| |
What Can Tutors and Mentors Do?
You can provide many positive supports that directly address these student concerns, including:
- More time for reading one-on-one
- Broader reading selections keyed to student interests
- Demonstrations of strategies and coaching
- Consistent, positive encouragement to read
Engaging Adolescents: Wild and Shy Times
What words would you use to describe yourself as an adolescent? When asked this question, adults often use words like moody, lively, slothful, idealistic, self-centered, unpredictable, rebellious, nervous, sleepy, risk-taking, passionate, bored, needy, chatty, vulnerable, mischievous, independent, demanding, shy, and aloof. These sharp contrasts describe a volatile period, with abrupt swings between the desire to be independent and bold, and insecurity and avoidance about doing so. These contradictions suggest five areas of need for tutors and mentors to consider as they work with adolescent learners (Davidson and Koppenhaver, 1993; Scales, 1991):
1. Self-determination and creative expression. Offer youth voice and choice in selecting reading materials from their personal interests. While reading, engage youth in setting goals, selecting activities, and ordering tasks for tutoring sessions. Reward completed assignments with self-selected reading, creative writing, art projects, or cartooning.
2. Self-confidence and achievement. Struggling adolescent readers are often sensitive about their lack of skill. Tutors can foster feelings of competence by coupling praise with specific information about progress: Good progress today, Abe. You remembered to check out the charts and headings as you previewed the text, and your predictions were solid. As students’ confidence increases, try to engage them in self-assessment, asking them to reflect on their own improvements.
The need to read more complex content takes a big jump in middle school and there’s no hiding place for poor readers. Over many years, we’ve noticed that the kids who clown around, cause disruptions, pick fights, and skip school are the same ones who have trouble reading—they want to be noticed for something. So we’re working directly on building reading skills and confidence, so they can start to get attention for the right things.
—Jim Schlachter, Director of Education K–8,
Gresham-Barlow School District, OR
3. Diversity. Adolescents thrive on variety, so changing activities and materials pays off. Ask youth to identify several topics of interest and look for a variety of resources (books, magazines, Web sites, newspapers, CDs, videos, and pictures). Alternate among verbal, written, collaborative, and silent activities, incorporating games, art, music, and technology to liven things up.
4. Physical activity. Recall this familiar scene—the drooping bodies of teens at their desks and the explosion into the hall when the bell rings. Adolescent growth spurts create a restless energy that demands physical activity. Organize stand-up activities using white/black boards, flip charts, butcher paper, and sticky notes. Break up the session with a walk to find resources, incorporating computer work, outdoor observations, and media center visits. Some adolescents respond well to standing up, even pacing, as they read.
5. Positive social interaction with peers and adults. Young adults desperately want to identify with and be accepted by their peers (Scales, 1991), so group collaboration can inspire literacy work.2 Although adolescents may not show it, they also need feedback from adults who like them, respect their efforts, and serve as role models (Scales, 1991). In your one-on-one role as a tutor or mentor, you can fulfill young adults’ need for ongoing, consistent, and caring relationships with adults.
 Job One in Adolescent Literacy: Coaching for Reading Comprehension
|
