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Phase 3: Integration Strategies: Reinforcement and Internalization
Developing and Using Communications Systems Effectively
After you have adjusted to life in a new country, you begin to learn how to use local systems: public transportation, telephones, the mail, and systems for procuring the goods and services you need. Similarly, as you integrate into the culture of a school or out-of-school time national service program, you willfind that there are many systems in place to help adults communicate with and about children and manage their transitions through the various parts of the school- and after-school day. Existing systems not only bring you up to speed on the culture around you, but can help you do your job as a tutor or mentor more effectively.
Many of the communication functions described below are handled electronically, and you may find yourself in a highly developed computer culture. If you consider yourself less than proficient with computers, this can be intimidating. Consider partnering with another tutor to navigate your way toward the information you need. If you don’t have your own computer and you need time to get more comfortable, ask for access to a school computer at a time when it’s not in use by others. Following is a discussion of the critical types of communication systems you may encounter.
Activity or site calendar: School calendars are a great way to find out about classroom schedules, field trips, special visitors, assemblies, athletic competitions, and family nights. Check the calendar frequently to keep abreast of changes, especially during periods of inclement weather. Especially in out-of-school time programs, where offerings rotate on a regular basis, the calendar or activity schedule provides essential information about where children are and what they’re doing.
Attendance systems and policies: It’s always a question, in tutoring programs: What will you do if your tutee is absent (or if you need to be absent)? If you serve in a program that requires a certain number of service hours—AmeriCorps or Foster Grandparents—and your tutee is sick or absent, ask your site supervisor for other assignments. There are surely other ways the school can use your help. And how should you report your own absences? Often, these questions will be answered in your orientation. If not, there’s some investigating to do. Whatever your program policy, it’s important that children know you are not there because of illness or other pressing matters—and not because you don’t want to work with them that day.
Daily reports/tutoring logs: Most programs—whether school-based or in out-of-school time—will require you to keep track of your work with students. The amount and type of reporting required varies widely. Tutors may be asked to fill out a recordkeeping form to document each tutoring session. (It’s a good idea to keep notes on each session with children—what books you read, what activities you did, what went well and what didn’t, even if your program doesn’t require you to do so.) Find out what’s required of you and do your best to provide what’s asked; programs rely on such detailed records to track accomplishments and share them with funders and other stakeholders. For one example of a recordkeeping form, visit www.nwrel.org/learns/resources/llap/RKF.pdf
Web-based assignment postings: Many schools provide a place for teachers to post homework assignments on the Web. If you are providing homework help, you can use this information to prepare for and carry out your work with tutees. Ask if such postings exist at your site and learn how to access them.
E-mail: Teachers and reading specialists can often be reached by e-mail and are eager to communicate about children’s progress. As teachers are often swamped during school and program hours, e-mail allows them to reply when it’s most convenient.
 Collaborating With Teachers / Integrating Into School Culture: Teamwork
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