WordSisters

Category: tutoring

  • Graduation 2024

    The School for Adults teachers coaxed me to attend the Honors Program and General Education Diploma (GED) Graduation because I’m a volunteer tutor. I was somewhat reluctant since graduation usually means long speeches, uncomfortable seating, and potential boredom, but I’m glad I showed up. The pride of the students being honored touched me. 

    I followed the crowds of American-born and Spanish-speaking students and their families as they streamed in. All were dressed up—women in dresses and heels, men in fashionable clothes. In other families, the women wore special hijabs—dark colors embroidered with gold threads or embellished with gold sparkles along the cuffs. Everyone’s children wore their finery. 

    The place looked and sounded like a party—music played, a long table was laden with cupcakes and other sweets, and round tables were covered with pastel tablecloths ready for families to gather after the ceremony. I found a place at the back of the hall next to another tutor, a retired engineer from India who helps students with math.

    My role is working one-on-one or with small groups to help adult learners improve their writing and reading comprehension. Some of the students are native English speakers who got off track and didn’t finish their high school degrees. Others are immigrants learning sufficient English so they can attend college or keep up with their children’s schoolwork. Some students have university degrees from their home countries but have to start over here with a GED. When I tutor students, I ask their goals, but I don’t ask why they dropped out of school or what their immigration status is. 

    I was pleased one of the GED graduates I know was a featured speaker. She’s in her early 20s and a native speaker, so her language skills are good. She didn’t need much from me–math was her nemesis. For four years she showed up, sitting quietly in the back when class met in person. During COVID, when classes and my tutoring went online, she was in and out of class, but she persisted.

    Her speech was plainspoken but so heartfelt. Her pride in earning the GED, a milestone many of us take for granted, showed. Now, with the equivalent of a high school diploma, she plans to work full time to save money for college. 

    Another GED graduate I know is a woman from Sudan. Her written and spoken English are very good, she and was so skilled in math that she could have taught the class. I met with her once when she wanted an explanation of a writing assignment. She required a GED so she can pursue her dream of going to medical school. 

    A student speaker in his 30s spoke in heavily accented English about leaving Venezuela. He has a family and was established in his career, but political turbulence forced him and his family to leave. He spoke with passion about his gratitude for the opportunity America gave him. Now that he had his GED, he hopes to become an electrician and have his own business one day. 

    The majority of the students made level gains, meaning they advanced from basic to intermediate or from intermediate to advanced classes. Level gains merited a ribbon which students wore proudly. Their accomplishments are so hard won. 

    I am in awe of these students’ persistence. Their progress is slow. Many start and stop because they’ve changed jobs or don’t have daycare. Most don’t have time to do schoolwork at home. But week after week, year after year, they show up. I wonder how many of us who finished high school by 18, would work as hard to get a GED. The facts of their stories may sound ordinary, but for them, the diploma is life-changing. 

    So often I feel discouraged about the state of the world, but seeing the students’ pride and sheer joy in their accomplishments renewed my faith in humanity. 

  • What Work Would I Do if I Were an Immigrant?

    Olga*, 42, was an architect in the Ukraine and now she is a homemaker. Gina, 28, was a civil engineer in Venezuela and now she is a server. Deqa, 32, was an accountant in Somalia and now she works as an assembler. When I tutor these adult English Language Learners, I often consider what it would be like if the situation were reversed and I were the immigrant. What work could I do?

    I’ve made my living as a writer and a teacher—work that requires a good command of the language, both written and spoken. As a marketing communication writer, understanding connotation (e.g., ‘cheap’ vs. ‘inexpensive’) and nuance (e.g., the perspective of suburban mothers vs. that of urban mothers) were key to being persuasive. Since project management was a big part of my work, I developed schedules and budgets and coordinated the efforts of several other team members.

    As a teacher, I’ve needed to use clear, simple wording and examples that would help someone comprehend a word or concept. I’ve had to be quick with alternative explanations, too. When I tutor immigrants, I am also teaching American culture as well as English language so I must remember not to make assumptions about anybody’s worldview or beliefs.

    If I lived in Ukraine, Venezuela, Somalia, Mexico, Thailand, Ethiopia, Vietnam, or any of the other places my students come from, I wouldn’t know those languages and cultures well enough to make a living as a teacher or writer. My M.A. in English would be irrelevant, just as Olga’s, Gina’s, and Deqa’s degrees are.

    When I review my non-language-based skills, my list is short and sounds like the work my students do: cooking, cleaning, factory work, or stocking merchandise in a store. With time and a bit more knowledge of language and culture, I could take care of children or infirm adults. As my language improved, perhaps I could be a sales clerk, wait tables, or drive a cab.

    But professional work in which I use my communication, analytical, and organizational skills would be closed to me. What also would be lost to me is the respect that goes with having a professional career. If I were an immigrant with poor language skills, most people would assume I was stupid and uneducated—nothing more than the cleaner or babysitter I appeared to be.

    If I were an immigrant, I wouldn’t want to be pitied for the challenges of learning a new language and culture (and neither do my students). I would have chosen to emigrate. Or maybe I’d be a refugee who didn’t want to leave but needed a safe place to start over. Either way, before I moved, I would have been aware that it’s hard to learn a new language and work in a foreign country—the bare minimum needed to survive. If I missed my homeland, was lonely, felt disrespected, or experienced outright hostility, it would be mine to deal with. In time, I could hope that safety, security, and a better quality of life would come.

    When I work with student immigrants, I keep in mind that it’s hard to do what they do, even though they chose it. I admire their grit, persistence, ability to work toward long term goals, and overall resilience. I wonder if I would have the same qualities if I were starting over in a new country?

    *All names have been changed to protect student privacy.

  • I’ve Never Been a Daredevil, But . . .

    As I settled into my seat at the movie theater and muted my phone, an unwelcome thought sneaked in, “Is going out to the movies risky behavior?” I stifled it quickly, “A crazed gunman in the old-fashioned Edina Theater? That’s silly.” Worrying about my safety at movie theaters never used to cross my mind. I resent having to consider it now.

    It’s disturbing to realize so many of the ordinary things I do put me in the kinds of places where mentally ill people or terrorists choose to murder and wreak havoc. However, I have no intention of curtailing my activities.

    Shopping at malls – I don’t spend much time in malls, but while there, I have never worried about my safety. However, the shoppers in the mall in St. Cloud, Minn. or near Seattle, Wash. probably didn’t give it a second thought either.

    Tutoring at the high school – I love the work I do tutoring adult immigrants and have never felt remotely threatened by any of them. The students I know are hardworking and determined to learn, get better jobs, and live the American Dream. But schools and colleges have been the scene of mass shootings in recent years. Perhaps I should be worried, but I refuse to be.

     Visiting international cities – I enjoy traveling overseas, but because of the history of terrorism in London, Brussels, and Paris, I will have to consider my safety in airports as well as in the cities themselves when I go. Losing my luggage or getting pickpocketed seem like more realistic threats than terrorism, but I can’t help being aware of the potential for an attack.

    Often, public places happen to be the settings where a personal grudge is played out—I might not be the target—but I still could be injured or killed by a stray bullet. The issue is not that one middle class white person has to think harder about her safety. It’s that no matter who you are or where you live in America, you are at risk of mass shootings, because of our gun laws and cultural tolerance of violence.

    Equally troubling is that zealots with knives, trucks, and bombs threaten people across the world, not just Americans.

    I remain defiant. There are no easy solutions to gun violence and terrorism. But part of the solution has to be resistance—resisting the impulse to hide and resisting the impulse to shrug and say, “Oh well, what can you do?” We have to keep fighting for change.

    Although terrorism and acts of mass violence are now part of our reality, I refuse to give in to fear. I’ve never been a daredevil, but I have no intention of giving up activities I love like movies, shopping malls, tutoring, or traveling.