The French immersion mentors had good suggestions and were choosing their own books all term. Mentors chose books based on what the children had requested. For example, one group of mentors were anxiously looking for a book on animals, others books on hockey, or funny books. Some of our collection did not appeal to the mentors at all. Books that seemed different like Wolves in the Wall by Neil Gaimon (that the researchers had chosen) were rejected in favor of the Brady Brady series (which we felt was very young). The mentors taught us about children's choices.
The focus group interviews revealed that now there was a purpose for reading: finding the best books for their students. The students too developed a purpose for literacy: to be with the mentors. As one mentor put it, "You knew whether or not you had them. When there is something you think [might] be hard for them to understand...Stopping and asking questions, maybe explaining it so they can follow the stories, so they don't get lost."
Teachers React to the Mentor Program
The research school teachers were asked if they would talk to the researchers about the mentors in their
classrooms. They kindly agreed to a focus group session (December, 2003) held in the teachers lounge at the
school. The importance of having males in the elementary school was emphasized by the group. There were
six female and one male teachers present. The teachers felt that young boys and girls needed to see men being
role models, reading, and doing literacy in the school. The majority of the teachers reported that the mentoring
program had a very positive effect on their students. All of the teachers really liked having the mentors in their
school.
"When we bring a book in that they are interested in, they could go on forever"
The mentor program may shape school practice in the future. The implementation of such a practice in elementary schools will have an effect on boys' and girls' interest in literacy.