School-Wide Project Builds Community
There is something almost tangible about the sense of community felt by a committed collection of individuals who take part in ideating, developing, launching, and sustaining experiences. Merriam-Webster defines community as: 1) a group of people with common interests and 2) shared ownership or participation. The Reading Mentorship Project, developed this past December at TIS, has flourished into a multi-faceted learning community, impacting the comprehensive layers of individuals and groups. The common interest of our collective is to actively engage in enhancing language acquisition for TIS students through reading, conversation and social interaction.
Did you know that since mid October, 103 students from grades 3-6 daily rouse themselves out of bed, then, with adult support, get to school 30 minutes earlier than required just to be part of the reading club? Now that’s commitment to learning! Hats off to these students (and their parents) and Mrs. Kiat for creating this opportunity!
Social theorist Vygotsky claims the fundamental role of social interaction is learning. Bateman (1978) references Vygotsky, “All learning is culturally mediated” (impacted by the specific culture of the region), “historically developing” (constantly changing with the times) “and arising from cultural activity” (experiences people have with each other)”. Thus social activity is the framework for creating and sustaining a learning community where all members are valued. The feeling of community inspired by the TIS Reading Mentorship project is authentic, relationship based and has instilled a sense of TIS pride in many.
From the beginning, staff and students energetically came together to launch the project.
“How can I help?”
“I think that would be so great for my students!”
“My IB students are always looking for an opportunity for volunteer hours.”
“I remember when I was younger and had an older reading buddy.”
These were just a few of the comments. MultiMedia 10 students created amazing posters inviting secondary (grades 7-12) students to be reading mentors for elementary (grades 3-6) students. Students and staff volunteered to read with younger students, committing between one and five days per week.
Research strongly evidences the benefits of younger readers partnered with older mentors encompassing and impacting all students’ development and achievement both socially and academically. Ryan Wheeler (Edutopia, 2018) speaks to how the “Roots of school community deepen as classes across campus work and share together.“ Imagine the comfort and encouragement a younger student feels as they move on to higher grades when they recognize a familiar face from reading mentors!
This network of reciprocal and active student partners facilitates multiple sources of knowledge. In what ways do the younger students benefit?
Something to look forward to (This totally brightens up their morning!)
May acquire an appreciation of literature by increasing their pleasure around reading
Learn social skills, meeting and building a relationship with a new person: greetings, good-byes, sharing experiences
Increases confidence and focus which impact behavior
Mentees often look up to mentors as a role model, aspiring to be like them
Working 1-1 with their mentor can increase their willingness to take risks speaking and not be afraid to ask questions. Mentees may challenge themselves, as this is a safe place to take the risk of being wrong
Influenced by listening to the reading fluency of their mentors
Increases their awareness of reading and self-monitoring
Reading exposes them to new language therefore increasing their vocabulary knowledge
Having meaningful discussion about what they’re reading increases understanding or comprehension of text.
The TIS Reading Mentors Project had 54 reading mentors providing 66 - ½ hour sessions of reading per week. This is a strong representation of secondary students! Staff are equally engaged and readily offer support as needed. Two middle school teachers have embraced reading mentors as a class project, other teachers, service providers and library staff offer their presence and space to pairs of reading buddies, while TIS leaders work together to provide training for mentors, record data and communications. In what ways do the older students benefit?
Confidence is boosted - students are less intimidated both academically and socially
Instills pride in serving others which develops intrinsic motivation
Provides a leadership opportunity within the student body. Individual students don’t have to fit a restrictive make-up, they are required to show-up consistently with positive energy and care, there is no need to be an athlete or a top scholar, therefore almost all secondary students are suitable as mentors for the younger students
Shared reading with a younger student motivates older students to show their best self-modeling good reading practice: reading fluently, giving thought and consideration to the meaning of the text and leading a meaningful discussion (speaking and listening) to increase their mentee’s understanding (comprehension) of the text
Authentic practice at problem-solving, a lifelong, necessary and valuable skill set
Gain volunteer hours for their house teams, plus accrue hours for post-secondary college/university application and CAS
Give back to others and further enhance their reading pleasure
Build patience, empathy and supportive nurturing (CAS qualities)
Mentors have been seen or heard to say and do the following:
“He reads too fast and then he skips words.” (Adult) You can try using your finger to track for the reader, that way you can control the pace.
Puts their arm around their buddy “Good morning buddy, it's good to see you.”
A Grade 9 student: “One thing I noticed was that they seemed to be a bit nervous, but I know that they will open up after a period of time.”
"Are you okay? Is something wrong? Oh, you don’t have your book, that’s not a problem, we’ll read something else today.”
“Working with my mentee today was far smoother than our first session. We were able to socialise and I believe that we are able to interact comfortably.”
“I saw my student bring his mentee a treat this morning, it almost made me cry/”
A Grade 12 student: “Just wanted to update you on how my mentee is doing. He has been attending and is always on time. He's really good at reading fluently and with emotion, his little expressions are adorable and I enjoy listening to/watching him read very much. He does struggle with vocabulary, but he tries really hard to sound out the words on his own and always gets really close, he also repeats the word a couple times after I read it to him. He is a little shy, so he doesn't always ask when he doesn't understand a word, but I try to ask him after every few pages or so and he responds really well to that. Although the book he's reading currently is a comic book, there are a lot of big words and a really interesting plot that he seems to enjoy and he's always eager to read, which is really nice to see. Overall, he's an awesome kid who's improved so much already, and I can't wait to see his progress!”
Each day, staff witness and share testimonies of these amazing students providing amazing service to their reading mentees. Mentors are committed, often making up their absence by reading with their buddy another day! Typically students only interact with their same-aged peers, but our Reading Mentors Project provides opportunities for students of all ages to connect, making the school feel more connected.
Macmillan and Chavis (1986) state, ‘communities of learners lead to a gradual development of intrinsic motivation which elicits a higher level of participation. Community processes play a role in students’ emotional, social and cognitive development increasing student level of engagement, senses of belonging and community.”
According to Gareth Owen, Head of Student Services at TIS, “When students are given the freedom to be better, to work for something bigger than themselves, and to mentor others, they can thrive. Powerful moments of connection can happen, and social and emotional lessons are inevitable. These are some wonderful outcomes, all from just sharing a book.”
The initiation of the Reading Mentor Project mixed with incredible people strengthens our safe, caring community of learning at TIS! Bravo!!
References and citations:
Definitions: https://www.merriam-webster.com/dictionary/community
Bateman, Helen. “Sense of Community in the School” , Google Scholar, 1978, 2001.
https://link.springer.com/chapter/10.1007/978-1-4615-0719-2_9
Macmillan and Chavis. “Sense of Community: A Definition and Theory”, Journal of Community Psychology, Volume 14, 1986.
Wheeler, Ryan. “Reading Buddies”, Edutopia, 2018
