ESL Tutor Training, Session 2

1. Your student says things/does things that seem odd to you. It will definitely make him/her stick out in American society. What should you do?

Tell the student that it's a bad idea

Encourage your student to try to "fit in" better

We're not here to try to get people to conform to American ways of doing things. But it's OK to discuss cultural differences (values, habits, conventions, attitudes). EXCEPTION: if you see something that might be dangerous or illegal, or that really makes you uncomfortable, tell Lynne!

Explanation

We're not here to try to get people to conform to American ways of doing things. But it's OK to discuss cultural differences (values, habits, conventions, attitudes). EXCEPTION: if you see something that might be dangerous or illegal, or that really makes you uncomfortable, tell Lynne!

2. What should you do if your student needs help with a problem that goes beyond language learning or "culture orientation," and you don't know what to do? (i.e. a legal/health/family problem, is being exploited or abused somehow, etc.)

Tell the student that you are only an English teacher, not a social worker

Check with Lynne to see if she has information or can make a referral that might help

Ask to be placed with a student who is better able to concentrate on learning English

Keep a journal of what's going on so that you can pass it on to the next tutor

3. Your student thinks that something Americans do is strange/wrong. Which response would be most appropriate?

Tell the student that it takes time to get used to new customs and ideas

Ask the student why he/she thinks this, and have a discussion on difference between cultures

Diplomatically explain why the thing that your student is describing is not at all "strange" or "wrong"

Tell the student that customs from his/her country also seem strange/wrong to some people

4. Why is it hard for an immigrant student to practice speaking English with younger family members at home?

Because it undermines his/her role as an authority figure

Because kids don't have much time or patience for helping adults

Because kids often cannot model English accurately themselves

5. If your student is an auditory learner, what type of activities would be especially helpful? (choose 3)

Teaching phonics

Using charts and diagrams

Having the student "think out loud" (or demonstrating it yourself)

Using dictionaries or puzzles

Having the student spell or say syllables aloud

Submit

6. It would be appropriate to suggest that a student watch Sesame Street for learning English if he/she:

Does not have much contact with English speakers

Is elderly and has very little education

Has preschoolers at home

Is anxious to put more time into learning English between tutoring sessions

(it's the "dignity factor"--unless the student will be watching with a preschooler, it's better to direct your student to DVDs or computer programs that are intended for adults)

Explanation

(it's the "dignity factor"--unless the student will be watching with a preschooler, it's better to direct your student to DVDs or computer programs that are intended for adults)

7. In the course of your first few meetings with a student it's important to find out:

How your student has studied English in the past

What your student's goals are for learning English

Where your student has strengths and weaknesses in each area of language (speaking, listening, reading, writing, grammar, pronunciation, etc.)

Submit

8. If your student is having trouble understanding a word or expression that is fairly abstract, which of these strategies is likely to help you convey the idea? (choose two)

Drawing a picture

Acting it out

Giving examples/telling stories

Explaining what the opposite of the word/expression is

Submit

9. Visual learners:

(choose 2 answers)

Have a tendency to doodle

Are good at making plans

Have trouble with spelling

Tend to be well coordinated

Are particularly good at following lectures

if you check your handout, you'll see that visual learners are usually good at spelling and making plans.