Interviewing
Students
The purpose of this interview is to help
students and mentors get acquainted and gain first-hand knowledge
about their interests and experiences.
The interview guide gives the student and mentor questions
to ask one another. Finish the first section and then you
have the opportunity to ask the student similar questions.
Complete each section before alternating question asker and
question answerer.
Take whatever notes you wish.
The students have been given the assignment to conduct an
oral history with a mentor. They will ask questions about
your childhood, teen years, your recollections of historical
events, and your current interests. They have also been assigned
a one-page summary of the interview that will be used in later
assignments.
Your assignment is to get the students to talk about themselves--to
help you know a little more about each student so that we
can more effectively help them.
There are many reasons for the interviews, but none so profound
as that stated by a mentor of at-risk students in California.
A retired engineer totally dedicated to helping high school
students in math, computers and engineering, he was especially
effective with shy introverted students. He said; "When
I am assigned a student I talk to him to discover his greatest
talent. I emphasize that talent, promote his self-esteem,
and help him move from one success to one more success."
The mentor continued: "One of my students had such a
low self-esteem, he could not think of a single thing he did
well." In our discussions together we discovered many
wonderful talents.
These interviews will give you an opportunity to identify
the interests and talents of the students and give you a chance
to share some of your insights and experiences with them.
Hopefully this will create a foundation for emphasizing things
they do well so that we can frame some of the basic skills
around such talents.
Since this is a double interview make sure that your student
has time to answer questions and that you take a similar amount
of time. Be attentive to sharing question asking and question
answering.
Section One: Beginning Questions
Where were you born?
Did you live there most of your childhood? Where else did
you live?
How many brothers and sisters do you have and where do they
live?
Do you have grandparents and great grandparents?
Section Two: Early Childhood
What was it like to grow up in your hometown or neighborhood?
Tell me about your early schooling.
Describe a memorable experience from your childhood. It
can be humorous, sad, an example of your great courage, or
the first thing that comes into your mind.
Section Three: Teen Years
Describe the first person you dated or your first dance.
What were the dating practices like?
What was the most difficult about being a teenager?
In your younger years what did you do for recreation?
Section Four: Job/Hobbies/Talents
What was your first paid or volunteer job?
What are your interests or hobbies?
What things do you do well?
What recreational activities do you enjoy?
Section Five: History
What are two of the most important changes you have seen
in the world in your lifetime?
How do you think family life has changed over the years?
What major events in history do you remember?
Section Six: Conclusion
What are the most important problems facing the world today?
What do you see as the major problems of college life?
How do you think older adults and students can help each
other?
Picture yourself 50 years from now. What has happened in
your life and what contributions have you made to make the
world a better place?
