Volunteer Tutors

CDETB (City of Dublin ETB) are currently not running any tutor training courses in any area.

However, Co Dublin VEC may be running tutor training classes. If you look at the NALA website, you may be able to get details of services in Co Dublin such as Swords, Blanchardstown, Balbriggan etc or
Dublin Adult Learning Centre in Mountjoy Square, Dublin 1.
 
We will keep you name on file and contact you the next time we are running a course.

 

CDETB Finglas Adult Education Service

Colaiste Eoin, Cappagh Rd., Finglas, Dublin 11

Email: cora.rafter@gmail.com or jcq.crowther@gmail.com

Tel: 01 8340893 or 087 7953235

 

Contact Cora or Jacqui for an application form

 

What being a tutor entails

An adult literacy tutor is a person who wants to work with adults, who have literacy difficulties. The tutor & student work one to one to improve reading, writing, spelling or numbers

 It is not necessary that you are a teacher, or have a degree, or even have finished second level school. In addition you do not need any particular experience, as you will be given full training.

 

What do I need to be a literacy tutor?

If you can read, are a good communicator and confident in your ability to empathise with and understand adults with literacy difficulties then you can help. Through training you can support others in improving their reading and writing skills. In short you can be a literacy tutor. 

After completing your training at your local literacy service, you and a student are matched to begin one-to-one sessions. You will meet regularly with a student at an agreed place and time.

 

What kind of students work one to one?

  • Adults returning to education after a long time who would like to build up confidence with a tutor before they join a group.
  • Adults who are working and have very specific needs related to their work, for example, writing names and addresses quickly, learning measurements, fractions or learning to spell counties of Ireland.
  • Adults who want to pass their driver theory test.
  • Adults in further education who need support around spelling & punctuation.
  • Adults who do not read and write in their first language (which is not English).

 

When, where, how often do students meet the tutor?

  • Once a week for two hours in Colaiste Eoin after the tutor has completed the course.
  • All tutors are trained & work as volunteers.
  • Students must be able to commit to two hours per week and should make arrangements independently when possible

 

 

Initial Tutor Training Course

This course aims to give an understanding of, and practice in, the essential skills, knowledge and attitudes required by those who wish to tutor adults with literacy difficulties.

 

On successful completion of this course, a volunteer will be able to:

  1. 1.   Discuss the context of adult literacy provision in Ireland
  2. 2.   Identify various definitions of literacy and list the range of skills encompassed by literacy
  3. 3.   Discuss the causes and effects of literacy difficulties among adults in Ireland and have identified the specific barriers to learning experienced by such adults, including social, economic and educational disadvantage.
  4. 4.   Show that they have reflected on own attitudes to learning, understand how adults learn and the impact of different learning styles
  5. 5.   Appreciate the issues connected with assessment in literacy levels of learners and negotiate appropriate learning programmes arising from specific needs and aspirations
  6. 6.   Use a variety of approaches to teaching reading and writing
  7. 7.   Identify ways to develop improved self-image, confidence, independence and critical thinking in the learner
  8. 8.   Review, select, adapt and create appropriate learning materials
  9. 9.   Identify student progress in a literacy context
  10. 10.Outline how new technology impacts on the lives of literacy learners and be aware of ICT resources for literacy work

 

Indicative Content

1.   Structure of literacy provision in Ireland. History and present situation. OECD International Adult Literacy Survey. Funding; partnerships; resources at national and local level.

2.   Literacy defined: functional and critical. Verbal and non verbal communication skills; reading; writing; listening; speaking; body language; numeracy; everyday ICT; visual literacy; vocabulary. Literacy in the context of personal development

3.   Causes and effects of literacy difficulties; specific barriers to learning experienced by such adults, including social, economic and educational disadvantage

4.   Creating a positive adult learning environment: barriers to learning; roles and responsibilities of tutor and learner. Different learning styles, building self esteem, different literacy needs and goals among adults. Lesson planning/programme planning.

5.   Understanding the reading process. Methods of teaching reading; language experience; phonics; context cueing; prediction; word attack skills; dictionary skills; comprehension

6.   Understanding the writing process. Approaches to teaching writing; spelling; handwriting; grammar; punctuation. Stimulating writing activities; taping; scribing

7.   Materials: selecting; adapting; creating; simplifying. Using the public library service

8.   Methods of assessment: initial and ongoing. Record keeping and evaluation

       9.   Impact of new technology on literacy learners and literacy tuition.

 

Note: This is not a professional development course. It aims to train people to become volunteers in the Adult Literacy Service. Consider your geographic location before you apply for the course. Will you be able to commit to coming to Finglas once a week for the next two years?