Welcome
Become a Mentor
Become a Donor
Start a Program
Active Programs
The "Guide"
Frequently Asked Questions
Reviews
Students' Yarns
A Mentor's Story
Friends
Contact Us
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The "Guide" includes:
|Table of Contents
|Acknowledgements
|Forward
|History
|Benefits
|Getting Started
|Steps to Success
|Logistics
|Conclusion|
|Warm Up America|
|Appendix|
 Steps To Success 
STEP ONE: PUBLICIZING THE PROGRAM
NAMP has materials available that will help you gather mentors. A mentor
recruiting flyer is available and can be tailored to suit your program. Our Web site
provides information about HHF to those wishing to know more about it, and our office
has a fact sheet that tells HHF’s history and how it has developed over the years.
If you decide to design your own brochure, make sure it is simple, eye-catching
and interesting to read. It must also include the NAMP logo,
name, address and Web site address, in addition to listing our
sponsors. We suggest placing the flyer in schools and local
needlework and yarn shops as well as other highly visible
locations around your community to recruit those interested in
teaching the needle arts.
STEP TWO: ADMINISTRATION
One person, the Volunteer Coordinator (VC), can
administer a program quite easily, requiring a little extra time
besides the time spent each week for actual program time with
students. Once The Needle Arts Mentoring Program makes
contact within your community, it takes very little effort to make
the program happen. Often school systems have an individual,
such as a counselor or a vice principal, who is interested in
getting these activities going in their schools. In addition to
before and after school programs, we have had success with
NAMP in other venues such as libraries, youth groups, scout
troops, homeschool groups and in classrooms as part of the
curriculum.
NAMP can make these contacts for you, if you like. We have the expertise to speak professionally
about the benefits and advantages of the program.
Job Description for the Volunteer Coordinator
- Liaison with NAMP Director and school coordinator
- Recruits and trains mentors with NAMP staff support
- Monitors and distributes supplies
- Responsible for weekly sign-in sheets if required by the program
The biggest responsibilities for the VC will be gathering mentors and securing the
location for the NAMP.
STEP THREE: Gathering Mentors
Encouraging others to become involved in NAMP is the nuts and bolts of this
program. NAMP’s primary focus is to create mentorships nationwide and we are always
researching ways to attract mentors. We are here to help you.
Mentors are usually gathered one by one. It doesn’t take a lot of mentors to
begin a program. You may already belong to a group of needle artists who have
decided to make this a community effort. Some other ideas for recruiting mentors are
local churches, needle arts shops, senior centers, parents/grandparents/friends of the
children who will be involved, or other teachers/staff members where the group will
meet.
Important points to cover when talking with potential volunteers
1. There is a low student to mentor ratio.
We strive to be a one-on-one mentoring program, but when mentors are
slow to appear, we have started many programs with up to five students
per mentor. The program can grow as you bring in more people. Please
watch the ratio and keep it low, as it provides a nice interaction between
kids and mentors. While one student is practicing the stitch, the mentor
can give attention to another student. Our experience is that letting in too
many kids with not enough mentors makes for general chaos. Be careful of
this problem.
2. Volunteers are mentors, not just knitting/crochet instructors.
Many potential volunteers are shy about teaching because they don’t see
themselves as a skilled enough to be able to teach a group of students.
Let them know immediately that they will not be asked to teach a group.
They may choose to only have one child. They will only need to stay one
step ahead of that child’s ability in order to be a successful teacher.
Remember, these are beginning needle artists. There are always other
mentors in the room to assist if they get stumped with a question.
3. The time commitment is approximately one hour a week in most programs.
4. They will enjoy giving and receiving simultaneously.
Helping them to recall their own learning to knit/crochet experience with an older adult usually
paints the picture quite nicely.
5. They will not be expected to be disciplinarians.
6. They will be working with various age groups.
We recommend 3rd through 12th graders although we have had successful
programs that have been as young as kindergarten.
7. Some programs require a background check.
Background checks are usually the responsibility of the program
administration and are recommended to protect and maintain the integrity
of the program. Schools have forms and this detail is handled during the
mentor training session, if required.
What to consider before approaching potential mentors
Consider Personalities
Include names on your list of people who have positive attitudes, but don’t overlook the unlikely
person who might not seem as comfortable around kids as you think; they can fool you sometimes.
One volunteer jovially announced outright at our first session that she didn’t understand why she
agreed to do this since she didn’t even like kids. However, she has turned out to be one of the
best and most devoted mentors.
Consider Time Frames
Be flexible with the commitment. Let people be introduced gradually and
allow them to have absences if necessary. Have backups for subbing. If
you choose mentors from a seniors pool, remember many like to travel and
have doctor appointments, etc., and they need to feel free to fulfill their
regular obligations. It is important to have a specific program time frame,
so that mentors (and students) don’t feel over-committed. This is a crucial
part of the puzzle in making the program work.
Consider Fears
Mentors may come with fears about working with children they do not
know. That is why mentor training is a key component in this program and
should be given a lot of attention (see Mentor Training, pg.17). Mentors
need to realize they are not professional teachers or counselors and that
they will not be left alone with these children. Programs need to be set up
so there is lots of good help and support for them in working with the
children and in the teaching of their craft. Be sensitive to their comfort level
regarding working with more than one child.
Where to Look
Knitting Guilds
Guilds are a great resource for mentors. Find out when their meetings are
scheduled and be ready with a presentation to encourage them to be a
part of this program. NAMP has materials ready to help you prepare.
Local Yarn Shops
Here is the best source of mentors. You probably already know your local
shop owner. Ask them for their assistance to display a brochure near the
cash register so that you can make contact with interested people from
their customer base. Perhaps they have a group of knitters or classes that
meet on a regular basis in the shop. The shop owner should be very
receptive to this idea since part of the purpose of this program is to create
more consumers. They are usually one-person operations with a very
heavy workload so you need to make this as simple as possible for them.
Senior Citizen Centers
Most communities have one of these. Seniors are usually
looking for ways to be involved and they become excellent
mentors. Centers often have many groups that meet
regularly and they are happy to announce community
efforts that are looking for volunteers.
Local Churches
Most churches involve themselves in worthy community
efforts and are willing to let you say a few words to the
congregation during services or put a message in the
church bulletin.
Local Assisted Care Facilities
Many seniors who live independently may be a good
source of mentors. Other ways to gather mentors are the
newspaper classified ads, community calendar events,
local radio station announcements, brochures or posters in
public places, school notices sent to parents and faculty
and asking mentors to invite their friends. NAMP has flyers
available for placement throughout your community.
STEP FOUR: Mentor Training
The mentor training begins the process of mutual support between mentors,
working together as a congenial team, supporting each other. It is necessary because it
builds confidence in mentors to overcome their anxiety about working with children. The
training is a safe environment where mentors have the opportunity to discuss their
concerns and brainstorm solutions. "Suppose they don’t like me..." is a feeling that is
often voiced. Let the mentors know the children are lucky to have such dedicated,
loving individuals working with them. The one-on-one experience is very valuable and
to watch relationships grow is a joy. Magic does happen.
Part One
The NAMP Volunteer Coordinator usually runs this portion of the training. Take
time in the beginning of the session to let each mentor introduce him or herself. Have
everyone tell about how and when they came to be a needle artist and why they
decided to become part of NAMP. Have a sign-in sheet for names addresses and
phone numbers/e-mail so that accurate records can be maintained. Be sure to cover
the following topics:
- Time
- Location, (library, cafeteria, school room, etc.)
- Projects (hand out packet of supplies from Helping Hands Foundation)
- How mentors are paired with their children
- Where supplies are stored between sessions
In the beginning, it is advisable to have the same project for everyone. We
traditionally use the simple bookmark pattern shown in the back of this book for knitting
and crochet programs. Needlepoint and cross-stitch programs will use small kits. You
may also want to talk about materials, such as yarn and needles, and the sequence of
events for each session.
When children arrive at the program location, each child will receive a packet
containing the following, depending upon the needle art they are learning: Knitting -
about one ounce of yarn, needles and "How to Knit" book; Crochet - about one ounce
of yarn, crochet hook and "How to Crochet" book; Cross-stitch - a cross-stitch kit
complete with needle, fabric and fibers and a "How to Embroider (Includes Crossstitch)"
book; Needlepoint - a kit complete with painted canvas, needle, fibers and a
"How to Needlepoint" book. These packets remain with the Volunteer Coordinator when
the individual sessions end. Only when the program finishes will the child be able to
take their project home. VC’s and mentors, or the children’s families, may be able to
provide supplies to accommodate children who want to stitch between sessions. NAMP
has designed a permission slip for parents to sign before tools are allowed to go home
with students, which you will find at the back of this guide.
Part Two
If required, a counselor/after-school coordinator who has more information
about school policies and procedures should handle this portion. She/he should cover
such issues as:
- Background check forms
- Typical behavior and developmental abilities of the age group.
- Mentors’ boundaries including explaining that disruptive behavior is not tolerated and that the school will provide guidance for handling problems.
- Empower the mentors with some appropriate language to use when they feel the need. (Discipline has been a very minor problem in all of our programs. Children come to the program because they want to learn.)
- Communicating a feeling of appreciation to the mentors for their time and role in a child’s life.
STEP FIVE: Recruiting Children
This has been the easiest portion of setting up programs. Most children are
enthusiastic about learning these skills. The school professional, after-school
coordinator or counselor handles this process for a school or after-school program.
Some schools handpick the students and some let students sign up. Most schools have
a list of activities they send home to parents with a permission slip. Any regular
gathering of young people has the potential to become a NAMP.
This seems to be the appropriate time to bring up the subject of boys. We have
found that approximately 30% of our participants are boys. As a matter of fact, we
recently started a new program that is predominantly boys with only one girl! We hope
our programs will encourage boys to participate. Explain that, historically, only men
were allowed to knit during and prior to the Renaissance period since it was considered
a man’s trade, and that we want to encourage more boys to become needle artists.
Getting boys to participate does not seem to be an issue.
STEP SIX: Gathering Supplies
The Helping Hands Foundation is happy to take on this responsibility for your
initial supplies. We have been successful in getting in-kind donations from the needle
arts industry and we also have a small budget for these expenses. However, we do
realize that mentors and volunteers also have materials they would like to donate. Here
are some suggestions of what works best:
Needles and Hooks
HHF has a wide variety of plastic, wooden or bamboo knitting needles and
crochet hooks. Metal needles are discouraged since schools usually have a problem
with seeing those as a
potential weapon.
Yarn
Worsted weight or
bulky; wool, or acrylic/wool
blends work best because
they are usually softer and
easier to work with. When
accepting donations avoid fine
yarns, like fingering weights,
normally used for baby
knitting. Be specific about
what is acceptable.
Here is the dialogue NAMP has adapted when answering these questions in
general:
We accept worsted weight yarns, wool or wool/acrylic blend, full skeins with
labels (so we know washing instructions). We do not accept any partial skeins.
This eliminates the problem of getting everyone’s left over tangled skeins that
have been left under grandma’s bed for years. We suggest winding the yarn into
one-ounce balls so each child gets enough to complete their first project.
Occasionally people approach the Helping Hands Foundation wishing to donate
their yarn stashes. The Director keeps a list of NAMPs willing to accept such
donations, and will have donors send their contributions directly to the recipient.
Other supplies provided by the Helping Hands Foundation, Inc.
- Needlepoint kits with fibers, painted canvas and tapestry needle and cross-stitch kits with fabric, chart, floss and tapestry needle
- Plastic bags to hold projects (one for each child)
- "How to Crochet," "How to Embroider/Includes Cross-stitch," "How to Knit" or "How to Needlepoint" books (one for each child)
Suggested supplies to be provided by the Volunteer Coordinator, mentors or program
- Sign-in sheets for mentors and students
- Name tags, if desired
- A large box to store the projects in during the week
Once your group has used the initial supplies provided by HHF, you will need to have
the children purchase materials for future projects. The tools (knitting needles, crochet
hooks and tapestry needles) and "How To" books are theirs to keep, to encourage them
to continue engaging in the needle arts. Some groups have been able to arrange
donations or discounts with local needle arts shops for subsequent supplies.
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