Before our Mentors can show their Mentees what's possible, they need to embrace their own labels. This comes through recognizing their own strengths, and viewing themselves as strong role models for their Mentees.
The mantra we instill in each Mentor is simple: "Always talk about your LD / ADHD. If you talk about it, your Mentee will, too." We feel this is the most essential aspect to a successful Mentor/Mentee relationship, but it's often easier said than done. For some Mentors, this may be the first time they've ever really talked to another person outside of their immediate family about their LD / ADHD.
As a result, we help Mentors become experts on talking about their own experiences and how they perceive their individual strengths and weaknesses—whether they're already adept at doing so or not.
HOW WE MENTOR OUR MENTORS
After going through our comprehensive interview and vetting process, all Mentors must complete the mandatory Eye to Eye training program. This three-hour training includes:
AN OVERVIEW OF HOW EYE TO EYE WORKS
A collective discussion of what it means to have LD / ADHD; understanding the power of mentoring; why art is used as a form of empowerment; importance of accommodations, metacognition, and self-advocacy; how we mentor; valuing process over product
REVIEWING MENTOR RESPONSIBILITIES
Responsibilities include a time commitment of one hour a week throughout the school year; preparation before the art room begins; monthly meetings with Chapter Leaders; post-art room weekly check-ins with the Eye to Eye feedback line
RULES AND REGULATIONS FOR MENTOR/MENTEE INTERACTIONS
A review of expected standards of behavior between Mentors and Mentees; specific guidelines describing where, when, and how Mentors and Mentees may interact; instructions on how to report concerns about Mentee safety and well-being
BREAKDOWN OF THE ART ROOM
A step-by-step description of what happens during art room sessions; roles of Chapter Leaders and Mentors; suggested work and presentation techniques to help Mentees grow
ART ROOM MANAGEMENT
A review of the preparation necessary before art room begins; overview of techniques that can help focus Mentees on the art project at hand; how to set expectations and motivate Mentees; how to constantly challenge Mentees to embrace their strengths and to think big
TIPS FOR TALKING ABOUT YOUR LD / ADHD IN THE ART ROOM
Understanding the importance of never "outing" Mentees; sharing experiences from similar ages in school; comparing notes about favorite subjects, teachers, things to do, and accommodations in both technology and extra time/help; opening up about how to ask for help effectively and understanding that it's okay to do so
A SIMULATION OF ART PROJECTS
Prospective Mentors work together in the art room to simulate an actual project from the Eye to Eye curriculum; learn firsthand the immense value of using art to facilitate the Mentor/Mentee connection; build the sense of safety and community that arises from sharing insights, strengths and experiences; present project to other Mentors to deepen and strengthen their shared bonds
SPECIFIC CHAPTER INFORMATION
Contact information for Chapter Leaders; name and school of assigned Mentee; day and time of art room
ARE YOU A STUDENT WITH LD / ADHD IN HIGH SCHOOL OR COLLEGE NOW?
Eye to Eye is looking for you. Check out our list of Chapter Locations to get involved with a chapter near you.
NO EYE TO EYE CHAPTER NEAR YOU YET?
Check out the rest of our Mentoring section then request to start a chapter in your area.
BACK TO MENTORING