Tutoring, Education and Support

Educational tutoring, counseling and support in the COVID-19 Period. With head, heart and hand!

The Coronavirus (COVID-19) period is marked by a pandemic. Considerable transformations have happened in counseling, education, work, home and community supports. Moreover, relationships and human interactions between learners, administrators, faculty and the public have changed. The growth of physical distancing practices and monitoring have negatively impacted peoples’ health, welfare, and happiness. Practices associated with face-to-face meetings at educational institutions, sporting events, and recreational places are limited, and the public might fear that social practices involving touch and human sharing in close physical environments have literally “gone with the wind”!

Visits to such places as cafes, cinemas, and restaurants are much restricted or simply can’t happen.  The development of remote technologies to transcend social isolation extends back decades. Canada as far back as 1940-41 and the United States initially during the 1930’s to the 1940’s contributed to educational developments on the radio. Educational services were provided over the radio. In Australia The Royal Flying Doctor Service (1928) may have contributed to the development of the School of the Air (1956). The Service and the School have recognised the advantages of communications technology to reach learners in isolated and remote areas. Swift and rapid changes impact human wellness, cognitive processing, and hope. While communication technologies have been around for several years, the closures of so many national borders appear to be unprecedented. In some learning environments online education has been limited and under these conditions it is likely to exponentially increase. Learning activities could include the sharing of positive affirmations, images, and like exercises. These are indeed unprecedented times with travel restrictions across states, provinces, and countries.

The Trident Mediation, Counseling, Arts and Supports Foundation works with national and international educational partners to offer cutting-edge opportunities shared curriculum and information repositories. We support public and government services and focus on learners and staff’ multifaceted learning needs and situations and offer real time and synchronous, one-on-one online learning experiences that match motivated students’ and staff potential and vocational interests. Learners, administrators and staff are supported as they complete learning activities and appraisals. We offer flexible times and suggest that regular sessions be set each week for tuition and support to happen. This can assist learners and staff to adjust to courses that might be new or challenging for them, for example, as they transition from face-to-face to online tutoring and support services. Overall, The Trident Foundation has been assisting learners for well over a decade, by the telephone, Internet and in the future hopefully on a face-to-face basis. 

Tutoring is available in such subjects as:

  • Counseling
  • Education
  • Essay Writing
  • History
  • Language Arts
  • Legal Studies
  • Other
  • Philosophy
  • Psychology
  • Politics
  • Social Policy
  • Social Studies

We could help you, for example, with word recognition and comprehension.

1. Engaging Adult Learners

A foundational purpose of this brief paper is to provide an overview on how to engage adult learners. Adult learners (“learners”) can be defined thus, “…lifelong learners who generally are 25 years or older, and/or have additional responsibilities such as family, career, military, or community, and are seeking a degree or other educational offering (credit or non-credit) to enhance their professional and/or personal lives” (Illinois University College, 2012). Theories and practices in the field of adult learning can also have implications for learners who are under the age of 25 years.

Adult educators who support humanist approaches to learning often focus on learners’ values, interests and well-being. Learners might become tired as they seek to juggle many responsibilities that range from those to their families to their communities. There have been many books written about adult learning. These include works by Conrad and Donaldson (2004), Mackeracher (1996), Mezirow (1991), Palloff and Pratt (2003), Salmon (2004) and Spencer (2006). These writers have contributed to expanding literature in the field of adult learning.

2. Inspire!

Learners can have opportunities through adult education to develop their abilities, aptitudes and competences to realize their rights, to develop their autonomy and independent thoughts (United Nations Educational, Scientific, and Cultural Organisation [UNESCO], 2009). According to (UNESCO, 2009) adult educational programs and services can contribute to societies that are both inclusive and sustainable. Notwithstanding this, learners including those from disadvantaged circumstances might find tight deadlines for assignment completion to be overwhelming for them. Learners may become actively involved in their education when they have opportunities to develop their preferred individual learning contracts and goals.

3. Imagine!

Learners’ imaginations may provide frameworks from which they can develop personal and social knowledge. They might experience disjuncture, and their imaginations can help them, to transform learning challenges and limitations into strengths. Learners’ aims and objectives can help to guide them to overcome learning obstacles. Adult educators may build on these approaches and could offer learners’ flexible timelines and manageable goals (Conrad & Donaldson, 2004). There is merit in adult educators adopting an imaginative approach that includes, for example, flexible timelines and manageable learning goals (Conrad & Donaldson, 2004).

4. Discover!

Learners have various learning styles and they may prefer one or more of these than others to allow them to build on their experiences and to explore learning materials (Salmon, 2004). Learners may be “activists”, “theorists”, “pragmatists” and “reflectors” (Salmon, 2004, p. 100). Learners who, for example, tend to favour “pragmatist” learning styles can benefit from having opportunities “…to see an obvious link between what they are learning and problems or opportunities with which they are engaged in their work” (Salmon, 2004, p. 100). Learners could benefit from understanding the rationale behind why they might be called upon to understand or apply learning materials. Learners could find value from immediacy, including personal and social connections, with others in particular learning environments. Learners’ peers and educators can help to role model learning behaviours and approaches.

5. Role Model!

Educators, who recognize learners various styles’ and particular needs, can support them, to reach their full learning potentials. According to Palloff and Pratt (2003) learners “… unique needs, created by culture, gender, life span, lifestyle, and geography, require attention from the instructor” (p. 39). Learners could have unique needs, and what might be achievable for one, may be more challenging for another. Learners often appreciate having choices in their studies, so that they can maximize on their aptitudes, to move on from being novices (Turtles) to masters (Cheetahs) of particular subject matter (Palloff & Pratt, 2003).

6. Be Inquisitive!

Learners might be as inquisitive “as a bird in search of grain”. They should be encouraged to acquire new aptitudes and skills. Learners’ curiosity can motivate them, to continue in their studies even in the midst of personal and challenging life situations. In summary, in learning environments there are roles for adult educators to inspire learners’ imaginations and motivation to discover modified or emergent knowledge. Educators can role model learning skills and understanding including inquisitiveness.

References
    • Conrad, R.M. & Donaldson, J.A. (2004). “Engaging the Online Learner. Activities and Resources for Creative Instruction.” San Francisco: John Wiley & Sons.
    • Illinois University College (2012). “Who is an adult learner?” Illinois: Illinois University.
    • Mackeracher, D. (1996). Making Sense of Adult Learning”. Toronto: Culture Concepts Inc. Publishers.
    • Mezirow, J. (1991). “Transformative Dimensions of Adult Learning”. San Francisco: John Wiley & Sons.
    • Palloff, M & Pratt, K. (2003) . “The Virtual Student. A Profile and Guide to Working with Online Learners”. San Francisco, CA: Jossey-Bass.
    • Salmon, 2004 in “E-Tivities The Key To Active Online Learning” (2nd ed,) London: Routledge Falmer.
    • United Nations Educational, Scientific, and Cultural Organisation (2009) “Harnessing the power and potential of adult learning and education for a viable future”. Brazil: United Nations Educational, Scientific, and Cultural Organisation.

Contact the Trident Foundation to have opportunities to develop your study skills and full learning potential!

The images in the slideshow on this page mainly show images ranging from Crater Lake to the Oregon Coast. 

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The Trident Foundation is only a chat, contact form or phone call away!

1-403-678-2918 (AB)

1- 250-208-8537 (BC)

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