Educ 1813 tutoring adult esl students


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Strategies for tutoring adult ESL students

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Educ 1813 tutoring adult esl students

  1. 1.
  2. 2. EDUC 1813: Tutoring Adult ESL Students American Culture & Language Institute, TESOL Certificate Program Northern Virginia Community College
  3. 3. Overview • • • • Why do we tutor? Six Tutor Roles Tutoring Cycle Preparing to Tutor
  4. 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
  5. 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
  6. 6. The Tutoring Cycle
  7. 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.
  8. 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.
  9. 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.
  10. 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.
  11. 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.
  12. 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.
  13. 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.
  14. 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.
  15. 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.
  16. 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.
  17. 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.
  18. 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.
  19. 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?”
  20. 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).
  21. 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.
  22. 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!