A day or so ago, someone asked about videos of teachers teaching that  
could be used in professional development.

I knew that Lynn Savage, in San Francisco, had developed a set of  
these some years back, so I emailed her to see if these are still  
available.  She provided the information below about the series she  
developed and other videos that she knows about.

Thanks, Lynn.

Jodi Crandall
----------------------------------
The title is of the series is Teacher Training through Video.  The  
publisher is Longman/Pearson.

The videos are now on two DVD's - 6 lessons - one on lesson planning  
and 5 lower level techniques; the other with 6 high level techniques.

About the time we did ours a woman from New York (I can't remember  
her name ow) also did a series with federal dollars.  I believe they  
were published through Laubach or Proliteracy.  I don't know if they  
are still available.  t

The Toronto Board of Education also did something is called TESL  
Vision: A Video Resource for TESL teaching.  I used part of one of  
them when I was doing Peace Corps training.  As I recall, their  
apporach is more reflective and less didactic than TTTV.



On Feb 10, 2008, at 8:44 PM, Barbara Sabaj wrote:


> I have worked in a program for over 18 years that uses tutors.  We  

> have tutors who tutor at a site with other tutors and students, and  

> there is a professional educator at the site who writes the lesson  

> plans based on the needs of the student.  All new tutors and any  

> returning tutor who want to attend are given a ½ of training prior  

> to each 2.5 hour tutoring session.  This training is above and  

> beyond the tutors initial training and conferences.  The site  

> supervisor, the professional educator, creates the lessons and  

> helps the tutor implement the lesson.  If the site supervisor sees  

> that the lesson is not working or the student needs additional  

> work, he/she provides the necessary materials.  We have wonderful  

> tutors who have brought our language learners from a 2+  level to  

> be ready to get a job or move to a GED program, etc.  Without our  

> tutors, we would not be able to help the 700 students a year  we  

> have.  While there may be some tutors who are not as effective, the  

> site supervisor can you usually help mitigate the situation and  

> everyone is learning and happy.

>

> I love our tutors and feel that they all help in some way or  

> another, even if it is to just give the student someone to talk to  

> about their problems and goals.

>

>

>

> Barbara Sabaj

>

> bjteach at ameritech.net

>

>

>

> From: professionaldevelopment-bounces at nifl.gov  

> [mailto:professionaldevelopment-bounces at nifl.gov] On Behalf Of  

> Bonnie Odiorne

> Sent: Saturday, February 09, 2008 7:44 PM

> To: The Adult Literacy Professional Development Discussion List

> Subject: [ProfessionalDevelopment 1937] Re: better training for  

> volunteer tutors

>

>

>

> Having initially come from academics foreign language teaching to  

> ESOL/Reading tutoring, then tutor trainer, trainer trainer, train  

> the trainers trainer, I do feel qualified to respond about this. In  

> my own case, I could just transfer my own academic training to this  

> new field, and deeply appreciate the pedagogical reflections and  

> techniques that one rarely gets in academic programs that are not  

> education or teacher training. As for the tutors and trainers I've  

> worked with, it's run the gamut from the highly talented to those  

> who chose their students with great care so they'd be successful,  

> to those who treated our students with a great deal of cultural  

> bias, to those who resisted changes to the training where I tried  

> to incorporate adult ed/ESOL"best practices" on the grounds that we  

> should be grateful that they volunteer their time and should not  

> expect any more than that--hence the stereotypes. Unfortunately, I  

> left LVA before it became ProLiteracy and our affiliate became  

> accredited (no, the events were not connected :-) so I don't know  

> how tutor training is playing out now that tutors need to be re- 

> certified and/or keep up with some kind of in-service to stay  

> certified. Having also seen both academic and adult ed ESOL  

> professionals in action, I'd say they run the same gamut on a  

> different scale. I've entered many new fields by learning/doing/ 

> self education, and then academic research and development when  

> needed. Not a bad way to stay flexible; not a great way to stay on  

> top of CEUs....

>

> Cheers to all gifted teachers, volunteer and professional!!!! I  

> don't always put myself in the gifted category, believe me. It's  

> always a struggle to find the best strategy, pedagogy, balance,  

> each and every day.

>

> Bonnie Odiorne

>

>

>

> ----- Original Message ----

> From: "robinschwarz1 at aol.com" <robinschwarz1 at aol.com>

> To: professionaldevelopment at nifl.gov

> Sent: Saturday, February 9, 2008 3:52:45 PM

> Subject: [ProfessionalDevelopment 1931] better training for  

> volunteer tutors

>

> I know that my brush is broad (it's a bad habit of mine) --and that  

> there are MANY competent tutors out there--somewhere.   I have  

> heard about many at literacy conferences, for example who have done  

> wonders with their learners.

>

> In my consulting work, though, I haven't encountered many who have  

> had such notable success with English language learners.  I am SURE  

> the success rate with native English speakers is MUCH higher.   All  

> of the tutors I have made these observations about have received  

> between 10-30 hours of training.  It still has not met the tutors'  

> needs to be able to be successful with their ESL students.  The  

> learner I described who had much higher oral competence than his  

> tutor or supervisor suspected was a referral because he had not  

> made "any" progress during several months of tutoring--by the  

> tutor's report.

>

> The supervisor AND the tutor both told me there are students like  

> this who " won't be able to make any meaningful progress" and that  

> the job of the tutor therefore should be to  make the learners  

> "feel comfortable with who they are."  As what?  non-learners?   I  

> find this an unacceptable attitude.

>

> What I am out to do here is to do two things:  1) Go to bat for  

> ESOL learners who think they are going to get help when they are  

> assigned a volunteer tutor and then are blamed for not making  

> progress because the tutor--and the program that put the tutor in  

> the position of working with someone s/he was not prepared to work  

> with-- led the learner to believe effective help was available.

>

> and 2) challenge the notion that we cannot expect too much of  

> volunteer tutors.  I think we can--and they will like it when they  

> CAN do well in teaching their learners.   The tutors I have worked  

> with are sort of sadly grateful for any little thing that will help  

> them do a little better for their learners.  Wouldn't it be nice to  

> have them better prepared from the outset so that their willingness  

> to take time to work with someone needing to advance education in  

> some way does not just end up being an exercise in frustration for  

> all concerned???

>

> Robin

>

>

>

> ----------------------------------------------------

> National Institute for Literacy

> Adult Literacy Professional Development mailing list

> professionaldevelopment at nifl.gov

>

> To unsubscribe or change your subscription settings, please go to  

> http://www.nifl.gov/mailman/listinfo/professionaldevelopment

>

> Email delivered to crandall at umbc.edu

>

> Professional Development section of the Adult Literacy Education Wiki

> http://wiki.literacytent.org/index.php/ 

> Adult_Literacy_Professional_Development


JoAnn (Jodi) Crandall
Professor and Director
Language, Literacy and Culture Ph.D. Program
Director, Peace Corps Master's Intl Program in ESOL/Bilingual Education
University of Maryland Baltimore County
1000 Hilltop Circle
Baltimore, MD 21250
tel:  410-455-2313
fax: 410-455-8947
eml: crandall at umbc.edu




-------------- next part --------------
An HTML attachment was scrubbed...
URL: http://www.nifl.gov/pipermail/professionaldevelopment/attachments/20080211/46c803ba/attachment.html