By relating to participant’s excellent and poor learning experiences,
a composite of desirable tutor characteristics is developed.
■ Integration of
Language Components: Every class session outline includes techniques
that the tutors can use to integrate listening, speaking, reading, and
writing into their lessons. Basic survival conversational (speaking
and listening) language is our primary focus. However, the range of
reading and writing experiences introduced begins from the most
elemental to more sophisticated experiences. These practices are
encouraged; according to the student’s interest and abilities.
■ Learner Centered
Instruction: Assessing student’s needs and skills are tutor’s
prerequisites to developing lessons and selecting materials. From the
initial class, tutors are acquainted with techniques for identifying
the student’s short and long term goals as well as immediate needs.
Personal, job or family needs that relate to English proficiency are
considered a priority. A well-prepared lesson can be postponed for the
“teachable moment.” Tutors are encouraged to have a trusting and
easy-going relationship with the student in order to encourage the
student’s input.
■ Role Playing and
“field trips”: Tutor Training sessions involved role-playing when
using the “Total Physical Response” technique, dialogue writing
experiences, and making and playing learning game. These, in turn,
will be used with the students. Tutors are encouraged to take their
student to an actual site such as a grocery, pharmacy, post office,
etc. where the specialized language can be practiced.
■ Techniques,
exercises, and activities: A technique used n class that is designed
to assist tutors to generate the necessary language for a realistic
experience is “archeological dig.” This where the tutor either
actually goes to a site or mentally places herself there, and writes
down every word imaginable that describes the situation. Then, the
tutor can select specifically appropriate words to incorporate into
the tutor’s lesson.
■ Learning Style:
Another technique, more elementary but similar to the Myers Briggs
programs practiced to ascertain the student’s learning style. This
will maximize the time spent on quality instruction, not just “busy
work.” Tutors are encouraged to design games and exercises that will
add variety and humor lessons.
■ Materials: All
tutors are given their own copy of Teaching adults, An ESL Resource
Book. Other materials for the tutor’s use are The Oxford Pictures
Dictionary; Crossroads Café and Total Physical Response videos are
available in the lending library. There is an assortment of texts
varying from easy reading to more complex. Citizenship, heroes, and
driver training are a few of the topics on our bookshelves. Novels and
reference books are available as well. In addition, tutors are
encouraged to use the Rosetta Stone computer software available at the
Main Office and the Johnson City Library. Tutors are provided with
lists of websites and a list of possible uses of a word processor are
shared and expanded with each tutoring class.
■ Tutors are
encouraged to develop a ”survival kit” of pictures, articles, maps,
catalogues, charts, etc. in order to add variety to lessons, to make
their lessons realistic, and to have a backup of ideas.
■ Cultural
Awareness and Sensitivity: Tutor trainees are made aware their
position as a teacher includes sensitivity to racial and religious
practices. We have available the Brigham Young University publication Culturgram, which provides an idea of the student’s background and
ways to help a student adjust to our society’s mores.
■ Lesson Planning:
Three models are presented. Tutors are advised t select one that they
find the most practical. Each model incorporates review of previous
lessons, new instruction ideas, materials needed, a time frame to keep
things paced, and a place for notes. Tutors are encouraged to include
behaviorally stated objectives in order that they keep themselves and
their student on task and to keep in mind the object of the lesson.
■ Assessment:
Administration of the NYS Place Test is introduced and tutors practice
using it. The importance of monitoring student progress is emphasized.
A self-designed rubric style assessment is explained which tutors
could use at the conclusion of each session with the student. This
model is a graph tailored to short-term objectives (listening,
pronunciation, dictation, completion of homework, etc.) The helps keep
the student aware of the tutor’ expectations and help the tutor
monitor the student’s progress and become aware of the need to
redesign lessons that may be to difficult or too easy.
■ Training
Evaluation: Tutors are asked to informally evaluate what they have
learned at the midpoint and printed specific evaluation of the
training sessions
