Creating Learning Partners: A facilitator’s guide for training effective adult literacy tutors

The research showed the main reasons adults have difficulty returning to learning:

Reflection, discussion
Materials and equipment Flip chart and markers Preparation Review the research information from ABC Canada in the introduction to this activity. STEP-BY-STEP PROCESS Ask tutors to think of some of the barriers that may keep them from participating in a learning opportunity. Write the barriers on the flip chart. Ask them to think about what encourages them or their friends to go to something new. For example, tutors might say that they only go if they know someone else who is going, or they would go if they have been to the place before. Note their responses on the flip chart. Ask tutors to brainstorm questions a learner might ask herself when deciding to enter a program for the first time. Note their responses on the flip chart. Brainstorm some barriers literacy and English as a Second Language learners may experience when they come into a program. Note tutors’ responses on the flip chart. Refer to the ABC Canada research quoted in the introduction to this activity and add to the list any new barriers identified by tutors. How do these barriers differ from the questions a learner might ask? Ask tutors what might keep a learner coming back. Using your own experience, highlight the barriers that exist in your community. Note these on the flip chart with the other barriers. Have tutors review the notes you made. How can they use the strengths listed in step to overcome the barriers noted? Are there other ways to overcome barriers and help a learner to continue to participate in the program?

Reflection, discussion

Materials and equipment

Flip chart and markers

Preparation

Review the research information from ABC Canada in the introduction to this activity.

STEP-BY-STEP PROCESS

Ask tutors to think of some of the barriers that may keep them from participating in a learning opportunity. Write the barriers on the flip chart.
Ask them to think about what encourages them or their friends to go to something new. For example, tutors might say that they only go if they know someone else who is going, or they would go if they have been to the place before. Note their responses on the flip chart.
Ask tutors to brainstorm questions a learner might ask herself when deciding to enter a program for the first time. Note their responses on the flip chart.
Brainstorm some barriers literacy and English as a Second Language learners may experience when they come into a program. Note tutors’ responses on the flip chart. Refer to the ABC Canada research quoted in the introduction to this activity and add to the list any new barriers identified by tutors. How do these barriers differ from the questions a learner might ask?
Ask tutors what might keep a learner coming back.
Using your own experience, highlight the barriers that exist in your community. Note these on the flip chart with the other barriers.
Have tutors review the notes you made. How can they use the strengths listed in step to overcome the barriers noted? Are there other ways to overcome barriers and help a learner to continue to participate in the program?

Facilitation tip

When a tutor can identify with a learner’s experience, there is a stronger chance the tutor will be able to relate to and help reduce some of the barriers the learner may be facing.

You can turn the question of barriers around and ask tutors to think about the conditions that encourage them and people they know well to go to something new.

You could ask tutors to talk to one other person before the next training session to ask what helps and what gets in the way of that person going to a new program or activity.