Transcript of "Final 2 tutor training powerpoint sep 16"
Welcome!<br />Why you amaze me:<br />You gave up your Saturday morning.<br />You will give up other mornings, afternoons or evenings.<br />You want to be a part of a student’s learning process.<br />
Overview of today’s session<br />Our purpose this morning<br />What is a tutor?<br />Relationships: StateCollegeDepartmentTeacher<br />Thinking about the student experience<br />Tutoring specifics<br />Grammar Review<br />Brainstorm problems and solutions<br />
I have had tutors in my classroom for years, and I love them! We instructors would not be able to meet the needs of as many students, if not for tutors. Tutors can work with students one on one and/or in pairs and small groups, while we teach, coordinate and manage the whole class. <br /> Students really appreciate the tutors too. They make students feel welcome and take a personal interest in their lives. Some tutors go way beyond helping during class; they come in early and stay late, they offer ‘mini’ classes during breaks. Tutors involvement with the students plays a big role in students’ success.<br />Les Rivera, ESL Instructor<br />
What did you learn from Les’s quote about the tutor experience?<br />
What is the difference between a teacher and a tutor?<br />
Dear Tutors,<br /> I love you all. You really make our classes possible. I wouldn’t be able to accomplish half or even a quarter of what I do without you!<br />Susan Torres, ESL Instructor<br />
Why Teachers Do What They Do<br />(Besides the salary)<br />
Clark College Mission Statement<br />Clark College provides opportunities for individuals from diverse backgrounds to pursue their educational goals. The College offers accessible, comprehensive education; provides services to support student success; and fosters community partnerships that enhance student learning. The College focuses on professional/ technical training, academic transfer, pre-college and basic skills, personal development, and cultural enrichment.<br />
Transitioning Students <br />Students to other classes:<br />6 Levels of ESL<br />ABE classes<br />I-BEST classes (welding, child care, nursing assistant, office assistant)<br /> Other Clark College Programs<br />(See Pps. 6-9 in Training Manual secition 2)<br />
Standards and Indicators<br />http://www.sbctc.ctc.edu/docs/education/ abe_pds/wa_st_adult_lrng_standards.pdf<br />Google Washington State Standards<br />Developed by Washington State<br />Set benchmarks for student development in skill areas of Reading, Writing, Listening<br />Let’s look at the state’s definition: <br />
Ever since I discovered that tutors were available for my classes, I have requested them whenever possible. They serve in many ways: As another set of hands/ pair of eyes/creative brain, an additional person to give more students a chance for more one-on-one English conversation and language help; as an aide to lead an activity so I can do something else with a different group of students; invaluable assistance in helping students choose books from our library. They help with testing and making copies or getting books, and generally offering students additional opportunities to learn more about Americans, and why they volunteer, and to gain from their frequently rich and fascinating life experience. Thank you to all my tutors, past and present!<br />Nancy Novak, ESL Instructor<br />
Standards and Indicators<br />Let’s compare ABE Level 1 Reading and ESL Level 1 Reading<br />(See Training Manual section 2, page 3)<br />
Clark College ESL<br />Each ESL class has a profile.<br />This profile gives guidelines to the content information to be taught. <br />Each ESL class has a reading and writing assessment that is given at the beginning and end of the term.<br />This, and the CASAS test, is how teachers determine whether a student progresses.<br />
I couldn’t teach my students the way I feel would be best for them without the great tutors who help out in my class. With their consistent involvement and enthusiasm, tutors give students attention when they need it, as they need it. They remind students to speak “English only” with each other, they respond to questions that may not relate to the lesson at hand, they provide different models of speaking and instructing that broaden a student’s ability to comprehend and participate in the class. They provide insights and information about students’ challenges that I may not know. They are the “oil” that helps my classes run smoothly and makes my students successful.<br />And students love them! They look for tutors as they come into class, ask about them when they are absent and stop back and visit with them regularly even after students have moved on a higher level.<br /> Jackie Allen-Bond, ESL Instructor<br />
HOWSHOULDITALKTOTHESTUDENTS?<br /><ul><li> Use short sentences, make frequent pauses and limit your vocabulary.
Allow enough wait time after asking a question before you assume non-comprehension.
Speak more slowly, but repeat in your normal speaking style.
Use the question hierarchy. Give more clues by adapting your type of question.</li></li></ul><li>Typical Classroom Process<br />
Students Must Progress!<br />It sounds rather militaristic.<br />Unfortunately, it’s a reality.<br />Many of our students do not feel comfortable moving on, but….<br />Our funding comes from Federal and State grants which mandates that students show gains. <br />
Teachers’ Mission<br />Help the students achieve those gains.<br />
All my students who were part of your tutoring program this winter graduated to the next level. I was so touched at their surprised faces when I told them they would be moving on to GED classes. You were a part of their success. Thank you!<br />Debbie Moore, ABE Instructor<br />