General Instructions to Tutors

Remember that it takes a lot of courage for adults to return to learning and to re-address skills that many of us take for granted. An adult’s past learning experiences may have been frustrating, humiliating, frightening or even neglected altogether. As a tutor, you can help the adult learner’s return to learning be very different. Use the following guidelines to help make this a positive learning experience for both you and your learner.

1. Be sure you use the learner’s name correctly and can spell it. Ask him what he likes to be called.
2. Be sure the learner knows and can use your name correctly.
3. The learner may have been away from school for a long time, or school may have been a discouraging place. Your learner will need reassurance and encouragement.
4. Sit next to the learner so you can work with him, not across from him to teach at him.
5. Show an interest in the learner. Your interest will build confidence and trust. Respect the line between interest and prying, and treat all information as confidential.
6. Praise the learner frequently. Look for all areas of improvement. Remember, however, to praise only for genuine success. Insincere praise is counterproductive.
7. Make sure your directions and instructions are clear and at the appropriate level for the learner. Do not preach. Do not talk down. Do not use your time with the learner as a forum to show how much you know. If the learner does not understand, assume the clarity or complexity of the directions is at fault, not the learner.
8. Use a logical sequence of skills for instruction. Do not skip around or quiz learners on something you have not taught yet. Do not try to “trick” the learner to test his skills.
9. Build and expand on what the learner already knows. Do not teach things he already knows.
10. Respect the dignity of the learner. Correction is different from criticism. Criticism will destroy self-confidence and interest in learning. Do not ridicule or shame the learner. Never be sarcastic. Do not “parrot” the learner to point out errors or belittle.
11. Accept the learner’s present level of knowledge. Corrections in too many areas at once are discouraging. Concentrate on one small area of skill development at a time. It is appropriate to teach and review skills and re-teach when necessary.
12. It is your responsibility to plan carefully for the lesson. A lesson without planning can be a frustrating invitation to failure. This will be highly discouraging for both you and the learner. At the same time, you must be prepared to be flexible. Take your cue on content and pacing from the learner.