As all of our tutors know, we are always pushing for you to use technology in every session. Many of our learners need that exposure, whether it's because they want their GED (only computer based starting this year) or they want to apply for jobs (mostly online now) or they need to help their kids. It's also another kinesthetic way they can 'play' with sounds and words. As much as that is true and relevant for many of our learners, it's also based on what your learner wants and how creative you can be without it, if it's not their interest or priority.
We wanted to share a great example of creativity and taking cues from your learners. She was trained in one of our old volunteer orientations, where they focused on using the Challenger and Laubach books, and real world materials were secondary. This shows just by listening to your learner, and learning from each other, you can accomplish so much with a variety of materials and activities. Please share what you do to keep your learners interest from week to week, what works or hasn't worked and what creative things you've tried!
Since February of 2012 I have tutored 59 year old Ousmane. He is from Mauritania, a West African Country with more than two million, where Arabic and French are the primary languages. Several years have passed since he last saw his wife and four children. He has repeatedly expressed his goal of becoming a U.S. citizen and hopes to take the test soon. There are many differences in his Muslim customs and the American way of life. We learn from each other.
Ousmane wants to improve his reading, writing, spelling and his understanding of English. To stimulate his interest I use diversity. We are completing the Challenger Four book and I bring in items I refer to as helpers (maps, dictionaries, recipes, flashcards, pictures, puzzles, articles, coins, gadgets).
During our sessions I'm always seated next to him at a table. I do not use a computer. It helps to tie in his interests and hobbies in our lessons. Because of his sense of humor he is great at making up a story from a picture, either by dictating to me or filling in the blanks.
We've spent time identifying abbreviations, slang terms, shapes and symbols of which he was unfamiliar.
I conclude each session with a soft applause, a thumbs up, or words to acknowledge his progress such as: good job, I'm proud of you, we really covered a lot or thank you for coming today.
Rita Ivory
We wanted to share a great example of creativity and taking cues from your learners. She was trained in one of our old volunteer orientations, where they focused on using the Challenger and Laubach books, and real world materials were secondary. This shows just by listening to your learner, and learning from each other, you can accomplish so much with a variety of materials and activities. Please share what you do to keep your learners interest from week to week, what works or hasn't worked and what creative things you've tried!
Since February of 2012 I have tutored 59 year old Ousmane. He is from Mauritania, a West African Country with more than two million, where Arabic and French are the primary languages. Several years have passed since he last saw his wife and four children. He has repeatedly expressed his goal of becoming a U.S. citizen and hopes to take the test soon. There are many differences in his Muslim customs and the American way of life. We learn from each other.
Ousmane wants to improve his reading, writing, spelling and his understanding of English. To stimulate his interest I use diversity. We are completing the Challenger Four book and I bring in items I refer to as helpers (maps, dictionaries, recipes, flashcards, pictures, puzzles, articles, coins, gadgets).
During our sessions I'm always seated next to him at a table. I do not use a computer. It helps to tie in his interests and hobbies in our lessons. Because of his sense of humor he is great at making up a story from a picture, either by dictating to me or filling in the blanks.
We've spent time identifying abbreviations, slang terms, shapes and symbols of which he was unfamiliar.
I conclude each session with a soft applause, a thumbs up, or words to acknowledge his progress such as: good job, I'm proud of you, we really covered a lot or thank you for coming today.
Rita Ivory
Find current newspaper articles that interest your learner. Cut them out to isolate them so it's not overwhelming to see the entire newspaper.
Use kids worksheets and activities or articles from kids magazines. Just cut them out so the adult doesn't see that it's very childish looking.