Reading Skills

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Enlighten Your Mind With Educational DVDs

 by: Paul Hegarty

How much time do you spend in front of the TV? What if you substituted a little of that time to take a brisk walk, read a book, watch an educational DVD.

A strange thing — was it not? — that I never had the idea of devoting a quarter of an hour a day after shaving to the pursuit of mental efficiency. The average body is a pretty complicated affair, sadly out of order, but happily susceptible to culture. The average mind is vastly more complicated, not less sadly out of order, but perhaps even more susceptible to culture. We compare our arms to the arms of the gentleman illustrated in the physical efficiency advertisement, and we murmur to ourselves the classic phrase: “This will never do.” And we set about developing the muscles of our arms until we can show them off to a woman at the local gym.

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But it does not, perhaps, occur to us that the mind has its muscles, and a lot of apparatus besides, and that these invisible, yet paramount, mental organs are far less efficient than they ought to be; that some of them are atrophied, others starved, others out of shape, etc. A man of sedentary occupation goes for a very long walk, and in the evening is so exhausted that he can scarcely eat.

He wakes up to the inefficiency of his body, caused by his neglect of it, and he is so shocked that he determines on remedial measures. Either he will walk to the office, or he will play golf, or he will execute the post-shaving exercises. But let the same man after a prolonged sedentary course of newspapers, magazines, and novels, takes his mind out for a stiff climb among the rocks of a scientific, philosophic, or artistic subject. What will he do? Will he stay out all day, and return in the evening too tired even to read his paper? Not he. It is ten to one that, finding himself puffing for breath after a quarter of an hour, he won’t even persist till he gets his second wind, but will come back at once. Will he remark with genuine concern that his mind is sadly out of condition and that he really must do something to get it into order? Not he. It is a hundred to one that he will tranquilly accept the status quo, without shame and without very poignant regret. Do I make my meaning clear?

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I say, without a -very poignant regret, because a certain vague regret is indubitably caused by realizing that one is handicapped by a mental inefficiency which might, without too much difficulty, be cured. That vague regret exudes like a vapour from the more cultivated section of the public. It is to be detected everywhere, and especially among people who are near the half-way house of life. They perceive the existence of immense quantities of knowledge, not the smallest particle of which will they ever make their own.

They stroll forth from their orderly dwellings on a starlit night, and feel dimly the wonder of the heavens. But the still small voice is telling them that, though they have read in a newspaper that there are fifty thousand stars in the Pleiades, they cannot even point to the Pleiades in the sky. How they would like to grasp the significance of the nebular theory, the most overwhelming of all theories ! And the years are passing; and there are twenty-four hours in every day, out of which they work only six or seven; and it needs only an impulse, an effort, a system, in order gradually to cure the mind of its slackness, to give ” tone ” to its muscles, and to enable it to grapple with the splendors of knowledge and sensation that await it! But the regret is not poignant enough. They do nothing. They go on doing nothing. It is as though they passed for ever along the length of an endless table filled with delicacies, and could not stretch out a hand to seize. Do I exaggerate? Is there not deep in the consciousness of most of us a mournful feeling that our minds are like the liver of the advertisement — sluggish, and that for the sluggishness of our minds there is the excuse neither of incompetence, nor of lack of time, nor of lack of opportunity, nor of lack of means?

With so much at our finger tips today, with all the technology that surrounds us, there is never ending opportunity. You can watch educational DVDs, read books, go online and learn about any subject. Travel the world, explore the galaxy by the click of a mouse, and much, much more.

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Whining about bullying and how rotten the bullies were and the poor students that they bullied used to be one of my regular activities. “We have to do something to help these kids” both the bullies and their victims,” I would whine. But for years, I just talked to these kids and sent them on their way. After I got sick and tired of being sick and tired of talking about this - I did do something! I started a mentor program for these students!

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Behavior referrals, grades, social problems, and poor achievement were our starting criteria for being in the program. Almost every staff member in the building had 2-3 mentees - everyone from the administration, teachers, and counselors to the educational assistants, cafeteria workers and custodians. Over 150 students were in that mentor program which began in 1998.

Each mentor was given a mentor folder with a permission slip, a brochure about the program, a profile sheet, and tips on being a mentor, a pencil and a “Welcome Back to School”card. The profile sheet identified their mentees, homeroom teacher, grade, birthday, and area of concern. Also included in the packet was a birthday card and pencil for the mentor to give their mentees.

Giving gifts was left of to the discretion of the mentor. Some mentees came to expect gifts and the purpose of the mentor relationship was diminished. The kids came to expect them and thought that they were entitled to getting things from the mentor. I had students asking me to be in the mentor program because they wanted to get stuff.

We really learned that first year to reinforce that the mentor program was about improving behavior and grades to be more successful in school - and we had to keep telling the kids that too!

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As all of you know, people who work in a school are super busy, and we found that having even just 2 mentees was too much. It was difficult to develop the relationship and effect change because the mentors were stretched too thin. So in the years to come, and we are in our 7th year of the mentor program, we have assigned everyone only 1 mentee.

Another area of concern was keeping track of the number of mentors in the program. Over the years we have reduced this number - first we cut back to only the professional staff having mentees. Staff who wanted to be mentors and had the knack for working with these problematic students were asked to be mentors. A few educational assistants were also asked also because of their expertise in this area also.

Dramatic results were reported with a group of middle school girls. One of the girls had to actually break away from the group of girls who were bullying, so she could improve her reputation as a respectful and serious student. This was a difficult process, and she had 2 mentors working with her to help her make this difficult peer group change. The parent/guardian was not supportive. By the end of the school year, she had completely changed groups of friends, made the honor roll, and received a multitude of awards for academic excellence at the quarterly awards assembly.

So, don t worry that you don t have all the pieces in place. You will learn and improve your program each year. Just start helping these kids! You will be inspired and the kids will be thrilled and getting their education!

For more information on kick starting your mentor program, send an email to coach@bullyzapper.com

2004

Permission granted to reprint this article in print or on your web site so long as the paragraph above is included and contact information is provided to the email coach@bullyzapper.com

About The Author

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Paula McCoach has been in public education for 23 years. She has been a school counselor for the past 10 in an alternative school and an elementary/middle school in Maryland. She has spearheaded mentor programs, Character Education initiatives, & Bully awareness. For more information, send an email to coach@bullyzapper.com

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