What do our volunteers do?

Our volunteers are also involved in activities and programs such as:

• General office support

• Sitting on the Board of Directors

• Tape-recording Children’s books

• Family literacy workshops

• Toddler Time

• Lending Library

• Public Awareness and Sensitization

Some of our volunteers

back row: Jonah, Tommy, Adriana, Julie, Kirsten and Gill

front row: Carole, Marilyn and Lucie

If you think you would like to become a volunteer, please call Cathy at (418) 681-1258 or e-mail info@qcrc.org to discuss your personal interests and schedule availability. 

Next, complete a volunteer application form.

• Go to the forms section to download an application form in .PDF format

Please note that all prospective volunteers are routinely screened before applications are accepted.  This is to ensure the safety of our clients and staff at all times.

Finally, prior to submitting your application form, we encourage you to briefly review the Volunteer Orientation Package to gain a better sense of what will be required of QCRC volunteers.  This package describes the rights and responsibilities of volunteers, support and monitoring provided by staff, the statement of confidentiality, as well as other important expectations of all QCRC volunteers.

The Volunteer Orientation Package was developed to assist you in your volunteer experience and help to answer any questions you may have.

In this package, you will find:

• Profile of a QCRC Volunteer

• Profile of an Adult Literacy Student

•  QCRC Tutor Contract

• QCRC Volunteer Contract

• Support and Monitoring

• Volunteer Rights and Responsibilities

• Confidentiality Statement

    In this section, you will find helpful information on:

• Principles of Adult Learning

• Sample Objectives of a First Meeting

• A Sample Weekly Session (one-hour session)

• Lesson Plan Template

•  A Sample Lesson Plan (two-hour session

• Different Learning Styles and Intelligences

• Where to find activities

Principles of Adult Learning

When working with adult learners, it is important to always:

• Respect the learner’s experience

• Build on strengths

• Involve the learner

• Teach new concepts in a concrete and realistic way

• Give genuine feedback

Also, please refer to the section who are our learners? and review the Profile of an Adult Learner.  This will help you to build a relationship with your learner that is based on mutual respect, trust, and understanding.

Sample Objectives for a First Meeting

Your first lesson is an important one.  The student comes to this lesson full of doubts and fears.  Show your student that you are someone who cares and who wants to help.  However, be careful that the student’s “life” problems do not take over the lesson.  Plan so that your student will learn something new, feel that he/she can succeed and will want to return. 

1. Spend time getting to know each other.  Talk about some of your personal interests, your hobbies, your family, and so on.
2. Talk about the student’s learning goals.  Ask the student:

             a)     Why do you think you have trouble reading and writing? 

             b)     How can I help you? 

             c)      What do you want to learn?  What are your 

                    personal goals?

3. Set the tone of the sessions.  Be positive and encouraging.

4. Establish a commitment.

5. Have some possible plans or ideas for activities.

Remember, if you need assistance of any kind, including finding materials, don’t hesitate to call the council - we’re here to help!

A Sample Weekly Session (one-hour)

Here is a brief summary of how you might organize a typical one-hour session with your learner:

•  A quick review of the last session (5 minutes)

• Rereading of a story (10 minutes)

• Paired reading of a new story (20 minutes)

• Vocabulary and comprehension exercises (10 minutes)

•  A writing activity with feedback (10 minutes)

Of course, you are encouraged to vary your lesson from week to week and often it will be useful to spend more time on a specific point or topic, especially when working on a larger task or project.  Finally, always strive to make your sessions FUN!

A Sample Detailed Lesson Plan (two-hours)

 Lesson Plan Template

To assist you in your lesson planning process, we’ve provided a lesson plan template that you can fill in when developing new lessons.

Click here to download a copy of the template. (Have both Word and .PDF formats available)

Different Learning Styles and Intelligences

Different people learn in many different ways.  Knowing the way that your learner learns best will help you in lesson planning and tutoring.  Below, there is a short description of 7 different types of intelligences, and resources that work well with each one.  Try to determine which one your learner fits into most.  Also, you may find that they are a combination of two or more types.

For more information on multiple intelligences and learning styles, visit:

Body/Kinaesthetic Intelligence

Characteristics: This person likes to move, dance, walk, and is often good at sports.  This person has good motor skills and likes to take things apart and put them back together.

            Resources: books, tapes, videos, games, and lessons on how to make things 

Intrapersonal Intelligence

Characteristics: This person has a good sense of who they are, and likes to think things over before making a decision.  This person likes independent projects and learning by trial and error.

Resources: “How to” books, relaxation books and tapes, theme calendars with quotes, and greeting cards 

Interpersonal Intelligence

Characteristics: This person likes to develop ideas and learn from other people.  This person likes to talk and has good social skills.

            Resources: plays, dialogues, poetry, and videos on current issues 

Spatial/Visual Intelligence

Characteristics: This person remembers things visually, including the exact shapes and size of objects.  This person enjoys drawing, and also likes posters, charts, and graphics. 

Resources: crossword puzzles, colour newspaper, coloured chalk and markers, and magazines with photos 

Verbal/Linguistic Intelligence

Characteristics: This person enjoys saying, hearing and seeing words while learning.  This person likes telling stories, and is motivated by books, records, dramas, and writing.

Resources: books written by and for new readers poetry and plays, audio/video tapes, vocabulary development books, and word puzzles 

Musical/Rhythmic Intelligence

Characteristics: This person likes the rhythm and sound of the language.  He or she likes poems, songs, and jingles, and enjoys humming or singing along with music.

            Resources: CDs and tapes with printed lyrics, magazines, TV ads, and poetry 

Logical/Math Intelligence

Characteristics: This person enjoys exploring how things are related to each other and understanding how things work.  This person is good at critical thinking, and also enjoys mathematical concepts, puzzles and mind games. 

Where to Find Activities

It can often feel like a huge task trying to find new and appropriate activities for your learner.  Remember, we are always here to assist you and feel free to ask questions on where to find specific materials. 

Here are some ideas of where to search:

• At the wonderful QCRC office

• Laubach Series

• Challenger Series

• Voyager Series

• Low-level/high interest adult reading materials

• Writing activities

• Life skills

• Learning disabilities

• Family Literacy 

• Online resources – check them out! Simple Internet searches will provide a wealth of resources, lessons, activities and ideas for you to use in your tutoring.  One useful starting point is the QELA website at:

• www.qela.qc.ca

• Other tutors who often have a wealth of experience they are willing to share

It is important that you develop your own style of tutoring.  Also, it is important to know how your learner learns best and what his or her interests are.  Developing techniques and activities that are designed to meet his or her individual needs and interests will result in the greatest level of success.

• In this section, you will find brief tips and strategies on:

• General tutoring strategies

• Helpful hints when working with your student

• Helping your learner read

• What NOT to do

• Helping your learner write 

General Tutoring Strategies

• Throughout each of your tutoring sessions, try and keep in mind the following:

• Always start an activity at a level where the learner will achieve some success

• Repeat tasks that need support as often as needed in a positive way

• Help the learner keep a record of new vocabulary words that you share in your reading

• Encourage the learner to do review work at home as well, if possible

• Keep a record of weekly sessions 

Helpful hints when working with your student

• Always respect your student’s privacy! Your meetings are confidential and you should not discuss your student by name except within the confines of the Quebec City Reading Council as part of QCRC business. 

• Know your student’s name, and make sure that he or she knows yours. Exchange telephone numbers so that you can reach one another in an emergency (be sure to respect your student’s wishes regarding suitable times to call, etc). 

• Always sit next to your student and not across from him so that you are talking to and not at him. If your student is right-handed, you might find it helpful to sit on the right side so that you are working with him/her. 

• Find out what motivates your student. What are her interests? What does he or she want to learn, and why? Set up measurable and achievable goals with your student. Regularly review these goals with your student, and add to or alter the list when necessary. 

• Start with your student’s needs (see: What Does Your Student Want and Need to Learn?) and teach concepts in a real-life context as much as possible ( i.e. students who see how they can apply what they are learning in class to their everyday lives tend to be more motivated and take more responsibility for their learning)

• Give your student lots of positive feedback, but be sincere. They will know the difference. 

• Get to know your student, and incorporate his or her interests in your lessons whenever possible. Students are more motivated when the subject matter is pertinent! However, reserve unnecessary “chatting” for after the lesson. 

• Always focus on the positive! Keep samples of your student’s writing. Point out your student’s strengths. Never say, “no”. Notice and encourage ways in which your student can teach you. 

• Always start with the known and work toward the unknown. Don’t “test” your student on things that you have not yet taught. 

•  Don’t teach your student things that he or she already knows – he/she will quickly become bored. Always have a back-up activity (or two) lined up in case the lesson progresses more quickly than expected. 

• Never ask, “Do you understand?” The adult may say “yes” when they really did not understand. Instead, ask the student to paraphrase the concept back to you in his or her own words. 

• Be patient, and give your student lots of time. Progress may be very slow. 

• Do not be afraid to acknowledge when you make mistakes! Your student will feel more comfortable making his or her own mistakes. If you do not have a ready answer for a question that your student has asked, find the answer together. You will be teaching your student a valuable lesson in problem-solving skills, and letting them know that they do not need to know everything. 

• Keep a notebook of words and concepts that are difficult for your student so that you can review these points later. Use your Monthly Tutoring Chart to record all that you have covered together. 

• Participation in regular activities such as creating a journal or reading a story helps to provide ongoing achievement. 

Helping your learner read

• Talk about what you are going to read

• Use background knowledge to help achieve meaning (builds confidence too!)

• Choose relevant material that the learner has interest in – or better yet – have the learner choose the material

• Know your learner’s learning style and develop activities accordingly

• Place an emphasis on understanding as much as reading correctly

• Use a ruler to help focus on one line at a time, if needed

• Read aloud together – this helps to develop fluency and vocabulary

• Observe and talk with the learner about what prevents them from reading fluently

• Give time for independent reading

• Offer genuine encouragement

• Some sample reading activities include: comprehension worksheets, taped readings, CLOZE exercises (fill-in the blanks), language experience exercises, using the daily newspaper, and so many more! 

What NOT to Do

•  Don’t interrupt while the learner is reading

• Don’t read difficult passages for your learner

• Don’t comment on every word or line (“uh-huh”, “yes”, “good”, etc.)

• Don’t do the same type of activities at each session 

Helping your learner write

• Have the learner write on a topic that is of interest to him or her

• Encourage the learner to bring in everyday writing articles from his or her life (e.g. cover letters, a letter to a friend, student journal, forms, etc.)

• Forget about spelling, punctuation and handwriting during the writing session – encourage developing several “drafts” where correction can take place

• Make sure there is a lots of space to write (both in the room, and on the paper)

• Encourage proof-reading

• Correct the assignment with the learner – don’t have too many error marks though, save some corrections for a future lesson, if needed

Some sample writing activities include: journals or diaries, writing a “how-to” description, book reporting, brainstorming, written conversations, an alphabetical autobiography journal, and many more!

Forms 

(soon to be available on-line...)

• Volunteer Application Form

Print copy (.PDF)

• Volunteer Record of Hours

• Monthly Tutoring Report

• Student Interview Form

• Student Progress Report

• Personal Expense Form