1. How Do We Learn? The ability to learn is unique to everyone. However, there are specific factors that must first be met. 1. The individual must be ready to assimilate new knowledge. 2. The environment must be conducive to the learner. 3. Their learning domain must be identified.

2. Learning Domains CognitiveAffective Psychomotor

3. Cognitive Domain The ability to solve a math problem, Using thought process to achieve a goal. Thinking things through.

4. Affective Domain The individual has a desire to learn They want to accept knowledge The subject is of interest to them.

5. Psychomotor Domain Dexterity needed to complete a task. The ability to coordinate muscle movement with thinking skills.

6. Test your learning style You can find out what type of learner you are by logging on to, www.educationplanner.com Just click the icon for learning styles, and take the test.

7. Our Learning Environment How it effects our ability to learn

8. Learning Environment Try to make the setting helpful so that your client can focus on the task at hand. Comfortable seating Quiet setting Lighting

9. Developmental Capability Cognitive development influences your clients ability to learn. Therefore their stage of intellectual development must be assessed.

10. Age Group Age reflects the development capability for learning and learning behaviors that can be acquired. Learning occurs when behavior changes as a result of experience or growth (Wong and others, 1999)

11. Teaching the Adolescent Help the adolescent learn about feeling and the need for self expression. Use teaching as a collaborative activity. Use therapeutic communication. Identify resources for learning, homework, appropriate teaching tools, calculators, books, pencils,etc.

12. Teaching Approaches To be successful choose a teaching approach that matches your clients needs. TellingSellingParticipatingEntrustingReinforcing

13. Reinforcing The principle of reinforcement applies to the process of learning. Positive reinforcement such as a smile or praise and approval produces positive learning experiences. Negative reinforcement such as frowning, sighing, shaking ones head serves only to distance the client and detract from learning. The client may or may not wish to return. They may feel worthless.

14. Reinforcement Choosing an appropriate reinforcer involves careful though and attention to individual preferences. Reinforcers should never be used as threats, and are not always successful with every client.

15. Teaching Strategies Speak in words that the client can understand. Use the active voice when providing instructions. Present the most important information first and summarize at the end of the session Use examples, and or illustrations

16. Teaching Strategies Ask specific questions that address what you have taught, and evaluate the feedback from the client in forms of questions and written problems. Observe the clients ability to perform the desired tasks.

17. Teaching Strategies Preparation is the key. Assess the clients learning domains and styles. Ask yourself, how dose the client learn best, visual, verbal or written. Use analogies that bring the material closer to that which the client can relate.

18. Teaching Strategies Maintain attention and participation by adjusting the intonation of your voice when accentuating key points. A learner remain interested in a teacher who is actively enthusiastic about the subject under discussion. (Hinchiliff, 1999).

19. Socioeconomic Roadblocks Illiteracy; the National Adult Literacy Survey, conducted in the United States, found that 44 million Americans could not read or write. Cultural Variables; Cultural beliefs, values, language, perceptions, and attitudes held by clients and their families have an impact on learning.

20. Socioeconomic Roadblocks Try to be aware of the clients cultural background, belief, and ability to understand instructions.

21. Non Verbal Communication Appearance; how one looks Posture and gait; how one sits, stands and moves is a form of self expression Facial expression; reveals emotions Eye contact; signals readiness to communicate Hand gestures; emphasize, punctuate, and clarify

22. Space and territoriality Intimate; 18 in or less Personal; 4 ft to 18 in Social;12-14 ft Public; beyond 12 ft When interacting a personal to intimate distances it is important to be aware of your communication skills.

23. Factors Affecting Communication Growth and development Attitudes, values, beliefs Emotional status Perceptions, personality Gender Self concept Knowledge level Customs and expectations Levels of trust

24. Phases of Helping Relationships Preinteraction; before the meeting Orientation; clarification of goals, roles, Working; solve problems, accomplish goals Termination; evaluate goal achievement

25. The Professional Teacher Relationship ProfessionalismCourtesyConfidentialityTrustAvailability Hope and encouragement Humor Respect for the individual and their beliefs

26. How you can make a difference as a Mentor! As a Mentor and tutor you will be able to make a positive impact in the lives of your clients.

27. Making a Change The confidence that you can inspire in others will last a lifetime. Many times it will be you, who will be the first line of support. Going in with the right attitude and prepared teaching strategies will help your clients in learning.

28. Be on Time It is a sign of disrespect for your clients and well as for your position when you do not arrive on time. It is a sign of disrespect for your clients and well as for your position when you do not arrive on time. Being on time shows respect for others and your position as a mentor. Being on time shows respect for others and your position as a mentor.

29. Its O.K. to get frustrated. Teaching is not easy. You will give a lot of your time and effort, and not always see the results that you hope for. But have hope, because you will be making a positive difference in the lives of all those you mentor Teaching is not easy. You will give a lot of your time and effort, and not always see the results that you hope for. But have hope, because you will be making a positive difference in the lives of all those you mentor

30. Track the Progress When the client exits from the program, they will fill out an evaluation of their experience, as will the mentor. When the client exits from the program, they will fill out an evaluation of their experience, as will the mentor. It is in this fashion that the progress and success of the program can be measured. It is in this fashion that the progress and success of the program can be measured.

31. Tracking Clients will be given a exit exam on the material that they have been tutored on, in collaboration with their instructors. This exam will be either written or online. Their performance will be tracked to see if their grade improves. Clients will be given a exit exam on the material that they have been tutored on, in collaboration with their instructors. This exam will be either written or online. Their performance will be tracked to see if their grade improves.

32. Your part of the big picture, Enjoy teaching, it is one of the most honorable professions.