I have found an article that my learner would be interested in, but the English is too hard. What should I do?

You may choose to rewrite the information using plain/ clear English. You can do this while still respecting the reader’s level of understanding. To do this, you will need to think of the person you are writing for and why you are writing. Be a reporter. State the who, what, when, where and why. Organize your ideas; put the important ideas first. Keep the writing simple and use the active voice. Limit the length of sentences to around 10 familiar words and write the way you talk. Use a simple sentence structure: subject, verb, object. Avoid jargon and use active verbs.

If reading material is at a difficult level, such as citizenship material or drivers’ information, read it aloud with your learner and then discuss the material.

What do I do if I run out of teaching ideas?

This can happen to anyone. It is a good time to talk to staff in the program. They have lots of valuable experience to share with you and can point you to some useful resources. Network with other tutors; ask staff to organize “Tutor Nights.” It may be time to go out into the community and let your learner practise some of the skills she has learned with you. Going to the bank, mall, grocery store or library may be just what you need to get you out of the rut.

I don’t feel as if we are getting anywhere. What do I do next?

If you feel your learner is not making progress, then try to find other ways to present the material to her. She may be more comfortable using a computer than pen and paper. She may need to take a break and come back to this topic. Whatever happens, talk to her. It is her decision. Keep the feedback flowing. Do not say, “You don’t seem to be making progress.” Instead, put the responsibility on yourself: “I don’t seem to have found the right way to teach this yet. Do you have any suggestions?” This is another time when it is good to get the support of staff.

How do I work with a multi-level group?

In a group situation, it will usually be the instructor who is facilitating the group. Nevertheless, you may wish to think about this subject, as the instructor may invite you to work with the group as you become more experienced.

When learners are at different levels, it can be a challenge to develop activities that will meet the needs of all the learners in the group. Here are some suggestions:

• Provide a variety of materials at different levels.
• Use thematic units or project work.
• Pair beginning readers with more advanced readers.
• Rewrite important information in clear language.
• Use non-reading activities (e.g., discussions).
• Use newspaper articles – give different assignments.
• Encourage learners to work things out or solve problems in small groups.
• Get learners to plan activities (e.g., field trips or speakers).
• Read aloud to your group.
• Brainstorm.
• Use activities that involve various literacy skills, such as creating a newsletter or recipe book.
• Gear writing activities to the level of each learner – beginning readers can dictate sentences or write captions for photographs; more advanced readers can write articles.
• Use process writing techniques.

When learners are comfortable in a group setting, learning takes place. The lessons learned in group interaction are an important part of personal growth. Employers are looking for people with critical thinking skills, good communication skills, positive attitudes and the ability to work well in groups. These skills can be developed in a small group setting. Learners have an opportunity to share opinions and explanations. They learn to listen to others, value each other’s contributions, consider other points of view and achieve agreement. They also learn how to resolve group conflict. There is interdependence and shared responsibility.

What if the learner and I clash?

Hopefully you will not find yourself in this position; if you do, don’t panic. In a classroom setting the instructor will help you to handle the situation. Consult with a staff person if you are working one-on-one with a learner and you feel you need help.

Misunderstandings may occur between individuals or in a group. Reasons vary. It may be because one of you is often late or forgets to show up, or because of certain views relating to culture or religion. Some learners may expect you to be the “boss” and see it as a sign of weakness if you are not. Some learners may find it hard to accept women in authority roles. There may be other gender or cultural issues or problems that relate to personal space or making eye contact.

Whatever the reason, disagreement and conflict will always be a part of our lives. In itself, conflict is neither good nor bad. However, it is important to deal with situations as they arise. They can be a learning experience for you and your learner. Use them as a teaching opportunity. How you handle disagreements can encourage your learner to adopt some of your strategies. This may help with some life skills issues. Here are some suggestions for resolving disagreements: