Arlington Reads-New Volunteer Orientation

ABOUT ARLINGTON READS…

Our mission:

Arlington Reads' mission is to increase literacy rates in the Arlington community by providing free and low-cost literacy programs for adults, youth, and families.


Who we serve:

Arlington Reads serves non-readers, poor readers, and those who have immigrated from other countries struggling to read, write and comprehend the English language.


Who we are: • Arlington Reads coordinates the literacy

programs of Arlington Public Library. • Staff members are Arlington Public Library

employees and Americorps Vistas. • We rely on volunteers to serve as classroom

teachers and tutors.

63 MILLION

LITERACY BY THE NUMBERS…

Or 29% of the American adult

population that cannot read a

newspaper at an 8th grade

reading level or fill out a job

application.

100 THOUSAND The number of adults on a

back-up list, waiting to be

matched with a tutor.

50 PERCENTThe number of children born

to illiterate parents who grow

up to be illiterate adults.

$225 BILLIONThe economic impact of low

literacy rates in terms of non-

productivity in the workforce,

crime, and lost tax revenue

due to unemployment.

LITERACY BY THE NUMBERS…

13 to 24 PERCENTThe increased earnings of immigrants who

are English proficient compared to

immigrants who are not.

LITERACY HAS MANY FORMS…

1. Digital Literacy - Cognitive skills that are used in executing

tasks in digital environments.

2. Computer Literacy - Ability to use a computer and software.

3. Media Literacy - Ability to think critically about different types

of media.

4. Information Literacy - Ability to evaluate, locate, identify,

and effectively use info.

5. Technology Literacy -The ability to use technology

effectively in several different ways.

LITERACY HAS MANY FORMS…

6. Political Literacy - Knowledge and skills needed to actively

participate in political matters.

7. Cultural Literacy - The knowledge of one's own culture.

8. Multicultural Literacy - The knowledge and appreciation of

other cultures.

9. Visual Literacy - The ability to critically read images.

To VOLUNTEER is to…

Choose to act in recognition of a need,

With an attitude of social

responsibility,

And without concern for monetary

profit,

Going beyond one’s basic obligation.

“Adults learn differently

than children and have

different needs.”

THE ADULT LEARNER

[an-druh-goh-jee, -goj-ee]

THE ADULT LEARNER

noun

the methods or techniques

used to teach adults.

TRAITS OF THE ADULT LEARNER

1. Self concept- Adult learners are largely self directed.

2. Experience- The adult learner has a broad, rich experience

base to which to relate new learning.

3. Readiness to learn- The adult learner perceives time differently

than children do and is more concerned about the effective use of

time.

4. Orientation to learning- Adults learn best when they perceive

the outcomes of the learning process as valuable and as

immediately applicable.

5. Motivation to learn- Adults are more internally motivated (by the

potential for such feelings as worth, self esteem, and achievement.)

THE INCREDIBLE HUMAN BRAIN

Think about it!How do the language areas of the brain relate to

adult literacy?

THE INCREDIBLE HUMAN BRAIN

Front portion of

the brain; near

motor cortex;

produces

speech.

Located close to

the ear;

comprehends

language.

LANGUAGE AREAS OF THE BRAIN

Role of the Instructor:

Recognize each student’s mind as important.

Organize materials in a meaningful way.

Determine entry-level capabilities.

Aid students in schema-building. Relate new

information to prior knowledge and

experience.

Differentiate between errors of competence and

errors of performance.

Errors of Competence vs. Errors of Performance

Errors of competence show what the speaker knows or does not know about

a language or subject.

Errors of performance are errors that result from extraneous factors such as:

fatigue, nervousness, anxiety, stress, inebriation, etc.

Affect deals with the student’s emotions and feelings toward

the learning event.

As stress levels rise, so does the filter, impeding the

processing of input.

Your Role as an Instructor or Tutor:

Establish a NO STRESS – LOW STRESS environment so students

can process and attend to the input they are receiving.

INPUT

IN-TAKE

OUTPUT

Input:

Listening

Reading

Output:

Writing

Speaking

INPUT

IN-TAKE

OUTPUT

Input:

Listening

Reading

CLASSROOM MANAGEMENT TIPS

#1 Expectations

Set expectations so adult students know how you want them to behave in class.

Provide them with a list of what they should and should not do. Your list might include barring cell phones, coming to class on time and listening respectfully.

Remember that adult learners are also capable of understanding why each item is on the list, so explain to them that cell phones can cause disruptions that make it difficult to focus and learn or that walking into class late causes the class to shift focus.

From: Classroom Management Techniques in Adult Classrooms by Christina Gandolfo, eHow

Contributor.


#2 GOALS

Set goals for the class. Adults tend to be more goal-directed than younger students, they like to know exactly what they will achieve by performing according to class rules and expectations.

Tutors should provide adult students with a syllabus that clearly lays out the class goals. A good syllabus will also include assignments, papers and examinations, and due dates for those things.

Adults tend to have more complications and commitments, so give them due dates that allow them to plan so they can focus on achieving the class goals when you want them to.


Contributor.


#3 Know Your Role

Facilitate class learning and discussion, but don't

force it.

Adult students bring a lot of experience and

capability to the classroom, which means they want to

be helped to learn, but an authoritative teaching style

may not work on them.

Consider yourself a helper rather than a director.


Contributor.

Check-in with the coordinator

in charge of your program.

Exchange contact information

with your students.

Fill out all required forms.

Give an overview of how

students will learn or how they

will be taught.

Identify problematic students

from day one.

THE FIRST DAY OF CLASS

It is important that you maintain the standards and

expectations you establish on day one. If you do not

respect your own rules, then neither will your students.

Throughout the semester you will be asked by your program

coordinator to report student achievements. These can

come in the form of:

Chapter or section exams and quizzes.

Pre-tests & post-tests.

Progress you notice in your students (even if a student is

unaware of that progress.)

Academic or personal progress (inside & outside of the

classroom) that your students report to you (i.e. getting a

new job because of the skills they have learned at

Arlington Reads).

REPORTING ACHIEVEMENTS

You can report achievements verbally, by

e-mail or by providing copies of tests,

quizzes, or worksheets.

Why do we ask for achievements?

Since Arlington Reads is funded exclusively by

grants, we need to be able to show our donors and

funders how we are changing lives in our

community! Achievements are how we

demonstrate that to

them!

*Remember: It is your responsibility to report achievements

in a timely manner.*

REPORTING ACHIEVEMENTS

VOLUNTEER BASICS OVERVIEW

Arlington Reads asks that its volunteers

maintain a positive attitude and treat the

public, other volunteers, and library personnel

with respect.

This includes being dressed appropriately as

well as being prompt to appointments,

including your assigned volunteer location

when expected.

VOLUNTEER DRESS CODE

“We ask that volunteers’ attire

be neat, clean, and

conservative while volunteering.

It is not necessary to

overdress.”

Yes! No!

VOLUNTEER DRESS CODE

Volunteers are to keep

track of their hours on

Volunteer² or Better

Impact.

Most branch locations

have a designated

log-in area for

volunteers.

SCHEDULES & TIME KEEPING

YOUR TIME MATTERS TO US

Volunteer hours factor into the grants we

receive for our adult literacy programs.

It is important to clock-in and out before and

after every class or tutoring session so we

can keep providing quality, educational

support to those who need it the most within

our community!


Volunteers are NOT

permitted to use staff

computers or enter

into code access

staff areas without

permission or unless

accompanied by an

Arlington Reads staff

member.


“It is expected that a volunteer will be

available and able to work during the

time he or she has agreed upon.

Please notify your students if you

must miss a volunteer session.”

VOLUNTEER CONDUCT

“Volunteers of Arlington

Reads are representatives of

the program and of the

Arlington Public Library

system.”

VOLUNTEER CONDUCT

“As a volunteer, it is your

responsibility to do your best to

represent the program well. We

ask that you speak positively

about the program to students,

patrons, other volunteers, and

library staff.”

VOLUNTEER CONDUCT

E N D I N G O F V O L U N T E E R S E R V I C E

Volunteers may end their service with

Arlington Reads at any time. A literacy

coordinator will ask the volunteer to

complete an exit survey of his/her

program placement.

VOLUNTEER CONDUCT

E N D I N G O F V O L U N T E E R S E R V I C E

Volunteers can also be terminated or

dismissed from the program either by verbal

or written means for inappropriate behavior or

performance misconduct.

ARLINGTON READS’ POLICIES

Remember:

You may ask your Program

Coordinator or the Volunteer

Coordinator for a complete copy of

the Arlington Reads Volunteer

Policies & City of Arlington Dress

Code.

Arlington Reads-New Volunteer Orientation

Government & Nonprofit

Transcript of Arlington Reads-New Volunteer Orientation