• Tutors also understand that learners may need explanations about their new country. Things that we generally take for granted, such as how to use a shower, may be new to them. Knowing that they can ask any cultural question they need, may help learners feel more comfortable in their new homes.

Realistic

• All learners are different. Some will need considerable repetition while other learners will be able to remember lessons from week to week. You will find that some learners will have a lot of opportunities to practice English whereas other learners will have too many other commitments to do the homework you have assigned.
• Be aware of what your learner can do given her situation. Ensure that the goals your learner has are realistic and the timeline she has set out for achieving these goals is appropriate.
• Use an honest approach with your learner. While you do not want to discourage her, setting realistic goals will lessen the likelihood that she will become discouraged during the learning process.

Organized and Accountable

• Keep accurate records of what you taught; date and save lesson plans. This will help keep the learner and you on task while implementing plans to reach short-term and long-term goals.
• Keeping records and sharing these with your learner can give the learner additional motivation – she now has a tangible record of the progress made.

Well-trained

• Seize any opportunities you can to learn more.
• Attend any learning opportunities extended by your volunteer organization or any professional organizations in your area.
• Feel free to network with other tutors to gain additional ideas, support and encouragement.
• Use the resources available on the Internet or at the local library.

³ Judy Blankenship Cheatham et al., Tutor: A Collaborative Approach to Literacy Instruction (Syracuse, New York: New Readers Press, 1993), p. 28. Used with permission.