Thirty-three mentors worked in teams of four with 40 students. Seven times a quarter mentor teams presented a health related topic for 10 minutes, followed by small group meetings of mentors and students for 50 minutes. Much of the time was spent interacting with the students, answering questions and discussing how these topics apply to their lives. Five mentors volunteered extra hours to tutor reading and math. All mentors participated in a workshop on adolescent development and had opportunities for evaluation and reflection after sessions and during the preparation of curriculum presentations.
Evaluations are strongly positive from the students, the mentors and school personnel.
Continuity is an important attribute to these programs. Quarterly classroom and mentor changes in schedules serve to lessen the continuity. While a high degree of professionalism is expected in their presentations, the mentors are learners themselves. Providing them with guidance and education to improve their presentations, while respecting the limitations on their time remains a challenge. Lesson plans are being written as formal curriculum modules with plans to market them to an educational publisher.