Ross Plont, Ravenna senior, had hardly stepped through the classroom door when two boys attached themselves to his legs in an effort to vie for his attention. They gripped his khakis and held on, laughing and tugging at the fabric. As Plont’s mentee ran up to greet him, Plont merely smiled. The pair gave each other a high five and started out for their meeting room.

Plont’s mentee ran out ahead of him, a bundle of energy eager for his weekly mentoring time. The meeting room was a far cry from the classroom. It was dank and dreary, closer to a storage closet than a classroom. Three years ago, however, it was used as a detention room. Now it is used as a room in which Albion College students mentor Washington Gardner Middle School students.

Plont, who has mentored kids at Washington Gardner for three semesters, feels a strong connection with his mentees. He always notices when the kids want his attention. But at the same time, he notices a general lack of volunteers at the middle school.
"There is an overall need for mentors at Washington Gardner," Plont said. "I would love to see a program similar to the one at Harrington (Elementary School) start here."

Plont participates in a program for upper level psychology students at Albion College through which they mentor children recommended by the children’s teachers.

The college class utilizes students’ abilities in psychology, sociology and education to help the middle school children. Through writing, discussion and a scientific approach the class helps show the best methods for teaching children.

The goal of the program is to create a one-on-one environment for children in which it is easier for them to learn and ask questions about their work.

Barbara Keyes, professor of psychology, is the faculty adviser for the class. She said the program aims to help children with extra needs.

"We try to build assets," Keyes said. "The mentors focus on the student’s strengths and help their pupil to build these strengths."

Harrington’s program has expanded to meet the needs of children with behavioral problems and those who could just use a little academic help. The difference between Harrington’s program and the program at the middle school is that Harrington has had the time and resources to expand its program. Washington Gardner has only just begun its program and does not have the resources to expand it as of yet.

Harrington Elementary School’s mentoring

program

Kindergarten teacher Peg Turner began Harrington’s mentoring program three years ago and it now flourishes. Approximately 120 Albion College students mentor first- and second-graders once a week.

Things haven’t always been so smooth for Turner, however. While teaching at the Open School (now Washington Gardner Elementary school, which is grades three through five) Turner had been a part of a licensed mentoring program called HOSTS, which many schools in the district were involved with.

However, after Turner had been a part of the program for two years, the district decided it couldn’t afford it anymore. Mentoring programs closed in the three other buildings and the Albion Public School District told her it could not fund a mentoring program.

"At that time we had a host mentoring program," Turner said. "You had to buy bits and pieces. It was expensive. We didn’t have the money, so we had to drop it. We wanted to do a mentoring program, so we just set one up."

When Turner relocated to Harrington Elementary School, she started the current mentoring program as soon as the school could. Since the school’s program began, the data collected by Washington Gardner Elementary School shows that the Michigan Educational Assessment Program test scores for third-graders (the earliest grade that takes the MEAP) have gone up. Turner said it’s the support college students provide that makes a difference.

"I wish the mentors could see the anticipation that the children express to me," Turner said. "They come in on Mondays and tell me that they’ll see me in a few days.

"They all know their days and times and they count it down."

Harrington’s mentoring program is funded by money set aside for helping at-risk youths. The program focuses on children who have had trouble with school work and children with social problems.

"For me, the reward is on a daily basis when you see the reactions of the kids," Turner said.

The process of mentoring is one that can bring learning and joy to both the child and mentor. Suellyn Henke, professor of education, said a mentor can be very important in a young child’s development.

"Students who have mentors are provided with a positive relationship with someone who knows how to be successful in a certain cultural setting, such as school," Henke said. "A mentor figures out the needs of a particular student and responds with one-on-one guided attention and advice or whatever else is needed.

"A student with a mentor knows that they always have someone ‘in their corner’ who they can turn to for advice."

Turner said that as children get familiar with the program, there is a noticeable difference in their behavior. Turner has witnessed many children who seemed to be on a troubled path improve because of the program.

"Sometimes students and mentors are uncomfortable as they first build their relationship," Henke said. "However, after students and mentors learn to trust each other, the time spent with a mentor often becomes a highlight of the school week.

"The value of positive, individualized attention cannot be overstated. These relationships have the power to be truly transformative for both mentors and students. A mentoring relationship can build communication skills, awareness of others and confidence for students."

 
Washington Gardner Middle School’s plans

Starting a mentoring program can be hard, as was the case for Turner, but everyone expresses hope that Washington Gardner can build one.

"It looks like they might start (one) next year," Turner said. "Part of the issue has always been space. Now that they have space, they are just looking for a way to facilitate a mentoring program."

Harry Bonner, who is a member of the Albion Department of Recreation, works with the children of Washington Gardner and is excited because the United Methodist Church approved a plan for an after-school community center for children.

"One of the programs that will be held there is Jesse’s Gift (a local research and mentoring program)," Bonner said. "We will be recruiting more college students. Our goal is to give every child that wants one a mentor."

Keyes was equally excited about the news of the community center.

"To many of these kids, college was foreign," Keyes said. "But now that they’re on campus and know a (college) student, it has changed the minds of many. They say, ‘That could be me.’ "

The college is currently helping the mentoring program at the middle school move forward.
"President (Peter) Mitchell (and the college) provides our program with a lot of funds," Keyes said.

For instance, a picnic Friday on the quad for children was provided by the college.
"The interaction between college students and community members is a win-win situation," Bonner said. "The (college) students are enriched and the young people are enriched."

Jesse’s Gift is currently only available to a select few children at Washington Gardner. But through programs like Jesse’s Gift and donations by the college, Plont and his fellow Albion psychology majors have obtained the proper funding to improve the room in which they help their mentees. They hope to turn the former discipline room into a bright and positive environment.

"We plan to paint, get games and put up posters of positive African-American role models," Plont said. "We’re looking to make this time a reward for good behavior."

As Plont paints over the grimy walls of the old detention room he said he is hopeful a mentoring program similar to Harrington’s will come to Washington Gardner, but at the same time he is hesitant. As Plont explained, the work his group has done has been highly supervised and is of high quality.

"I would like to see it grow, but I would worry about the quality," Plont said. "We work with at-risk students and we’ve been doing good work. I’d like to see it get as big as possible.