Mentor's Manual

Sec t i on I I : Under s tand i ng the Ro l e of the Mentor

77

those courses where the reading may be more challenging or student literacy is exceptionally low. Having students discuss the readings together during the week or immediately prior to a class can make a genuine difference in overall comprehension. Third, as Mentor, you may assist your students greatly by offering a brief summary of the reading assignments for that week. Such summaries will focus their attention on key principles emerging from the read- ings, and help them know what you believe is most relevant for your current week’s lesson. Fourth, if a student has a particularly acute problem with literacy, we encourage you to speak to your site coordinator about literacy programs in your area that can serve as a further resource to these students. Because even poor churches function in a highly literate society and because their leaders often are called to negotiate the gap between the dominant society and their members, we encourage our students to work on their reading skills. Written Work Students should always be given the option of completing any written assignment (Scripture memorization, quizzes, ministry project reflection papers, etc.) orally. This may be done in person or in recorded form, whichever is more conducive to the joint needs of Mentors and students. If poor writing skills seem to be affecting the ability of the student to communicate their knowledge on a particular assignment, Mentors should feel free to request a follow-up with the student to have them orally fill in what is missing. Summary Mentors should do whatever possible to keep differences in class, culture, or language from hindering a student’s ability to learn or to communicate their learning. We are concerned with maintaining academic integrity and high standards but we believe that the cul- tural forms in which those standards are evaluated should remain flexible and adaptable. In all cases, we should offer students an atmosphere of respect befitting their status as Christian leaders and also a clear sense of our belief in their calling and abilities. Balancing respect, high expectations, and cultural flexibility is fundamental to the Mentor’s role, and should be part of the relationship that you build between yourself and your students.

Literacy and

Language Issues