Here are a number of tutoring tips that will provide resources for teachers in the ESL classroom to feel more confident:
1) Activate prior knowledge.
Find a topic in which the learner are knowledgeable or interested in. This will help engage the learners into the lessons and will excite them to talk about what they know and will learn/read from the new vocabulary.
2) Good tutoring is repetition without boredom.
People need to do something over and over to become expert or fluent. To build confidence, improve usage and increase fluency. As well, try to find new ways to incorporate the repetition, it will cause the learners to have more fun with the activity.
3) Everyone has heard the adage “less is more”.
This is a guiding principal for tutors especially when using paper lessons or making worksheets. Put less on a page and make the font bigger. Make multiple pages, if you would like, but only hand them out one at a time. Number all items so that it’s less confusing to refer to an item.
Literacy coaches who are working with learners on reading will appreciate this online tool, a workshop broken down into the following components:
With an increase of technology in education, gathering a set of ESL based podcasts and tablet/iPad applications for teachers and volunteers to use, seems to be essential. After doing some research, a number of resources were recognized for their work in ESL online lesson plans and guides. For some ESL classes, using applications or the Internet may not be possible; however, here is a compiled list of these resources, sorted by teacher’s aid and learner’s aid:
This application is an extensive tool for teachers to use in hope to assist and ease their instruction to ESL learners.
This is especially helpful to educators because it allows you to share specific vocabulary words to other media devices, so multiple ELS learners will be able to participate at once.
Overall, if class size and technology materials are available, then working with ESL podcasts and iPad applications could be beneficial to integrate into one’s ESL lesson plans. Give some of these a try and if there are any other resources that have been successful, let us know!
Three great ELL and mentoring volunteer opportunities in the FM Area for 2016.
African Initiative for Progress: AIP is looking for mentors to work with New American students at Fargo South High School and Davies High School. Mentoring may include some ELL support, broader homework support, or more general life mentoring. AIP training is available.
Contact: Christian Harris, Executive Director, AIP: firstname.lastname@example.org 701-491-0628
Giving + Learning: in-home or school English Language tutoring for an individual, couple, or family. Basic commitment: one hour a week, at a time that is convenient for you and your partner. Primarily adults; some high school tutoring opportunities available. Learners are typically looking for help with:
• Studying for the driver’s permit test
• Studying for the citizenship test
• Homework (in the case of high school students)
In-home at a time convenient for you and the learner.
The WE Center, Saturday and Sunday, 4-6 pm.
Contact: Dr. Kevin Brooks, Kevin.Brooks@ndsu.edu, 231-7147.
Fargo Adult Learning Center: This volunteer opportunity is different than the Project English opportunity. The FALC instructors would benefit from classroom support during the day (M-F, 8:30-11:30; M-Thursday 12:30-2:30) or during the evening class T/R (6:00-8:30).
Contact: Jennifer Frueh, Director: email@example.com. 446-2806.
The MLC Citizenship Curricula looks fabulous–of course!
The goal of Giving + Learning is to match volunteers with English language learners in order to foster a welcoming community for newcomers to the Fargo-Moorhead area.
Giving + Learning functioned successfully between 2001 and 2011, matching approximately 500 volunteers with 800 learners in that time. Through the support and release time made available by a Bush Foundation Fellowship, Kevin Brooks, Professor of English at North Dakota State University, began making matches and rebuilding the organization in January of 2014. Brooks was most successful at recruiting volunteers from NDSU (students, staff, faculty) but he was also able to recruit through the Giving + Learning website and the Impact Foundation listing.
Because the goal of G+L is to match volunteers, we keep close tabs on how we recruit, how many we recruit, and where we find both volunteers and learners.
Brooks contributed numerous hours of in-home tutoring to support volunteers and families. He also contributed the following volunteer hours:
Because G+L is a community building effort, the organization also contributed to cultural and educational events throughout the year.
Giving + Learning at its best is about relationships and stories, not numbers. When the tutor-mentor relationship transforms into a friendship, the value of that friendship is hard to measure. Two G+L mentors in 2014 were asked to support, and they continue to support, the family that lost Frederic Ndereimana in the drowning accident at South High, January 2014. Another 2014 mentor helped transport a family member to the hospital so the expecting mother could deliver her baby, and she is helping the family learn more about home ownership. NDSU students were giving their high school learners Christmas presents on the last day of working together, and one G+L volunteer drives her partner to work every Sunday because there is no bus service that day.
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A six year old Giving + Learning friendship has a role on election day.
Election season has become pretty distasteful for many Americans as the parties polarize and the big money brings the nasty, but today my 56 year old friend, Faizil, got to vote for the first time—and he was ecstatic. He called me Monday to make sure I would pick him up today. He and his wife Ardo were dressed and ready to go when I arrived 10 minutes early. No bid deal, right, except that Faizil’s English is still developing, so calling me is a bit of a challenge, and Faizil is in a wheel chair, his left side almost immobile due to the 14 bullets he took as a teenager in the Ogaden region of Ethiopia. He was not only dressed and ready, but he was wearing shiny new dress shoes, slacks, and a new hoodie covering most of his head and face because he really doesn’t like to go…
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ProLiteracy recommends this page as a resource for learners and tutors.
These videos are just one example of great resources Burgen Young from the Minnesota Literacy Council shared with 22 workshop participants Saturday Oct. 18th.
Other fabulous resources include