I got an email a couple of weeks ago: “We’ve matched you with a student!”
My time as an adult literacy tutor was about to begin. Yay!
It seemed like a long time coming. I had signed up last November,and had to wait until January for a training class. Now, I was assigned a student..
He’s a 31-year-old Jamaican, fairly new to America, who dropped out of school in the third grade. The assessment report of his skills, done last October, said he didn’t recognize the letters of the alphabet and couldn’t sound out words. It sounded pretty daunting to me to be the one responsible for teaching someone at the most basic level.
Bu the Adult Literacy League people said when they called to let him know he would be getting a tutor soon, he was excited and said: “Ya, mon!”
I went and picked up the packet containing the books we would use, and then called him to set up a day and time to meet.
He sounded tired and annoyed when he answered the phone. And I couldn’t understand a word he said, due to his thick accent.
“I’m sorry?” I kept saying, so he would repeat himself. It didn’t really help. Finally, I understood when he said: “I’ll ask my wife and call you back.”
OK. It seemed like we were getting off to a bad start. That made me nervous. I didn’t want to fail this guy.
So I waited a couple of days. He didn’t call, and I didn’t feel like I could text him if he couldn’t read. So I called him back. This time when he answered, I decided to try some small talk first.
“Good morning!” I chirped. “Is this a good time to talk?”
He seemed to respond better to that approach. But I still couldn’t understand him.
“Can you talk slower for me?” I asked.
After that, I was able to understand about 75% of what he was saying. We agreed to meet Saturday. Then he asked, “Can we meet Sunday too?”
What started out as a way for me to have something useful to do in my free time created by my now-empty nest, seemed to be turning into something else altogether: A truly meaningful way to help someone else with a really basic life skill.
He called back an hour later to ask: “What should I wear?”
“Anything you want; just be comfortable.”
A while later he called again: “I just wanted to say I am very excited to learn.”
The next day, he called once more: “I wish it was already Saturday!”
His joyous anticipation filled me with both excitement and a bit of dread: What if his expectations were so high that reality wouldn’t measure up?
Meanwhile, I studied the teaching materials for Lessons 1 and 2 and made some flash cards of some letters and words.
Saturday finally arrived. We met at the library, where I had reserved a private room for us to use. I pulled out one of his books, turned to the first lesson and started to go over it with him, but he stopped me. “I already have that book,” he said. “I already did that lesson.”
Sure enough, when I asked him to tell me the letters and the words, he was able to do so; and even could read the little story in the first lesson.
“How far have you gone in this book?”
He flipped through to Lesson 11. “To here.” The book only had 13 lessons in it.
“OK, OK, let’s start there,” I said, trying to look calm. But, in fact, I was sweating inside, as I hadn’t looked that far ahead in the book and had not prepared that lesson plan. Somehow, we got through it and agreed to meet the next day.
When I got home and had time to think about it, I was confused. He clearly was ahead of what the skills assessment report said.
So I sat and thought about what he said.
And then I figured that maybe he had been given the first book when he went for his assessment. And instead of just passively waiting for a tutor, he had gotten someone he knew to help him work through the book because he was so eager to learn. (Something I confirmed with him later.)
But that also meant they had not had the teacher’s book, so they didn’t have all the lesson plans and weren’t able to go over the lessons with him in the way we were supposed to.
That created a dilemma for me. I didn’t want to make him start over at the beginning and hurt his confidence, but I knew there were some exercises he hadn’t done because those were only in the teacher’s book.
So today, I told him we were going to do a little review to reinforce some of the things he already learned, and then we’d work on some new things. He was OK with that, and the time flew by. Before I knew it, we had been there an hour longer than planned.
I felt like he was doing an amazing job, considering what the assessment of his skills had said. So I asked him how he felt.
“I’m not confident,” he said.
I gave him the flash cards I had made and asked him to work with them on his own this coming week. “Just try 3 or 4 a day,” I encouraged him. “You’re doing great, and the more you practice, the easier it will get.”
He asked if we also could meet during the week, and I had to tell him no, since I never know what time I’ll get home from work and couldn’t commit. He looked very disappointed, making me worry that maybe he is expecting too much, too fast. But I guess I can only do my best and try to manage his expectations.
How about you? Have you ever made a plan that had to be thrown out at the last minute and deal with the situation on the fly? If so, how did you handle it?
And do you have any advice for me? If so, I’d love to hear it. I really don’t want to let this guy down.