Literacy Corner: Getting Started Tutoring Online

                  Getting Started Tutoring Online

                                                                     by Carrie M. Cannella

                                                                     

Tutoring adults online requires all of the same skills and approaches as tutoring in person PLUS the extra digital literacy skills for both the tutor and the learner. While it is often more challenging than tutoring in person because of this extra layer, the benefits include safety, critical at this time, and flexibility for the student. It could be the only way a student can access learning. It also provides the opportunity to work on technology skills that students need to do almost anything in today’s world, whether it be for work, school, or life areas like banking, healthcare, and shopping. We know these skills are necessary, and almost every literacy student shares a goal of increasing these skills. 

Even if you typically tutor in person, which is so beneficial in many ways, such as getting to know your learner(s), establishing connection, and breaking down concepts, you might consider doing some online tutoring and asynchronous learning (e.g. through text, email, and work online with apps and online learning) on a regular basis so they can practice digital literacy skills.

However, keep in mind that not only is online learning more challenging for the instructor or tutor, but it is also usually more challenging for the student. You probably have experienced this yourself. It is harder to focus and fully comprehend material, harder to engage and interact, and harder to manage time and stay motivated. All of this can cause extra stress, which means we simply need to be aware of these challenges and strive to ensure engagement and active understanding = more interactivity, more community building, and more checks for understanding, not less. (See this blog on Student Disengagement shared by one of our consultants and practitioners.)

If a learner is new to online learning, they will most likely be uncomfortable, so your first role is to help them feel safe in the space: safe to take their time, make mistakes, and express frustration. It is always okay to tell the student you will be learning with them. And it is always okay to simply ask what a student needs in that space. The number one thing is to be patient with your student(s); this is hard for those who have not grown up with technology. 

Routines

Just like in an in-person session, routines will be very important. These might look like:

• Starting with a discussion on the week and then a question on the chat
• Using the same collaborative document for written conversation
• Watching a short video or checking out an image to talk about
• Using a whiteboard to draw or annotate vocabulary
• Reading a news article together and then focusing in on different aspects of the text
• Playing an online practice game
• Writing a reflection at the end
• Having an “exit ticket” so you can check for understanding and questions

The point is that almost anything you do in person can be done online with adaptation. Find out what your student likes. You don’t need to know about all of the thousands of tools and programs and platforms available. In fact, that is overwhelming for everybody. Just pick a small amount that you both enjoy and stick with those. As you go, there might be a new addition when the student needs it.

The general rule is: ONE tool at a time. You never want to throw out a whole bunch of links and apps and websites at a learner, no matter what the context is. Start with learning the video conferencing platform and tools if your student is new to them. This is something you might do in person, if possible, as it is easier to help a student with troubleshooting when you can actually show them.

Words of Wisdom from Propellers

“Connect and stay connected to your students. Connect them to each other. Communicate all the time. Meet face-to-face if at all possible, even for a short time. Make short goals and celebrate their completion.” - Don

“Building relationships is crucial to success. Regular feedback on progress and timely interventions are also important. I highly recommend some type of synchronous component even if it's online. [It’s a good idea] to use the first session as a technology lesson and understand that helping students navigate the platform is critical.” - Tina

“Practice what you preach: If your expectation is for your class to be on camera (usually not always right away but after trust is built), YOU always be on camera.” - Julie

“Build in interactivity. Use the breakout rooms, [whiteboard, chat], and polls. Take the TBR-V course to learn many virtual activities.” - Peggy

“Have enthusiasm, energy, and smile when teaching online. Are you asking a student a question? Smile and listen to them intently while on the edge of your seat like they're about to reveal the mysteries of life, and you're fascinated by their response. It can get a little tiring, yes, but students react so well and stay engaged with you.” - Kathy

“Create a hyperdoc to keep your lessons that includes all of the links and resources you will need in one place: this not only makes it smoother during the session, but it allows you to go back and review sessions easily, figure out next steps, and reuse material for the future.” - Carrie

Video Conferencing

Of course, logistically, you and your student will both need reliable Internet and, ideally, a computer, laptop, or tablet with a camera. You can make it work with a mobile phone if your student does not have a computer. Yes, it is more difficult, but you just have to consider what works best on a small screen and go from there. This is the reality for many of our students, and we need to meet them where they are. You might also consider working with your student at your program’s computer lab (if they have one) or a library’s computer lab. Some programs also lend out laptops to students.  

As a tutor, of course you will first need to become familiar with the conferencing platform if you are not yet (e.g. Zoom or Google Meet) and learn how to utilize tools like virtual whiteboards, screen sharing, reactions, and the chat. Your program should be able to help with this if you are new to online tutoring, and we also recommend practicing first with someone you know before meeting with a student online. (There are also a great deal of learning videos on the platforms’ websites and users’ videos on YouTube.) 

Google’s platforms are free, but you do need a Gmail address to access them, and the free account is limited to 60 minutes for video conferencing. Zoom also has a free account, but the time is limited to 40 minutes. Ask your program if they have either one for you to use. If not, you can utilize Google Workplace for Meet for longer sessions with a Propel email. Request an email on NMDELT (Distance Education and Learning Technologies)’s home page. 

NMDELT also has wonderful Tech Tuesday videos that are short and sweet for you to utilize for your own and your student’s microlearning on topics such as using Google Meet and Google Classroom, Google Docs and Sheets, Mobile-Friendly Instruction, Nearpod, Whiteboards, and more. This is already out there for you to explore when you are able! The videos are typically under five minutes, so you can watch and then practice with that particular technology on your own. See the full library here: https://www.nmdelt.org/series/tech-tuesday-videos. Use the YouTube playlist for the most recent videos.

Examples of Other Online Learning Tools

• Shared documents like Google Docs or Slides Link to Google for Education page: https://www.nmdelt.org/resources/google-for-education/docs-sheets-slides-forms 
• Platforms such as Nearpod where you can find or build a lesson or take virtual field trips Nearpod resources on NMDELT
• Websites like Wordwall where you can find or create activities like matching, sorting, and unjumbling; Kahoot where you can find or create games; and Live Worksheets where you can find or create worksheets
• Sites for reading materials, like Read Works and Common Lit; news for students from media like The Change Agent, New York Times’ Learning Network, PBS Learning Media, or Breaking News English
• Digital flashcards like these from Literacy Works and interesting images like the New York Times’ “What’s Going On in This Picture?” or I
• You Tube vides like these Wordless Videos for Language Learning or ISL’s ESL Video Learning Lessons
• Learning websites like Khan Academy or programs such as Essential Education (let us know if you need help accessing Essential Ed)
• If you use a textbook series like Ventures, there are online resources connected (if you use Ventures, check out this video on recommended online strategies)

Online learning is a team effort. Remember, you don’t need to know everything (it is impossible anyway). You can choose, build, and learn with your student. If you need support as you get started, please reach out to us at Propel! We can show you a specific technology and troubleshoot and practice it with you. 

Do you have a favorite tool or resource for online learning? Let us know in the comments!

Resources for Further Learning

• If you are brand new to online tutoring, check out How to Tutor Online: The Basics video
• If you want to explore many more resources and tools, see our Instructor Padlet or just check out one: Ditch That Textbook’s 100 Remote Learning Activities, Templates and Tutorials
• See NMDELT’s other resources here, included a guide for distance learning
• Take a look at Literacy Minnesota’s wonderful “One-Stop Doc for Distance and Remote Learning Support” with links to their trainings, handouts, list of platforms, and more
• Watch Literacy Works’ recorded webinars on the topic, such as Digital Basics and Beyond the Basics (if you need the password for the member page, please contact cmcannella@nmdelt.org)
• Go through Proliteracy’s Distance Education Online Training course that includes classes for teaching basic literacy or ESL through distance learning
• See EdTech’s handbook for AI and Ethics