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3-5pm, weekend and evening homework and tutoring centers offer a safe

environment for learning, and are critically important for children withworking parents, or who are exposed to multiple-negative risk factors duringthe non-school hours. Yet, these volunteers usually are not professionally-

trained teachers. Without adequate support their impact on short-term orlong-term learning outcomes will miss expectations.











The non-school hours offer opportunities to supportlearning and to supplement the role parents fill in

most families. In many 3-5pm programs a variety ofvolunteers offer tutoring and homework help.


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Funding for such programs is not included in the Federallegislation. On-going funding to support such programs is not

readily available from private philanthropy.











Tutor/Mentor Programs are a long term strategy.The impact on youth and volunteers grows thelonger the involvement is sustained.


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If a youth livesin an area withchronic povertyand consistently

poor schools,

he/she needssupport from a

full range oftutors and

mentors.

Chicago

If a youth livesnear good

schools and in

non-povertyareas, his needfor tutoring and

after-schoolprograms is far

different.


America needs to understand the different intensityof tutoring/mentoring support needed for differenteconomic areas.


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If our goal is to help more youth living in poverty reach jobs and careers

See more maps like this at

http://tutormentor.blogspot.com/search/label/workforce


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The professional tutor isneeded to help overcome

learning barriers.






Volunteers are needed to expand the

number of youth served, and toreinforce changed learning habits as

the child continues through school.



In areas with chronic poverty and consistently poorschools, children need support from a full range of

tutors and mentors.


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Volunteers are needed to expand the

number of youth served, and toreinforce changed learning habits as

the child continues through school.











For volunteers to succeed, programs must haveresources to provide training and support staff whosupport the on-going connection of tutors, mentors,

youth and learning opportunities.


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LEADERSHIP is needed to develop and sustain such a strategy.Public funds should be dedicated to expanding the tutor/mentor

capacity in every city.











If a strategy draws volunteers from the workplace or

other adult groups (alumni, church, college, etc.), itcan lead to greater private sector funding of these

important services.

Read Leadership articles at http://tutormentor.blogspot.com/search/label/leadership


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Mentoring as part of Workforce Development: a structure and a strategy.


To SUCCEEDTo SUCCEEDTo SUCCEEDTo SUCCEED

We must recruit businessleaders who will use their

resources in PULLING

Youth to Careers

To SUCCEEDTo SUCCEEDTo SUCCEEDTo SUCCEEDWe must help tutor/mentor

program leaders, volunteers,schools and parents be more

effective in PUSHING

Youth to Careers

School-Time Programs

3-5 PM Non-School Programs

Pre-K K - 5th 5th - 6th 6th - 8thHigh

SchoolCareerTrack

After 5 PM and Weekend Programs

We call this

MENTORING YOUTHTO CAREERSLearn more about these concepts atwww.tutormentorexchage.net

T/MC Goal:Create structures thatrecruit workplace volunteersto help inner-city youth

reach Careers.


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TUTORING/MENTORING: LEARN MORE. VISIT THE TUTOR/MENTOR CONNECTION WEB SITES


Visit these web sites:

* http://www.tutormentorconnection.org

http://www.tutormentorconference.org

http://www.tutormentorprogramlocator.net

http://www.cabriniconnections.net

http://tutormentor.blogspot.com

Email: [email protected]

Phone: 312-492-9614

Join on-line at http://tutormentorconnection.ning.com

Learn more about how youand your company can addyour LEADERSHIP to this

effort.


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Documents

Cabrini Connections, Tutor/Mentor Connection: Defining Terms