Learn about volunteering with Arlington Reads.

2. ABOUT ARLINGTON READS…
Our mission:
Arlington Reads' mission is to increase
literacy rates in the Arlington
community by providing free and low-
cost literacy programs for adults,
youth, and families.

3. ABOUT ARLINGTON READS…
Who we serve:
Arlington Reads serves non-readers,
poor readers, and those who have
immigrated from other countries
struggling to read, write and
comprehend the English language.

4. ABOUT ARLINGTON READS…
Who we are:
• Arlington Reads coordinates the literacy
programs of Arlington Public Library.
• Staff members are Arlington Public Library
employees and Americorps Vistas.
• We rely on volunteers to serve as classroom
teachers and tutors.

5. 63 MILLION
LITERACY BY THE NUMBERS…
Or 29% of the American adult
population that cannot read a
newspaper at an 8th grade
reading level or fill out a job
application.
100 THOUSAND
The number of adults on a
back-up list, waiting to be
matched with a tutor.
50 PERCENT
The number of children born
to illiterate parents who grow
up to be illiterate adults.
$225 BILLION
The economic impact of low
literacy rates in terms of non-
productivity in the workforce,
crime, and lost tax revenue
due to unemployment.

6. LITERACY BY THE NUMBERS…
13 to 24 PERCENT
The increased earnings of immigrants who
are English proficient compared to
immigrants who are not.

7. LITERACY HAS MANY FORMS…
1. Digital Literacy - Cognitive skills that are used in executing
tasks in digital environments.
2. Computer Literacy - Ability to use a computer and software.
3. Media Literacy - Ability to think critically about different types
of media.
4. Information Literacy - Ability to evaluate, locate, identify,
and effectively use info.
5. Technology Literacy -The ability to use technology
effectively in several different ways.

8. LITERACY HAS MANY FORMS…
6. Political Literacy - Knowledge and skills needed to actively
participate in political matters.
7. Cultural Literacy - The knowledge of one's own culture.
8. Multicultural Literacy - The knowledge and appreciation of
other cultures.
9. Visual Literacy - The ability to critically read images.

9. To VOLUNTEER is to…
Choose to act in recognition of a need,
With an attitude of social
responsibility,
And without concern for monetary
profit,
Going beyond one’s basic obligation.

11. “Adults learn differently
than children and have
different needs.”
THE ADULT LEARNER

12. [an-druh-goh-jee, -goj-ee]
THE ADULT LEARNER
noun
the methods or techniques
used to teach adults.

13. TRAITS OF THE ADULT LEARNER
1. Self concept- Adult learners are largely self directed.
2. Experience- The adult learner has a broad, rich experience
base to which to relate new learning.
3. Readiness to learn- The adult learner perceives time differently
than children do and is more concerned about the effective use of
time.
4. Orientation to learning- Adults learn best when they perceive
the outcomes of the learning process as valuable and as
immediately applicable.
5. Motivation to learn- Adults are more internally motivated (by the
potential for such feelings as worth, self esteem, and achievement.)

14. THE INCREDIBLE HUMAN BRAIN

15. Think about it!
How do the language areas of the brain relate to
adult literacy?
THE INCREDIBLE HUMAN BRAIN
Front portion of
the brain; near
motor cortex;
produces
speech.
Located close to
the ear;
comprehends
language.
LANGUAGE AREAS OF THE BRAIN

16. Role of the Instructor:
 Recognize each student’s mind as important.
 Organize materials in a meaningful way.
 Determine entry-level capabilities.
 Aid students in schema-building. Relate new
information to prior knowledge and
experience.
 Differentiate between errors of competence and
errors of performance.

17. Errors of Competence vs. Errors of Performance
Errors of competence show what the speaker knows or does not know about
a language or subject.
Errors of performance are errors that result from extraneous factors such as:
fatigue, nervousness, anxiety, stress, inebriation, etc.

18.  Affect deals with the student’s emotions and feelings toward
the learning event.
 As stress levels rise, so does the filter, impeding the
processing of input.
Your Role as an Instructor or Tutor:
Establish a NO STRESS – LOW STRESS environment so students
can process and attend to the input they are receiving.
INPUT
IN-TAKE
OUTPUT
Input:
Listening
Reading
Output:
Writing
Speaking

19. INPUT
IN-TAKE
OUTPUT
Input:
Listening
Reading

20. CLASSROOM MANAGEMENT TIPS
#1 Expectations
 Set expectations so adult students know how you want
them to behave in class.
 Provide them with a list of what they should and should
not do. Your list might include barring cell phones, coming
to class on time and listening respectfully.
 Remember that adult learners are also capable of
understanding why each item is on the list, so explain to
them that cell phones can cause disruptions that make it
difficult to focus and learn or that walking into class late
causes the class to shift focus.
From: Classroom Management Techniques in Adult Classrooms by Christina Gandolfo, eHow
Contributor.

21. CLASSROOM MANAGEMENT TIPS
#2 GOALS
 Set goals for the class. Adults tend to be more goal-
directed than younger students, they like to know exactly
what they will achieve by performing according to class
rules and expectations.
 Tutors should provide adult students with a syllabus that
clearly lays out the class goals. A good syllabus will also
include assignments, papers and examinations, and due
dates for those things.
 Adults tend to have more complications and
commitments, so give them due dates that allow them to
plan so they can focus on achieving the class goals when
you want them to.
From: Classroom Management Techniques in Adult Classrooms by Christina Gandolfo, eHow
Contributor.

22. CLASSROOM MANAGEMENT TIPS
#3 Know Your Role
 Facilitate class learning and discussion, but don't
force it.
 Adult students bring a lot of experience and
capability to the classroom, which means they want to
be helped to learn, but an authoritative teaching style
may not work on them.
 Consider yourself a helper rather than a director.
From: Classroom Management Techniques in Adult Classrooms by Christina Gandolfo, eHow
Contributor.

23.  Check-in with the coordinator
in charge of your program.
 Exchange contact information
with your students.
 Fill out all required forms.
 Give an overview of how
students will learn or how they
will be taught.
 Identify problematic students
from day one.
THE FIRST DAY OF CLASS
It is important that you maintain the standards and
expectations you establish on day one. If you do not
respect your own rules, then neither will your students.

24. Throughout the semester you will be asked by your program
coordinator to report student achievements. These can
come in the form of:
 Chapter or section exams and quizzes.
 Pre-tests & post-tests.
 Progress you notice in your students (even if a student is
unaware of that progress.)
 Academic or personal progress (inside & outside of the
classroom) that your students report to you (i.e. getting a
new job because of the skills they have learned at
Arlington Reads).
REPORTING ACHIEVEMENTS
You can report achievements verbally, by
e-mail or by providing copies of tests,
quizzes, or worksheets.

25. Why do we ask for achievements?
Since Arlington Reads is funded exclusively by
grants, we need to be able to show our donors and
funders how we are changing lives in our
community! Achievements are how we
demonstrate that to
them!
*Remember: It is your responsibility to report achievements
in a timely manner.*
REPORTING ACHIEVEMENTS

27. VOLUNTEER BASICS OVERVIEW
Arlington Reads asks that its volunteers
maintain a positive attitude and treat the
public, other volunteers, and library personnel
with respect.
This includes being dressed appropriately as
well as being prompt to appointments,
including your assigned volunteer location
when expected.

28. VOLUNTEER DRESS CODE
“We ask that volunteers’ attire
be neat, clean, and
conservative while volunteering.
It is not necessary to
overdress.”

29. Yes! No!
VOLUNTEER DRESS CODE

30. Volunteers are to keep
track of their hours on
Volunteer² or Better
Impact.
Most branch locations
have a designated
log-in area for
volunteers.
SCHEDULES & TIME KEEPING

31. YOUR TIME MATTERS TO US
Volunteer hours factor into the grants we
receive for our adult literacy programs.
It is important to clock-in and out before and
after every class or tutoring session so we
can keep providing quality, educational
support to those who need it the most within
our community!

32. SCHEDULES & TIME KEEPING
Volunteers are NOT
permitted to use staff
computers or enter
into code access
staff areas without
permission or unless
accompanied by an
Arlington Reads staff
member.

33. SCHEDULES & TIME KEEPING
“It is expected that a volunteer will be
available and able to work during the
time he or she has agreed upon.
Please notify your students if you
must miss a volunteer session.”

34. VOLUNTEER CONDUCT
“Volunteers of Arlington
Reads are representatives of
the program and of the
Arlington Public Library
system.”

35. VOLUNTEER CONDUCT
“As a volunteer, it is your
responsibility to do your best to
represent the program well. We
ask that you speak positively
about the program to students,
patrons, other volunteers, and
library staff.”

36. VOLUNTEER CONDUCT
E N D I N G O F V O L U N T E E R S E R V I C E
Volunteers may end their service with
Arlington Reads at any time. A literacy
coordinator will ask the volunteer to
complete an exit survey of his/her
program placement.

37. VOLUNTEER CONDUCT
E N D I N G O F V O L U N T E E R S E R V I C E
Volunteers can also be terminated or
dismissed from the program either by verbal
or written means for inappropriate behavior or
performance misconduct.

38. ARLINGTON READS’ POLICIES
Remember:
You may ask your Program
Coordinator or the Volunteer
Coordinator for a complete copy of
the Arlington Reads Volunteer
Policies & City of Arlington Dress
Code.