3

Reflective Practice

Throughout this field experience, most of my time was spent in reflective practice. I made sincere attempts to write in my journal every time I met with Ricardo, trying to minimize the amount of time between when I was with him and when I would write about it. I found that my memory was better, and I could produce a more insightful, complete journal. I must admit that some times I felt like not going, that I had other things to do. But, I found that from the moment we reconnected every week, it was a worthwhile and satisfying experience. I did not experience one time where he truly seemed like he didn’t want to see me. That was enough reward for me right there.
      I was happy that we got along so well together. However, as stated previously, I gave him the chance to back out at the beginning. Even though I had had no formal training as a mentor, my experience in teaching and having children of my own worked well for me. Also, I feel that four hours per week was just about perfect. We didn’t spend so much time that we became bored with each other, but enough so that we could socialize and also get work done. One thing I made a conscious effort to do was to devote all of my time and attention to Ricardo when I was there. I feel this is very important in a mentor relationship.
      I also told Ricardo that whatever he told me was in strict confidence. I wanted him to understand that our relationship was sacred, and that I was there to protect his interests.
      Ricardo’s successes, while not always quantitatively validated, were apparent to both of us. He increased his ability to pay attention, he became aware of what he needed to do in the classroom to get better grades, and he became more and more involved in reading, with the outcome being that he realized he actually liked it. I felt this was a tremendous breakthrough, and something that I shared with his reading teacher.
      Through demonstration and modeling, I believe that Ricardo began to more clearly see the amount of work “responsible” adults do and how they have to deal with dilemmas. Ricardo developed into a more attentive, caring person, I believe, as he told me of an incident in his math classroom, where some students were being disrespectful to the teacher. He expressed dismay at how these students behaved and could clearly articulate why they shouldn’t behave as they did. I was happy to hear him speak like this and told him so.
      Ricardo and I talked about school a lot and how it isn’t a perfect place. I offered suggestions for how he could survive in this environment, how he could succeed within the system. He also wants to play football next year, which requires that he pass all of his classes. He has some external motivation as well.
      An alternative summer school for junior high is available for Ricardo, since he failed the first semester of English 7. I have encouraged him to go, but he is a little apprehensive about going to a different school. Also, the fact that this school only is for students to retake courses that they have failed does not exactly present a very positive picture. As of this writing, he has signed up and is planning to go. He seems more motivated to complete school work and do well now.
      Although Ricardo and I have developed a bond through this mentoring process, I also needed to put closure on this experience. I told him that my time with him will be finished by mid-May, and although he would like me to stay until the end of his school year, I don’t think that he will be that disappointed. I brought some treats for us to eat, he taught me how to play poker, he finally beat me at Scrabble (and by a lot!), and we truly seemed to realize what a special bond we had formed. I wrote a final letter to him and his mother (see Appendix B), trying to explain just what had happened to both of us. As I walked away that day in May, I knew that something extraordinary had happened. Not only had I made a difference in a young boy’s life, but he made one in mine. I will never forget this experience, it has taught me a lot. Just as I remembered my mentor from long ago, I am sure that Ricardo will remember his too.

My journal notes are attached in Appendix A, which provide more in-depth descriptions of what occurred during our meetings. These notes are written in a casual journal-style, intended to be read as a sort of running commentary of what transpired during my mentorship experience. Finally, I feel I need to mention what I gained from this experience.
      In some ways, I feel that I gained just as much as Ricardo did. I became aware of the importance of listening, of trying to get inside that person and understand the dilemmas he faced. I wanted to express a warmth and kindness that accentuated my role as an instructor. However, my kindness was often transcended by Ricardo’s; he would oftentimes offer me candy or other treats. And, as I mentioned, he was always happy to see me.
      Mentoring allowed me to be myself, to stand for issues that were important to me. Even though I couldn’t solve every problem, I could listen respectfully, be nonjudgmental, and act as his advocate. I could share my own experiences from being in school, both past and present. I tried to understand his values, his beliefs, his frustrations.    
      Of course, besides the personal rewards, Ricardo’s grades improved from failing almost all of his classes the first semester to failing only one so far in his second semester. I fully expect him to pass his failing course by the end of the semester and have told him this. While I haven’t been in the school long enough to understand any effects on the school, I believe that teachers and counselors are more aware now of Ricardo and what he might need to succeed. The counselors are working more closely with him now, Ricardo’s mother understands the importance of her role, and the teachers are doing what they do best—helping Ricardo succeed in school. Another mentor should definitely be in the future for him.