Reflections of an Adult Basic Education Tutor
I learn best from applying theory to practice. In that regard, I wanted to explore out-of-class learning in an adult education environment. During my second semester in the HALE Program, I began volunteering with The Reading People, an organization that connects basic reading tutors to learners. By this time in the Program, I was enrolled in Teaching in Postsecondary Education and had taken Adult Learning. Slowly, I began to fill like a vessel holding so much information without anywhere to dispense it.
The Reading People needed tutors to help learners with basic reading and GED preparation. My student Mary* and I connected immediately, but the journey had it's ups and downs. We began working in Spring of 2009 then we drifted apart after several cancellations, then summer came and I went back home. In the Fall of 2009, I reached out to Mary again to resume meeting. We met all that semester; right before the end of the semester Mary confided in me about her personal story. It was a touching experience. Christmas break came and I have not talked to Mary since. Our relationship highlights the frequent stop-outs that occur in adult basic education programs.
*Her name has been changed to protect the confidentiality of my student.
Below you will find unedited snippets of my personal reflections about this experience.
October 16, 2009
Today was the first meeting with Mary since last semester. Adult students are really expected to be self-learners. Even though I am helping her prepare for the GED she has to do most of the work during the week. It’s kind of weird because she is not a high level student, but to accomplish her goals of obtaining the GED the work has to be done out of the classroom. We only meet for two hours a week and that is not enough time to prepare for the GED or any test or project for that matter.
Mary has an extremely high level of motivation. She is eager to learn, almost the ideal student except for her tardiness. I waited for 30 minutes!!! I guess I got a taste of my own medicine. I wonder what is the source of her motivation.
As a tutor/teacher, I have to learn how to be comfortable in silence. Sometimes, I felt uncomfortable, which could give off the impression that I am unprepared b/c I was fumbling for what should come next.
Mary’s assessment could serve as a needs assessment, but it doesn’t give my an indication as to how she learns. I wonder if a student hasn’t been in a formal classroom would they be aware of how they learn. I guess this statement seems like it assumes that learning is only done in the classroom, which is not true. The average adult doesn’t recognize learning as part of their daily lives. Under this logic, would a person that hasn’t been in the classroom be aware of how they learn.
Mary struggles with multi-syllable words and I can’t say that I’m an expert in teaching about this. The older I get it seems like I struggle in the same way sometimes. Knowing this information, my responsibility would be to find the best tools to help in pronouncing multi-syllable words.
October 25, 2009
Yesterday was my second session with Mary. A few things stood out to me, she is really motivated and determined to get her GED, but I don’t think she really has a solid understanding of what it takes to get to this step. I looked at the GED book today and I was a little intimated for her, because the test has become more involved. Heck a lot more intense.
She said that she is willing to commit two hours a day studying for the test. Therefore, my job is to help her develop the basic skills that she can apply towards tackling more difficult problems. My goal is to help her identify and develop phonetic and study skills that will be essential to her going forth. I want to make sure she has a good grasp on the basic tools comprehend other things.
October 30, 2009
I have recognized the importance of age relevant material even when a person as deficient skills. Mary is an older adult and I don’t know if she thought the book on tape I gave her to read was too elementary. Then she was reluctant too show me the words she didn’t understand from the story. We will see what this Friday brings.
The Reading People needed tutors to help learners with basic reading and GED preparation. My student Mary* and I connected immediately, but the journey had it's ups and downs. We began working in Spring of 2009 then we drifted apart after several cancellations, then summer came and I went back home. In the Fall of 2009, I reached out to Mary again to resume meeting. We met all that semester; right before the end of the semester Mary confided in me about her personal story. It was a touching experience. Christmas break came and I have not talked to Mary since. Our relationship highlights the frequent stop-outs that occur in adult basic education programs.
*Her name has been changed to protect the confidentiality of my student.
Below you will find unedited snippets of my personal reflections about this experience.
October 16, 2009
Today was the first meeting with Mary since last semester. Adult students are really expected to be self-learners. Even though I am helping her prepare for the GED she has to do most of the work during the week. It’s kind of weird because she is not a high level student, but to accomplish her goals of obtaining the GED the work has to be done out of the classroom. We only meet for two hours a week and that is not enough time to prepare for the GED or any test or project for that matter.
Mary has an extremely high level of motivation. She is eager to learn, almost the ideal student except for her tardiness. I waited for 30 minutes!!! I guess I got a taste of my own medicine. I wonder what is the source of her motivation.
As a tutor/teacher, I have to learn how to be comfortable in silence. Sometimes, I felt uncomfortable, which could give off the impression that I am unprepared b/c I was fumbling for what should come next.
Mary’s assessment could serve as a needs assessment, but it doesn’t give my an indication as to how she learns. I wonder if a student hasn’t been in a formal classroom would they be aware of how they learn. I guess this statement seems like it assumes that learning is only done in the classroom, which is not true. The average adult doesn’t recognize learning as part of their daily lives. Under this logic, would a person that hasn’t been in the classroom be aware of how they learn.
Mary struggles with multi-syllable words and I can’t say that I’m an expert in teaching about this. The older I get it seems like I struggle in the same way sometimes. Knowing this information, my responsibility would be to find the best tools to help in pronouncing multi-syllable words.
October 25, 2009
Yesterday was my second session with Mary. A few things stood out to me, she is really motivated and determined to get her GED, but I don’t think she really has a solid understanding of what it takes to get to this step. I looked at the GED book today and I was a little intimated for her, because the test has become more involved. Heck a lot more intense.
She said that she is willing to commit two hours a day studying for the test. Therefore, my job is to help her develop the basic skills that she can apply towards tackling more difficult problems. My goal is to help her identify and develop phonetic and study skills that will be essential to her going forth. I want to make sure she has a good grasp on the basic tools comprehend other things.
October 30, 2009
I have recognized the importance of age relevant material even when a person as deficient skills. Mary is an older adult and I don’t know if she thought the book on tape I gave her to read was too elementary. Then she was reluctant too show me the words she didn’t understand from the story. We will see what this Friday brings.