A second training workshop was held each year. The purpose of this session was to provide the mentors with an opportunity to share their successes, concerns, rescheduling, etc. with the research team and to introduce them to the provincial Pupil Protection Policy (Policy 701). (See appendix for policy) It is mandated in the Province of New Brunswick that all adults whose job or role places them in contact with pupils receive training on and understand this policy. All mentors attended this workshop.
A final meeting was held after each year of the program. These debriefing sessions provided closure and were attended by all mentors. This provided an opportunity for the collection of the Mentor Reading Log booklets and to get together through a social activity. Mentors were acknowledged for their dedication and contribution with a project Certificate of Participation and other tokens of appreciation.
Other closing activities included focus group interviews after year one and after year two. The tapes of these interviews along with an exit survey in year two have provided the researchers with interesting data about the project overall, the boys and girls thinking, and mentors' perceptions of children's reading levels. We have also received much information from the response logs (both mentor and student) about the type of book that is interesting and popular with both groups. These data have assisted the researchers in the analysis of one of our project objectives: to examine the effectiveness of the male mentor reading program on both boys and girls in an elementary school.
Mentor Training Sessions
Initial training sessions for the mentors were vital to the success of the program development.
Experiencing a 'mock' read aloud and response session increased their awareness of the expectations and
commitment as a 'reading role model'. Mentors asked questions regarding the most appropriate methods of
holding the books for the students to view, how to create the best possible reading environment in the
classroom, and how to keep the students engaged during the reading. They commented that the training was
worthwhile as it made them realize the importance of rehearsing their read aloud selection and reading
response activity prior to their classroom visits. The teaming aspect helped establish relationships amongst all
involved in the research project.