tips for the first 10 days

This day might be shorter than the other sessions, and that’s ok. It’s difficult to plan for a learner if you don’t know them yet. Take the first session to try and learn everything you can about your learner, especially about their English goals and their interests. 

For this first session, the warm up should be the informal assessment. If possible, you might request an interpreter for this first session at least for the logistic information (tutoring procedures, date/time etc.). Even without an interpreter, though, you can still get the information across just be sure to use lots of methods (writing, speaking, translation app). 

On the first day, you're still creating a safe place for your learner so you'll need to be flexible. Spend extra time getting to know each other in this session and extend the warm up to include more than one activity. Focus on things that don't require any spoken language so any learner can participate regardless of their level. 

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Sample 

Day 1 Lesson Plan

1. Warm Up

activity: Informal assessment 

time: 5- 20 minutes (depending on skill)

activity: Me Map 

time: 20 - 30 minutes

2. Review -- not on the first day since you don't have anything to review

3. New Material

activity: teach an English phrase 

time: 5-10 minutes

lesson: “I am ____ I am from _____ “

lesson notes: Using the pictures from the Me Map as reference, write out the phrases above and say them as the learner repeats. Practice a few times and be sure to use yourself as an example.

4. Review + Assess

activity: vocabulary list

time: 5 minutes

lesson: Write down 5-10 words that came up in the session that the learner didn’t know. Say the words and have the learner repeat. Practice these a few times and use visuals throughout.

optional: create a vocabulary notebook to come back to each sessions

5. Learner Reflection + Recap

activity: reflection

time: 5 minutes

lesson notes: Ask the learner how they are feeling. Recap the lesson and go over expectations for future sessions. You can share any written expectations if provided by your program

Homework (optional)

• Translate the vocabulary list into home language

• Get an "English notebook" and keep track of English words you hear throughout the week. Write them down (or what they sound like) to discuss together

• Practice using your English phrase with someone in your life that speaks English. 

6. Tutor Reflection 

activity: reflection, after the learner leaves

time: 5 minutes

After your learner leaves, spend some time reflecting on how it went for you. 

Ask yourself:

• What did I learn? 

• What worked and what didn’t? 

• What will I do next time?

At this point you should have some ideas about what your learner is interested in learning. And you should also have some sense of what they know and what they need to learn. 

TUTOR NOTES:

If your learner struggled to copy the sentences or write their own name last week, they might benefit from some letter lessons before starting the lesson below. Check out our ABC tiles and flashcards or make your own! This blog is written by an experienced ESL teacher and has lots of tips for teaching adults the alphabet including some activity ideas. Also check out the Literacy Centre of Expertise for pre-made lessons for new readers and writers. 

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Sample 

Day 2 Lesson Plan

1. Warm up

activity: Picture prompt

time: 5 minutes

lesson: Choose a picture that will give them a lot to talk about - think about what they’re interested in. Ask your learner to tell you everything they see in the picture 

lesson notes: English is the goal, but comprehension is important too so home languages are ok here as long as they understand what you're asking them to do.

2. Review

activity: Go over the vocabulary list from last session. 

time: 5-10 minutes

lesson: Ask your learner to listen and repeat. After saying it in English, have them say it in their home language too. 

lesson notes: Translating into their home language helps them using the scaffolding them have as they learn English. 

activity: Review “I am____ I am from ____” from last session

3. New Material

activity: teach an English phrase

time: 5 minutes

lesson: "Hello, how are you? I’m fine, thank you”

lesson notes: Practice both phrases together and be sure to translate the phrase so they understand fully

4. Review + Assess

activity: Sentence order cards

time: 10 minutes

lesson: Mix up the cards and help the learner put them in order. Practice saying the phrases several times as they move the cards around

activity: Role play

time:15 minutes

lesson: Use the greeting you shared last week in this role play to add in some extra review. 

Learner: Hello

Tutor: Hello how are you?

L: I am fine, thank you

T: I am from ____. Where are you from?

L: I am from _____ 

T: My name is ____ what is your name?

L: My name is ____ 

activity: Vocabulary list

time: 5 minutes

lesson: write down 5-10 words that came up in the session that the learner didn’t know.

5. Learner Reflection + Recap

activity: reflection

time: 5 minutes

lesson notes: Ask the learner how they are feeling. Recap the lesson and go over expectations for future sessions. You can share any written expectations if provided by your program and go over expectations for future sessions. 

Homework (optional)

• Translate the vocabulary list into home language

• Find a piece of English media to bring to class (examples: newspaper, magazine, flyer, grocery ad, book). [TUTOR: At the next session use this to do a show-and-tell warm-up activity. You can ask them why they brought it, where they found it etc.]

• Record yourself reading the vocabulary list

6. Tutor Reflection

activity: reflection, after the learner leaves

time: 5 minutes

After your learner leaves, spend some time reflecting on how it went for you. 

Ask yourself:

• What did I learn? 

• What worked and what didn’t? 

• What will I do next time?

Here's a little lesson planning practice that is aimed at making you feel more confident as you continue to tutor. You can use our graphic organizer to collect your activities or you can make your own! Whatever you use, you'll be creating your own activity bank to draw on for future sessions. Then you can use the session structure and plug in the activities that are most useful! 

What to do:

1. Visit the Activities page of this site

2. Choose 1-2 activities that seem interesting to you for each part of the session

3. List them in order that you'd like to present them

4. Consider what materials you still need to facilitate this lesson

To use our graphic organizer template:

1. Click this link to open the template in Google Drive

2. A screen will pop up asking if you want to make a copy, you do! 

3.  Click the blue "make a copy" button

4. Start collecting and planning!

Extra resource:

• "Lesson Planning: Things to Consider" from the Tutor Essentials training

Understanding the reasons that your learner wants a tutor, is crucial for creating student-centered lessons. Besides that, goal-centered lesson planning is much easier for you, the tutor! If you don't know what they want to learn, how do you know what to teach them? We also recognize that most learners are not going to walk in and clearly state their perfectly developed SMART goal. 

Through asking questions, paying attention, and offering some of your own insights, setting a clear, student-centered goal is possible. A bonus? You are building a relationship which creates more trust which means more access to learning! 

TRY IT: Goal-setting questions

Since goal-setting is not a skill that everyone has learned yet, it's hard to get enough information from a goal like "I want to learn English". That's too broad for the learner and the tutor but it's a really common response when learners are asked about their English goals. This means that asking your learner, "What is your goal?" will likely be unhelpful. 

Instead you can try these questions to tease out some more information:

• Why do you want to learn English?

• What will English help you do?

• Where and when do you use English now?

• How do you spend your day?

• Do you know anyone who speaks English?

• What was your experience the last time you were at school?

Be sure to take notes of the answers you hear. These will be important tools for setting up a sustainable, student-centered learning goals. 

NOTE: these can be tough questions for beginners. This is a perfect time to use a translation app or snag someone who speaks the learner's home language. It's important that the learner really understands the questions and can begin to participate in their education. If they are confused and you aren't sure how to proceed, reach out to your coordinator and/or to keighty@litworks.org for some suggestions. 

Extra Resources:

• "Working Toward More Meaningful Conversations About Goals With Our Students" (workshop) from Tim Parzyck, adult educator at Chinese Mutual Aid Association (slides + materials)

• Goal Setting for Student-Centered Learning (handout)

• Goal Setting (workshop) (slides + materials)

• Student-Centered Goals: how to support learners in creating their education goals (handout)

Tutors and teachers of emergent literacy learners will note that the first few sessions can be pretty quiet and rely heavily on teacher-talk. As the engaged and enthusiastic tutor that you are, you know that you shouldn’t be the only one talking throughout your sessions - except! - during the silent period. Emergent literacy learners begin to acquire the language long before they can produce it. This means that even though you’re eager to start speaking English with them, they may not be ready to produce English on their own yet. But this does not mean they are not engaging in the process of the learning! It also doesn’t mean they can’t speak - they’ll just need to hear you say it first. During this time, activities should include options for low-verbal or non-verbal responses. 

It’s important to give lots of opportunities for learners to get more familiar with English sounds. This is where you’ll utilize ‘listen and repeat’ often. It might seem like you’re doing the same thing over and over but the learner is absorbing the new sounds, building connections between written and spoken language, and is even getting a sense of English word order - even if they can’t produce a sound yet. (Neat, right?!)

TRY IT: Pictures

Start with simple pictures that show familiar things like families, animals, or vegetables. Use these throughout your lessons and focus on vocabulary words that you can point to in the pictures. 

You could try these activities - they are ranked by level of difficulty

1. Learner listens to you say the word and point to the picture, then repeats

2. Learner listens to you say the word, then points to it in the picture

3. You point to the picture and the learner says the word

4. Learner verbally identifies as many things in the picture as they can

5. Learner listens to you say a word and then they draw a picture of what they hear

6. Learner draws a picture of a word (but hides it from you). Then the learner says the word and you draw what you hear - see if your pictures match (if not, review that word again)

More Activities to Try: 

• Total Physical Response

• Sorting 

• Simon Says

• Digital flashcards from Literacy Tidbits

Maybe you’ve heard of this one - we talk about it a lot because it’s an effective classic that is especially helpful to emergent English learners. At the beginning you can use it to teach phrasal verbs or commands like “open your book”. But even advanced learners can use it to help them with idioms and other more abstract English language. 

The basic idea is that learners move their body and say a word at the same time. This builds connections in the brain that help learners recognize new words more quickly. Since TPR can feel silly at first, it’s important to take the time to demonstrate and model what you want the learner to do. That way they can see that you did it too and you’re not trying to embarrass them. Once they get it, you can use TPR movements to cue your learners if they forgot a word (instead of a verbal prompt). There’s no wrong way to use TPR - it’s a memorable, easy movement paired with a vocabulary word. Although you’ll see some examples here, the movements can be anything that the learner can physically, comfortably, and joyfully do on their own. 

TRY IT: TPR with cooking

Find any recipe you like and rewrite it in simplified English focusing on the action words (verbs) in the recipe. These words can be hard to understand without movement so they work well for TPR. To take it a little further, you could actually cook something together while learning the verbs. 

Not a cook yourself? You can make up a recipe like we did here with this cracker recipe:

Easy Cracker Recipe

Scoop 2 cups of almond flour

Pour 1 cup of water

Sprinkle 1 teaspoon of salt

Stir together in a bowl

Here's an example of a teacher using TPR in her ESL class - this is a big group but this works in 1:1 settings too. 

Demonstrate each movement and have the learner copy you. You could make this progressively more difficult:

1. Learner listens to you say a word and they do the corresponding movement

2. Learner does the movement and says the word at the same time

3. Learner watches you do the movement and says the corresponding word

4. Learner reads the word and does the movement

More Activities to Try: 

• TPR with routines (example: “brush teeth”, “wash face”)

• TPR with directions (example: “left”, “right”, ‘straight”)

• TPR with school (example: “raise your hand”, “grab your pencil”)

Phonics materials are usually aimed at children since this is an effective way to learn to read for many kids. However, it’s really effective for new readers of all ages. Once learners start to grasp the phonic patterns of English (and all the exceptions!) they will be able to sound-out unfamiliar words. This is an empowering skill that can encourage learners to read more on their own and teaches them to approach unfamiliar words with curiosity instead of fear. For learners that come from an oral language background jumping into written English might be overwhelming so start slow. 

Learners should have “phonemic awareness” before they can start studying phonics. This means they need to understand that letters have names and sounds. For example, the symbol B makes the sound BUH 

One way to teach phonics is by going through the alphabet one letter at a time. Sometimes tutors skip the vowels and focus on the consonants first. This is a fine plan as the vowels are a little more complicated and learners might be more receptive after they’ve mastered a few letters first. 

TRY IT: Noticing Voiced and Voiceless

There are many reasons for learners to learn the “voiced’ and ‘voiceless” - especially when they’re trying to figure out how to pronounce -ed in a specific word. 

First, what is voice and voiceless?

Put your fingers on your throat and say “buh”. Do you feel a slight vibration on your throat when you make the sound? That vibration is “voice” - B is a voiced consonant. 

Now try the same thing with “puh”. No vibration that time? P is a voiceless consonant. Try some other letter sounds to find other voiced and voiceless examples. 

B and P sound similar and look similar on the mouth so it can be hard to tell them apart if these are new sounds. So one way to differentiate them is to pay attention to the voice of the sound. 

Learners can touch their throats when they make the sound to notice what they feel. 

How does this help emergent learners?

It helps them to start noticing patterns and making guesses about pronunciations based on what they know. 

When learning the past tense, learners quickly catch on that they can add -ed to the end of the word to make it past. (Then they quickly realize it doesn’t work all the time because we pronounce it differently depending on how it’s spelled). As they’re working through this period, it’s helpful to give them cues by paying attention to the vibrations (or the voiced sounds) 

For example, when a consonant is voiced (like B in ‘lobbed’) the -ed is pronounced like D. When a consonant is voiceless (like P in ‘lapped’) the -ed is pronounced like T. 

Lobbed [law -bd]

Lopped [lah - pt]

If you’re an English speaker, you know how to say these words but you might not have recognized the pattern before. You might have thought “that’s just the way you say it”, but there is actually a predictable pattern there. It can be helpful to teach these patterns as a way of equipping learners with as many tools as you can. 

Isn’t that a lot to teach an emergent English learner?

Yes! While your learner might love a conversation about English linguistics, they probably don’t have the vocabulary yet to talk about it this way. So for now, we’ll focus on just noticing the voiced and voiceless consonants as they come up. 

You might try these steps with a letter you’re studying

Example: letter B

1. Learner listens to you say the letter name (BEE) and repeats

2. Learner listens to you say the letter sound (BUH) and repeats

3. Learner listens to you say a few short word and repeats

   1. Bat

   2. Bad

   3. Bag

4. Model sounding out the words (BUH - AH - TUH)

5. Repeat steps 1-4 with the words, this time noticing the voiced

Example: 

Tutor: BUH - AH - GUH

Learner: BUH - AH - GUH

Tutor: Is B voiced or voiceless? [touches throat] BUH (indicate feeling vibration)

Learner: [repeats, touches throat, feels vibration] Voiced

Assess learner knowledge by prompting them to repeat other letter sounds and asking if they are voiced or voiceless. 

For a non-verbal responses:

• Thumbs up (voiced), thumbs down (voiceless)

• Voiced and Voiceless index cards (they can point or hold up in response)

• Wiggling fingers to indicate vibrations for voiced consonants

More activities to try:

• Tactile phonics

• Elkonin boxes

• Letter shaped boxes

Writing is often something tutors are eager to get started with, but it something that can feel the most daunting to new English learners. This doesn't mean we don't practice writing right from the beginning, but it means our expectations will be different. While Emergent English learners have a variety of ability in writing, it's always good to refer to your informal assessment from day 1. 

TRY IT: Annotating the text

This might seem like an advanced skill but we're not worrying about the actual words yet, just the text. 

First you'll find a written text to share with your learner. It can be a flyer, newspaper, story, or something you create. Just make sure that there is enough space between the lines and the margins so the learner can annotate. You'll also want to keep it pretty short. You can then use the text in a variety of ways. The goal of this actiivty is to get the learner comfortable with English letter shapes while also learning how to interact with an unfamiliar text.

NOTE: if you learner struggled to manage the writing utensil in the information assessment on day 1, they might benefit from some practice in that area. It's helpful to start with a bigger utensil when they're starting out (think fat crayons or markers) and then introduce thinner utensils like pencils once they are more comfortable. 

Once you have your text, try these by modeling them for your learner and then asking them to copy your actions:

• Trace over the words in the text

• Copy a sentence from the text onto another paper

• Underline (all the words that start with A, for example)

• Circle (any words you think you know, for example)

Later when they are more independent in their reading, you can set different tasks: circle words you don't know, underline the question, highlight areas in the text when you were confused

Introducing this skill early will help learners feel more comfortable with the text. Then when they're ready to start reading it, they will be prepared to annotate to analyze what they're reading - a big skill for people preparing for the GED too! 

More activities to try:

• Tactile letter making (tracing letters in sand or shaving cream)

• Scribble writing

• BINGO (for letter recognition)

• Letter tracing paper

Finding out what your learner thinks about their learning is a huge part of democratic education. We need to know what they think and how they feel so we can create student-centered activites that are relevant and useful for their English goals. If they stay silent or we don't ask, we miss out on this important information. 

Here, we build in learner reflection so that it creates a habit of checking in. It's helpful to include a few minutes at the end of each session to see how things are going. We know that we run out of time and can't always get to everything we planned, but it's crucial that you save time for tutor reflection. 

The trouble is that very few adult learners are used to having their instructor ask them about their feelings. At the beginning, they might just be being polite! But if you keep asking, they will eventually see that you mean it and they'll start sharing more. 

It's not about what you ask, but how you ask. They need to be sure that they're not going to offend you or get in trouble. Having met you, I know that you would be kind and welcoming with your questions - but many learners are familiar with teachers being authority figures and they're not usually asked for their opinions. The repetition of asking them at the end of every session, will get them to see that they won't get in trouble for sharing. 

Something that helps with building this security is creating opportunities for the learner to be the expert. That could be a "tell me how to say that in your language" moment. Or it can be a bigger activity like a project about their home country, or a presentation about what they do at home. Something that you don't know yet and they have to teach you. 

TRY IT: Open-ended questions

Asking open-ended questions instead of yes/no is also a way to get some more transparency. Open-ended questions can seem more daunting since they require more language but that's also an opportunity for you to see some vocabulary they might be missing. Do they have the language to talk about their education or do they need to learn that?

Instead of "do you have any questions?", try: 

• How can you use this lesson in your life today?

• What did you learn today?

• How do you feel?

• What do you think we should we learn next?

• What do you think you want to practice more?

• What was your favorite part of our time together today?

• What was your least favorite? (they probably won't answer this one, at least at first, but it's worth a shot!)

More activities to try:

• Use a KWL chart and spend the last few minutes going over the "L" section together

• Introduce a dialog journal and have learners write about the session for a few minutes

"Games are the most ancient and time-honored vehicle for education. They are the original educational technology...It is not games but schools that are the newfangled notion...Game playing is a vital educational function for any creature capable of learning." 

-Chris Crawford, game designer

Just in case you think that games have no place in the ESL classroom, we just wanted to remind you that games are the perfect activity for reviewing, practicing new skills, and building confidence with low-stakes challenges. 

Role plays are a great way to get your learner up and talking while also keeping it safe since they don't have to come up with the language, they can just practice. 

There are countless scripts online and in the library that you can use in a role play activity or you can make up your own (learners can make their own too depending on the level). 

Role plays also offer a chance for the learner to get silly and make mistakes - two crucial parts of learning! They can be serious too and focus on real-life situations that your learner might need practice with, for example, a doctor's appointment or parent-teacher conference. 

Reader's Theatre is another cool option since it really emphasizes the inflection and tone and acting over the words. In this way, the learner can practice speaking while also doing the language at the same time. 

TRY IT: Association Dominoes

This would work as a non-verbal activity too as long as it was modeled well. 

1. Give your learner a few pictures of familiar vocabulary words (nothing new at this point)

2. The objective is to form an unbroken line of pictures, finding ways to connect seemingly different pictures by some similarities

3. As new pictures are added to the chain, ask the learner to explain (verbally or non verbally) how the new picture is related to the last picture. 

4. When the line is completed, challenge students to remember the link between all the pictures

More resources:

• Joyful Learning: Adding More Fun Into Your Lessons (slides + materials)

• Try some of these role play activities

• These role plays are more work focused which might be helpful

• Learn how to set up and facilitate a Reader's Theatre

• Get some inspirations from these Reader's Theatre scripts

Besides the regular milestones and grammar points, you can also be checking in on their social emotional learning. Changes in these areas give you clues that improvements are happening elsewhere. While they might not be able to show you quite yet, beginners are learning a lot! 

Speaking:

• Check for fluency (How smooth is their speaking? Are there lots of stops and starts?)

• Check for accuracy (How many words and phrases are they using correctly?)

• Check for confidence (Do they seem nervous? When do they seem comfortable?)

• Check their eye gaze (Where are they looking? Eye contact? The floor?)

Listening:

• Check for attention (Are they distracted or focused on the task?)

• Check body language (Are they leaning in to listen? Are they turned away?)

• Are they using any tools to remember what they heard? (Example: taking notes, asking for repetition, repeating it back to you, using a memorized movement like TPR)

Writing:

• Are they holding the pencil in a comfortable position? (We all have different ways of doing things and this isn’t occupational therapy, but you want to see if it looks uncomfortable to them - they might not have learned the right way for them yet.)

• Are they consistent(ish) with their letter formation?

• How are they using the space on the page? (Is it all crammed to one side? Is there space between the letters, words, lines?

• Is their writing legible? 

• Even if you can't read it, can you see underlying structure that they might be working on? (For example: if you can't identify any letters but the symbols/scribbles are in a line across the page from left to right and look like a sentence)

Reading:

• Check body language when interacting with reading material

• Are the using their finger to follow along as they read

• Are they stopping often? (Not to ask questions, but stopping because they’re lost)

• Are they stopping to ask questions? Are they stalling by asking questions?

• Are they fixating on their pronunciation of certain words?

• Are they stopping at each word they don’t know? 

• Are they sounding words out - even if they don’t know what they mean?

Take notes of these areas when you start working with your learner and then pay attention to when things change. For example, if you noticed that their confidence might be low, they’re always looking at the ground and second guessing their responses. But after a few weeks, you see that start to fade away as they feel more comfortable and is making more eye contact - that is progress! Keep track of those small victories and make sure to celebrate.

If you went to public school in the US, you are already familiar with the banking education model, because for a long time, that has been the standard way of doing things. Even though your learner probably didn’t go through the US education system, chances are that’s how they were taught in their home countries too. Under this model, learners have empty brains waiting to receive knowledge from the teacher and they have nothing to contribute to the class. Learners should sit quietly in their seat, face the front, and raise their hand when the teacher asks them to. Teachers are the authority in the classroom and what they say goes. Learners are not asked for their opinions or feelings around activities or lesson content. 

Many educators disagree with this way of teaching and have advocated for a more democratic education practice when working with adults (although they say it works for kids too!) One educator, Paolo Freire, rejected the banking model and wrote a bunch of books about something he called Popular Education. While Freire popularized the term and became famous as the “inventor” of Popular Education, many other educators have come after him adding more richness and global context to the strategy. 

As you continue on with your tutoring practice, consider how you can incorporate more ways to empower your learner. The activity for this day is for you to do a little more reseach into this topic and see how you can use what you know to build a democratic educational experience for your learner. Again this is a practice, so there is always something new to learn. 

An incredibly brief history of Popular Education

Paolo Freire - Brazil 1960s 

Continued reading: Pedagogy of the Oppressed (free PDF)

In the 60s, the Brazilian government required citizens to complete a literacy test in order to earn their right to vote. Because many emergent literate farmworkers were unable to complete the test, they were denied their right to vote and were unable to participate in issues that directly impact their lives. Freire, determined to prepare these workers to read and write so they could vote, brought the school to the farms. He taught many workers the reading and writing skills they needed with the specific goal of helping them past the literacy test. He wrote about this experience in several books, talked about it for the rest of his life, and inspired many educators to reconsider the old ways of doing things. 

Some key takeaways:

• Education is never neutral:  you are free to teach whatever you choose, but keep in mind that you are choosing, you’re not being neutral. 

• Education is co-created: learners and teachers are collaborators and learners’ opinions, ideas, and prior knowledge is valued and incorporated

• Education is action-driven: lesson should be focused around relevant, actionable topics that learners can apply to their life right away

bell hooks - US 1990s 

Continued reading: Teaching to Transgress (free PDF)

• added a Black feminist lens to Friere's work

• wrote that education should be joyful

Elsa Auerbach - US 1990s

Continued reading: Making Meaning, Making Change (free PDF)

• shared practical ways to bring popular education to the English language classroom

• lots of resources and activities - there are some good tips in there about how to continuing planning for your learner after Day 10. 

More Resources:

• Watch a video to learn more about Paolo Freire and his work

• Principles of Popular Education (handout)

• Learn about how public health groups in Multnomah County use Popular Education to share medical information

• Watch a short video about Popular Education and "ecosystems thinking"

Here are a few last tips to send you on your way:

• revisit your learner's goal often to make sure you're creating lessons that are getting them closer to the action they want to accomplish (even if it's a little step closer!)
  
  

• reflect on your tutoring and listen to learn feedback when you get it. This is not a critique of you or your ability, it's an opportunity to grow and develop as a tutor- yes!
  
  

• keep track of the lessons you make so you don't have to start over if you get a new student (bonus: you could share them with the tutoring community!)
  
  

• continue your education by attending a Literacy Works training or watching a recording of a past workshop (or maybe share your experiences with your peers in your own training??)
  
  

• join a Tutor Support Drop-In session (the last Wednesday of the month) to get some new ideas and get help with lesson planning and tutoring strategies.
  
  

• learn more about Tech Talks and make an appointment with Lisa. Try a new digital tool or practice one you've been working on and get some ideas for creating engaging virtual tutoring sessions.
  
  

• get some 1:1 coaching if you need a little extra support - we're here to help! Reach out to Keighty keighty@litworks.org to get started.
  
  

• trust yourself, this really can't go wrong. Meeting with a community member to work on a new skill will always be a win, even if nothing went as planned - you're still making a difference and this is a practice!