Your SlideShare is downloading. ×
Educ 1813 tutoring adult esl students
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×

Saving this for later?

Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime - even offline.

Text the download link to your phone

Standard text messaging rates apply

Educ 1813 tutoring adult esl students

149
views

Published on

Strategies for tutoring adult ESL students

Strategies for tutoring adult ESL students

Published in: Education, Technology

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
149
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
0
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. www.nvcc.edu/workfo
  • 2. EDUC 1813: Tutoring Adult ESL Students American Culture & Language Institute, TESOL Certificate Program Northern Virginia Community College www.nvcc.edu/workfo
  • 3. Overview • • • • Why do we tutor? Six Tutor Roles Tutoring Cycle Preparing to Tutor www.nvcc.edu/workfo
  • 4. Why do we tutor? • Help tutees increase their confidence • Learn how to learn independently • Reduce their dependence on tutoring. – Dr. Ross B. MacDonald, Tutor Evaluation & SelfAssessment Tool, and The Master Tutor www.nvcc.edu/workfo
  • 5. Six Tutor Roles • • • • • • Promote independence in learning Personalize instruction Facilitate tutee insights Provide a student perspective Respect differences Follow a job description From Delaware County Community College Tutor Training Manual www.nvcc.edu/workfo
  • 6. The Tutoring Cycle www.nvcc.edu/workfo
  • 7. Step 1: Greet and Set Climate • Greet student(s) by name. • Give a brief introduction. • Be friendly…smile, gesture, small talk. • Provide proper seating arrangement. – Sit next to, not across from each other. – If the tutee is left handed, sit to their left. – If in a group, sit in a circle, when possible. www.nvcc.edu/workfo
  • 8. Step 2: Identify Task • Ask the student to identify what he/she wants to work on and why. • Use open-ended questions to clarify the tutee’s immediate concerns. • Use empathetic statements to help the tutee define the problem. www.nvcc.edu/workfo
  • 9. Step 2: Identify Task • Restate the student’s issues and use them to focus the activities of the session. • Ask the student to identify learning preferences. – Enjoyable activities – Textbooks or other materials • The student’s level of understanding sets the pace for the session. www.nvcc.edu/workfo
  • 10. Step 3: Break Task into Parts • Ask tutee(s) to break task into steps. – Show me how you did this in class. – How do you begin? • Restate steps mentioned. Tutee takes notes or tutor writes them. • Ask tutee(s) to explain the steps to confirm understanding. – Tell me what we have to do next. www.nvcc.edu/workfo
  • 11. Step 4: Identify Thought Process • Ask the tutee(s) to explain the general approach learned in class. • Help tutee(s) understand the textbook/lecture notes and how these resources were used to understand the process. – Encourage using text and class notes next visit. www.nvcc.edu/workfo
  • 12. Step 4: Identify Thought Process • Help tutee identify other sources of information to encourage independent learning – notes, handouts, workbooks, classmates • Ask tutee(s) to explain the approach learned to ensure tutees’ understanding for doing similar tasks when studying alone. www.nvcc.edu/workfo
  • 13. Step 5: Setting the Agenda • Involve tutee(s) in setting agenda. • Require tutee(s) to state agenda explicitly to help him/her play active role in allocating time for each task. – Jot down an informal plan for the session. • Readjust agenda when necessary • Keep track of time. www.nvcc.edu/workfo
  • 14. Step 6: Address the Task • Encourage tutee(s) to address task without overly directing him/her. – Where should we begin? – What do we do next? • Respond appropriately, but do not interrupt tutee’s thinking. • Pencil and paper should remain in front of tutee, not tutor. www.nvcc.edu/workfo
  • 15. Step 6: Address the Task • Encourage tutee(s) to do most of the talking/learning. • 30% Rule – If you (Tutor) are talking more than 30% of the time during the session, then you (Tutor) are doing the learning. • Allow sufficient “wait time” (aka “10 second rule”) for tutee to act, speak, or learn before you take over and explain. www.nvcc.edu/workfo
  • 16. Step 7: Tutee Summary of Content • Encourage tutee(s) to summarize what has just been learned. – Let’s review. Show me what we were just talking about. • Wait for tutee’s explanation without interrupting or correcting. Give tutee opportunity to self-correct by asking questions, then waiting. • Use tutee’s explanations to determine if he or she really understands. • If understanding is incomplete, return to addressing the task. www.nvcc.edu/workfo
  • 17. Step 8: Tutee Summary of Underlying Process • Have tutee(s) summarize process for addressing the task. – So, how do you do this again? • Wait for tutee summary to run its course. • Determine if tutee’s understanding would allow the completion of a similar task independent of tutoring. • If understanding is incomplete, return to addressing the task. www.nvcc.edu/workfo
  • 18. Step 9: Confirming and Reinforcing Confidence • After tutee(s) explains content and process, offer positive reinforcement, and confirm that tutee really did understand or improve. • Congratulate tutee(s) for working hard and not giving up. • Reassure tutee(s) that he/she can now do similar tasks independently. www.nvcc.edu/workfo
  • 19. Step 10: Looking Ahead: What’s Next? • Help tutee(s) anticipate what he/she will learn next that might connect to current task. • Help tutee(s) understand how information from class and tutoring is connected. • Ask future oriented questions: “What is the next concept you will learn in class? How will what we did today help you?” www.nvcc.edu/workfo
  • 20. Step 11: Arrange and Plan Next Session • Allow tutee(s) to make decision about whether to return for another session and what to do during the session. • Confirm time and date of next session. Be sure tutee knows who to call to cancel (if needed). www.nvcc.edu/workfo
  • 21. Step 12: Close and Goodbye • Evaluate progress on agenda. • Ask what helped most and what could be improved. • Thank tutee(s) for contributions. • If necessary, make suggestions for next time. • End session on a positive note. www.nvcc.edu/workfo
  • 22. Put it into Practice • Work in pairs to create a 10 min tutorial focusing on a specific language skill. – Speaking or Listening – Writing or Reading • Consider how you will assess students’ comprehension during the tutorial. • Tutor us! www.nvcc.edu/workfo