The learner might also mention difficulties with other, non-literacy issues. For example, she might mention a problem she is having with a childcare provider or with another agency. Although this type of significant issue can have an impact on learning, it is not the role of a volunteer tutor to solve these issues for the learner. However, the tutor can provide support as the learner works through these issues; it is also possible to incorporate the situation into a lesson; i.e. writing a letter, completing forms, calculating budgets. Each individual tutor will need to determine his own comfort level in dealing with this type of situation. When in doubt, or if it becomes apparent that the learner needs more support than the volunteer can give, a staff member should be advised.

Bringing Learning and Assessment Together

The Ottawa-Carleton Coalition for Literacy’s Tutor Handbook provides the following suggestions to help volunteer tutors easily incorporate assessment activities into all aspects of lesson planning and tutoring.(45)

Things to Do Before the Lesson

• Focus and reflect on ideas for working with the learner, based on his goals.

• Break goals into manageable chunks; build success into every lesson.

• Decide what the learner will achieve in each lesson (outcomes).

• Decide what activities will be presented.

• Plan a variety of activities to include reading and writing in each session.

• Build on skills the learner already has.

• Decide how to present activities and think about the time needed.

• Collect or prepare the materials you will need.