Part of being an effective tutor involves understanding how adults learn best. Compared to children and teens, adults have special needs and requirements as learners. Malcolm Knowles pioneered the field of adult learning. He identified the following characteristics of adult learners:

Autonomous and Self-Directed

• Adults need to be free to direct themselves. Tutors must actively involve adult participants in the learning process and serve as facilitators for them. Specifically, they must get students' perspectives about what topics to cover and let them work on projects that reflect their interests.

Life Experience and Knowledge

• Adults have accumulated a foundation of life experiences and knowledge that may include work-related activities, family responsibilities, and previous education. They need to connect learning to this knowledge/experience base. To help them do so, tutors should draw out students' experience and knowledge that is relevant to the topic.

"I been on this trail all my life, seeking help with education, trying to get knowledge. I'm not a quitter - I'm trying to strive and do better each and every day." - Darrell B., ABE student

Goal Oriented

• Adults are goal-oriented. When starting to work with a tutor, they usually know what goal they want to attain. Tutors must show learners how they will help them attain their goals. Identifying goals and tutoring objectives should be done early on in the tutor/student relationship.

Relevancy Oriented

• Adults must see a reason for learning something. Learning has to be applicable to their work or other responsibilities to be of value to them.

Respect

• As do all learners, adults need to be shown respect. Tutors must acknowledge the wealth of experiences that adult students bring to the table. These adults should be treated as equals in experience and knowledge and allowed to voice their opinions freely.

In Oregon Adult Basic Skills includes three categories that most adult learners fall under: Adult Basic Education (ABE), General Education Development (GED) and English as a Second Language (ESL). These categories are used to ensure that adult learners are receiving the most relevant assistance possible.

Adult Basic Skills

• According to the Department of Community Colleges and Workforce Development in Oregon, "The purpose of the Adult Basic Skills Program is to assist adults in obtaining the knowledge and skills necessary for work, further education, family self-sufficiency, and community involvement. Basic skills include reading, writing, math, speaking/listening in English, GED and Adult High School preparation, and basic computer literacy".

Adult Basic Education (ABE)

• ABE is a component of Adult Basic Skills. Tutors who work with adult students focused on learning any or all literacy skills can be considered ABE tutors. The emphasis can include reading, writing, spelling, math and computer skills.

English as a Second Language (ESL)

• ESL is a component of Adult Basic Skills. Tutors who work with non-native English speakers can be considered ESL tutors. The emphasis in on English, which includes listening, speaking, pronunciation, vocabulary etc.

General Education Development (GED)

• GED is a component of Adult Basic Skills. Tutors who work with students focused on completing their high school education can be considered GED tutors. The emphasis is on the material that is covered on the GED test.