|
|
[ProfessionalDevelopment 2014] Re: Volunteer Tutor Trainingrobinschwarz1 at aol.com robinschwarz1 at aol.comTue Mar 4 22:16:41 EST 2008
Kelli-- I love Alisa's work-- what a terrific foundation for training to use videos and case studies. That, combined with Ann's orientation/pre-tutoring period, would address so many of the issues I have fussed about. How lucky for all that these great ideas are surfacing for program coordinators and trainers to take advantage of. Robin Lovrien Schwarz -----Original Message----- From: Sandman-Hurley, Kelli <KSandmanHurley at sandiego.gov> To: The Adult Literacy Professional Development Discussion List <professionaldevelopment at nifl.gov> Sent: Tue, 4 Mar 2008 7:23 pm Subject: [ProfessionalDevelopment 2009] Re: Volunteer Tutor Training Hello all: As a tutor trainer for many years and a coordinator or a library literacy program I have seen/done great trainings and had mixed results of how this training actually translates into practice once matched with a learner. There are two really great articles by Alisa Belzer that might be of interest to you. One is in the Journal of Adolescent and Adult Literacy and the other in the Journal of Literacy Research. You might get some great insight from them; I know I did. Although, it wasn’t what I really wanted to hear, it has prompted me to add case studies and videos of real learners into our training to try to help tutors become more familiar with different situation they might find themselves in. I have found that real practice and real situations is the only way to even remotely begin to properly train a volunteer. Enjoy, Kelli Sandman-Hurley Ltieracy Coordinator READ/San Diego Doctoral Candidate San Diego State University From: professionaldevelopment-bounces at nifl.gov [mailto:professionaldevelopment-bounces at nifl.gov] On Behalf Of Molly Elkins Sent: Tuesday, March 04, 2008 4:12 PM To: 'The Adult Literacy Professional Development Discussion List' Subject: [ProfessionalDevelopment 2008] Re: Volunteer Tutor Training It is really wonderful to hear (and see) what other literacy organizations offer their volunteer tutors in terms of training and development. Since I am just a little program, hardly starting up, it is really great to see models of what else is out there so that I do not have to reinvent the wheel. I would love for other programs to share what they do in terms of tutor training and support, requirements, etc. I’m curious, Ann, what is your website, can I check it out? Robin, I did look at your website for the New Mexico Literacy Coalition- it’s really great, and I am impressed with your training schedule! Thank you, Molly Elkins Literacy Specialist Douglas County Libraries Phillip S. Miller Library 100 S. Wilcox Street Castle Rock CO 80104 Map Direct Phone: (303)688-7646 Alt Phone: (303) 791-READ Fax: (303) 688-7655 Email: melkins at dclibraries.org Web: www.DouglasCountyLibraries.org From: professionaldevelopment-bounces at nifl.gov [mailto:professionaldevelopment-bounces at nifl.gov] On Behalf Of Ann Beck Sent: Tuesday, March 04, 2008 2:48 PM To: 'The Adult Literacy Professional Development Discussion List' Subject: [ProfessionalDevelopment 2007] Re: Tutors becoming aware ofspecific ESOL needs I haven't seen any much of a tutor training program. We have a mandatory 12 hour pre-service training for all potential tutors, experienced or not. That way we get to know them well enough to match them appropriately. We also offer lots of support with a library, website, monthly workshops (1 a year is also mandatory). Our tutors do come to us with their concerns and usually it all works out. Ann Beck LV Coconino County Flagstaff, AZ From: professionaldevelopment-bounces at nifl.gov [mailto:professionaldevelopment-bounces at nifl.gov] On Behalf Of robinschwarz1 at aol.com Sent: Monday, March 03, 2008 9:32 PM To: professionaldevelopment at nifl.gov Subject: [ProfessionalDevelopment 2006] Re: Tutors becoming aware of specific ESOL needs Molly-- you are fortunate to have tutors who have some experience/training. When tutors do not have such experience here are a couple of ideas: I think one approach to think about is that for nearly all who volunteer, the situation should not be characterized as tutoring--but rather as conversation partners-- with that label, there are no expectations about teaching anything --and the learners might well profit from just that interaction. We used to have conversation partners for our students at my university in DC-- like most tutors, they were stay-at-home moms or retired teachers or business people who were interested either in learning another language or about another culture--and they talked about anything under the sun with learners for one or more hours a week-- the two arranged their own schedule. If learners were lucky, the partner could explain some vocabulary or cultural things or discuss a reading assigned for class---but there were no expectations in terms of actually teaching or learning. Quite of lot of our learners profited enormously from the opportunity to practice English and ask questions about vocabulary or cultural stuff. Students coming for help would be disabused of the notion that they were going to be "Taught" English--but could profit from time with someone willing to talk to/with them. The second level could be tutors who DO know something about teaching a language/English--either from experience or from formal training--and they would be provided ways to expand their skills on their own and be given a probationary tutoring situation --with supervision -- and the supervisor checking with the student (not in the presence of the tutor) about how needs are being met. Supervision would include direct training in eliciting the student's English needs and structuring tutoring to address those needs. Tutors could increase their learning through videos, the internet, reading, and observing willing ESL teachers. Beyond that, tutors would only work with either low level ESL learners, learners with low or no literacy, or with English-speaking remedial reading students if they have evidence of expertise to do that kind of tutoring. I worked for many years in a program for struggling adult learners (not ESL) in DC and we guarded our students zealously from incompetent or insufficiently trained tutors. We did this because we knew that the damage done is never undone and often is the coup de grace for those who have already struggled many years. ESOL students should be similarly protected. As for those with very limited oral proficiency, the need is rather clearer--they have to be able to understand and respond to basic social questions and requests for information. Beyond that, whatever their work is or wherever they will use English will dictate what the tutoring should address. This can be learned with the help of an interpreter. It is important, I feel, to remember that most learners at that level are putting themselves in the hands of teachers/tutors with the complete expectation that the teacher/tutor will know what they need to learn to be able to understand and speak English. At this level, they are not going to respond to the idea of being asked for what they need to learn with any real understanding. Rather, the tutor/teacher needs to get to know the learner WELL very soon and begin to ferret out where English is needed functionally and proceed with the basics. When I pressed one tutor about what her learner needed, she finally admitted that the learner worked in a daycare center and said she could not understand what the parents asked her when they came to drop off or pick up their children. Nor could she tell them what they needed to know. When I suggested that that need would fill the tutoring curriculum for months to come, the tutor resolved to go visit the center so she would have a clearer idea of just what the learner needed to understand and say. She also finally understood that the fact that the learner wrote everything down during tutoring did not mean the learner knew how to say or recognize those things in the actual situation at work--and THAT was the other focus of lessons-- actual USE of and mastery of what was critically needed at the workplace. To me this doesn't seem like rocket science-- so when tutors cannot make those decisions, I have to wonder what their "training" actually addressed. What I just hate to see is what that tutor had been doing: shuffling through materials and books searching for something to fill the time of tutoring and no idea at all if the learner actually needed or wanted to practice what was found. This indicates a complete misunderstanding of why the learner is there and what can be accomplished in most tutoring. Robin -----Original Message----- From: Molly Elkins <melkins at dclibraries.org> To: 'The Adult Literacy Professional Development Discussion List' <professionaldevelopment at nifl.gov> Sent: Mon, 3 Mar 2008 1:17 pm Subject: [ProfessionalDevelopment 2005] Re: Tutors becoming aware of specific ESOL needs I completely agree that tutoring should be driven by learner needs. I do hammer that home with my tutors in training, because I believe that the learners will get little out of a program that isn’t meeting their needs, and adult learners will be likely to simply leave. And I have to say that I am blessed in my program with MANY tutors who are experienced at working with adults, and teaching reading and/or ESL. Frequently I am astounded at the experience my tutors bring to our program. But I also have many tutors that are inexperienced. Some are hoping to gain experience, and others are admittedly looking for the pleasure of feeling like they helped someone else. Here’s my actual dilemma. I have a waiting list of many people who would like service through our program. Some have been waiting since November, and I have new people applying to our program weekly. What I’m trying to do is offer professional development to my tutors anywhere I can. I provide them with a training manual that has a wealth of information and ready-to-use ideas. I am setting up round table discussions where tutors can share with one another. I inform them of opportunities in the community for professional development. Many of them attend because they are thirsty for knowledge of how to help their learners. What my tutors ultimately need is the ability to gage learner needs even when a learner can’t articulate what that need is. This ability is something that will mainly come with experience, probably not training or testing. Thank you, Molly Elkins Literacy Specialist Douglas County Libraries Phillip S. Miller Library 100 S. Wilcox Street Castle Rock CO 80104 Map Phone: (303)791-READ Fax: (303) 688-7655 Email: melkins at dclibraries.org Web: www.DouglasCountyLibraries.org From: professionaldevelopment-bounces at nifl.gov [mailto:professionaldevelopment-bounces at nifl.gov] On Behalf Of robinschwarz1 at aol.com Sent: Saturday, March 01, 2008 2:21 PM To: professionaldevelopment at nifl.gov Subject: [ProfessionalDevelopment 2002] Re: Tutors becoming aware of specific ESOL needs Molly-- you have stated the problem neatly in your second paragraph--How WILL an inexperienced tutor begin to help a learner with almost no English skills? But my question to you is why you feel you CAN'T require all volunteers who work with low level ESL learners to have experience?? As I noted in a much earlier post, it is backwards to have the tutoring program be for the pleasure and benefit ofr tutors. Tutoring response should be driven by learner needs-- short and simple. Robin Lovrien Schwarz -----Original Message----- From: Molly Elkins <melkins at dclibraries.org> To: 'The Adult Literacy Professional Development Discussion List' <professionaldevelopment at nifl.gov> Sent: Wed, 27 Feb 2008 12:52 pm Subject: [ProfessionalDevelopment 1995] Tutors becoming aware of specific ESOL needs I am very interested in this discussion. I coordinate the Adult Literacy program at our library, which is powered entirely by volunteers. Many have experience working with adult learners or ESL, but many also do not. In our training, we do discuss the importance of meeting the specific learning needs and goals of the learner, however, if the learner is unable to articulate, how will an inexperienced tutor be helpful? I don’t want to just throw my hands up and do away with the program, or require that all volunteers have experience. How can I train or prepare my tutors to meet the needs of their learners? Thank you, Molly Elkins Literacy Specialist Douglas County Libraries Phillip S. Miller Library 100 S. Wilcox Street Castle Rock CO 80104 Map Phone: (303)791-READ Fax: (303) 688-7655 Email: melkins at dclibraries.org Web: www.DouglasCountyLibraries.org From: professionaldevelopment-bounces at nifl.gov [mailto:professionaldevelopment-bounces at nifl.gov] On Behalf Of robinschwarz1 at aol.com Sent: Thursday, February 07, 2008 11:15 AM To: professionaldevelopment at nifl.gov Subject: [ProfessionalDevelopment 1911] Re: Requesting Resource Information I hate to be a wet blanket here, but this just caught my eye. Why don't you recommend that this person advertise at a local college for someone to tutor him. He needs someone who will work with him on his assignments who is able to meet him at the level of English he already has. I say this having just worked with one on one with the FOURTH tutor from the local library Literacy Services assigned to an ESOL learner with fairly strong English skills. I have also worked with numerous literacy service providers in several states and regularly provide PD sessions for literacy tutors in the state where I live. These tutors mean so well but know so very little about working with ESOL learners that frankly, it is not a productive match. Since the tutors do not know ESOL issues well, they tend to grab at some generic book in hopes that will appease the learner-- when usually the learner has very specific needs and goals, as does this learner, which do not get met or addressed at all. I am so disheartened by the gap between what ESOL learners need and what their literacy tutors are providing that I have decided to speak more frankly about it. I have adjusted my sessions with tutors to help them start with the very basics: let's find out just what English your learner actually knows and then what he or she really came to you to learn. Robin Lovrien Schwarz -----Original Message----- From: Sandy Phillips <SPhillips at ci.oceanside.ca.us> To: lbedford at rushmore.com; The Adult Literacy Professional Development Discussion List <professionaldevelopment at nifl.gov> Sent: Thu, 7 Feb 2008 10:37 am Subject: [ProfessionalDevelopment 1910] Re: Requesting Resource Information Laurie, Have him call the Literacy Coordinator at the Stockton Public Library Peaches Ehrich at (209) 937-8261. I am sure she can help him locate the help he needs. Sandy Phillips Literacy Coordinator Volunteer Coordinator (760) 435-5683 (760) 435-5681 FAX# sphillips at ci.oceanside.ca.us From: professionaldevelopment-bounces at nifl.gov [mailto:professionaldevelopment-bounces at nifl.gov] On Behalf Of Laurie Bedford Sent: Thursday, February 07, 2008 7:38 AM To: The Adult Literacy Professional Development Discussion List Subject: [ProfessionalDevelopment 1909] Requesting Resource Information All, I am an adjunct faculty member at an online unversity teaching graduate courses. I have a student who is struggling with his writing. He is an english languague learner and Spanish is his first language. He lives in Stockton, CA. Does anyone know of any resources in that area that he might draw upon? Thanks. Laurie Laurie Bedford, Ph.D. Adjunct Faculty/Instructional Development Consultant lbedford at rushmore.com 605-720-7881 ---------------------------------------------------- National Institute for Literacy Adult Literacy Professional Development mailing list professionaldevelopment at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/professionaldevelopment Email delivered to robinschwarz1 at aol.com Professional Development section of the Adult Literacy Education Wiki http://wiki.literacytent.org/index.php/Adult_Literacy_Professional_Development size=2 width="100%" align=center> More new features than ever. Check out the new AOL Mail! ---------------------------------------------------- National Institute for Literacy Adult Literacy Professional Development mailing list professionaldevelopment at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/professionaldevelopment Email delivered to robinschwarz1 at aol.com Professional Development section of the Adult Literacy Education Wiki http://wiki.literacytent.org/index.php/Adult_Literacy_Professional_Development Supercharge your AIM. Get the AIM toolbar for your browser. ---------------------------------------------------- National Institute for Literacy Adult Literacy Professional Development mailing list professionaldevelopment at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/professionaldevelopment Email delivered to robinschwarz1 at aol.com Professional Development section of the Adult Literacy Education Wiki http://wiki.literacytent.org/index.php/Adult_Literacy_Professional_Development Supercharge your AIM. Get the AIM toolbar for your browser. ---------------------------------------------------- National Institute for Literacy Adult Literacy Professional Development mailing list professionaldevelopment at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/professionaldevelopment Email delivered to robinschwarz1 at aol.com Professional Development section of the Adult Literacy Education Wiki http://wiki.literacytent.org/index.php/Adult_Literacy_Professional_Development -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/professionaldevelopment/attachments/20080304/e1c502fa/attachment.html
More information about the ProfessionalDevelopment mailing list |
|
Institute Home