As a tutor you may ask yourself that question wondering why your student has stopped attending tutoring sessions regularly.  Is it me, you wonder?  The time schedule or time commitment?  Too many competing responsibilities? 

The short answer is none of the above.  Student persistence (also called student retention or student attrition) is an issue for adult education programs everywhere.  Be assured that it is not you.  In fact, our student enrollment numbers are very good, based on the proportion of students who continue to work with their tutors who make progress. 

Our students are adults.  They have jobs, families, responsibilities.  Many are in service jobs, in restaurants, landscaping or housekeeping.  They work long hours and have little control over their schedules.  Often, when a student suddenly stops coming to a tutoring session, we find out later that their work schedule had changed.   As you get to know your student and understand their circumstances, you realize how hectic their life might be and appreciate that your student has sustained tutoring as long as they have.

The challenge isn't just logistical.  It's psychological too.

Learning to become proficient and effective

 in a language is hard and challenging, especially if the student enters the program with a low level of functional skills.   It's a long, slow process and one rarely sees the dramatic progress one would like.  So there is an element of frustration, and for some students, embarrassment and perhaps discomfort with not feeling in control.

However understandable, student persistence is still a concern.  A study by the National Center for the Study of Adult Learning and Literacy (NCSALL) found that many adult students don't stay in a program long enough to reach the goals they set for themselves.  Irregular attendance makes it difficult for tutors to plan lessons with continuity.  It is difficult to measure the progress of a student who stops periodically or drops out. 

From what research shows, it is clear that we are already doing many key things right at Literacy DuPage.  But perhaps we could do more.  The following are approaches to instruction that go beyond content to provide adult learners with a broader learning experience that engages them, motivates them to participate and encourages their persistence to continue with tutoring.

"Help them believe in themselves." Many adult learners have low self-esteem.  Repeated attempts to acquire knowledge and skills may have resulted in failure.  Remind your learner that failure is a necessary step on the way to success.  You may want to share an experience with your student where a failure turned into a better experience later on.  A learner is more comfortable and willing to participate when their attempts to participate are recognized and valued despite errors. 

"Sorry, no drive-thru!" Adult learners soon realize that learning new skills may take a longer period of time then they had originally expected.   The gap between expectation and fulfillment is especially wide for learners at low functional skill levels.  Reasonable short-term goals, the achievement of which can be demonstrated during tutoring sessions, can give learners the experience of success. 

"When the gauge reads nearly empty..." Many adult learners come to tutoring directly after many hours in the workplace. Tired students are aided by frequent change of materials used and by active participation.  Learning activities which are tactile and/or kinesthetic are stimulating and cognitively engage the learner using different parts of their brain.  For example, playing a card game such as Concentration, requires your student to not only physically turn over cards, but also use their memory skills, reading skills and pronunciation skills.  

"My family comes first" This is not a barrier to adult learner's persistence; it is a boundary created by many learners' values, a line which will not be crossed.  Respect for the learner's priority of family care and a flexible attitude often lead to retention even when there is a temporary break from tutoring.  You may communicate directly with your learner to try to bring his/her issues or difficulties to your attention more quickly.  Additionally, you may contact Heidi Rodriguez, our bilingual Student Support Specialist at (630) 280-0657, to reach out to your student.  The tutor's sensitivity during these times often results in the student returning to his/her studies more quickly. 

A final note . . . This tutor tip has considered approaches to the complex issue of increasing learner persistence.  Helping learners persist begins the moment a tutor and student meet.  Each student working with a tutor knows that he or she is valued when the tutor encourages every effort, appreciates each individual's definition of success, respects priorities, and provides clear and objective indicators of progress. Building trust and rapport and listening for the deeper meanings of what a learner says are fundamental to finding ways to support persistence.  Literacy DuPage recognizes and celebrates YOUR persistence as a tutor and thanks you for all that you do for your student!