F15 Effective Tutoring

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EFFECTIVE TUTORING EDUCATIONAL ENRICHMENT SERVICES CHRISTINE SCHEETS, ASSOCIATE DIRECTOR OF EES

Transcript of F15 Effective Tutoring

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EFFECTIVE TUTORING

EDUCATIONAL ENRICHMENT SERVICES

CHRISTINE SCHEETS, ASSOCIATE DIRECTOR OF EES

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ALLOW STUDENTS TIME TO WORK

• AS A TUTOR, YOU MAY FEEL YOU MUST TALK THROUGHOUT THE SESSION. THE STUDENT, HOWEVER, MUST HAVE TIME TO THINK, WORK, AND RESPOND. AVOID THE TEMPTATION TO TALK ALL THE TIME. WHEN Y0U ARE TALKING, THE STUDENTS ARE NOT INTERNALIZING WHAT THEY HAVE LEARNED.

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PLACE THE BURDEN OF WORK ON THE STUDENT, NOT ON YOURSELF

• RATHER THAN SAYING, “YOU NEED A COMMA HERE,” SAY, “YOU LEFT OUT A PUNCTUATION MARK BETWEEN HERE AND HERE; CAN YOU FIND IT?” RATHER THAN SAYING, “I’LL LOOK UP THE INFORMATION BETWEEN NOW AND OUR NEXT SESSION,” SAY, “YOU RESEARCH THAT BETWEEN NOW AND OUR NEXT SESSION. I’LL BE READY TO CHECK WHAT YOU HAVE FOUND.”

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HELP STUDENTS UNDERSTAND WHAT THEY NEED TO ACCOMPLISH• STUDENTS NEED TO

UNDERSTAND THAT THEY HAVE A RESPONSIBILITY TO ACCOMPLISH CLASS WORK BETWEEN SESSIONS. SOME TUTORS HAVE FOUND IT HELPFUL TO MAKE A “HOMEWORK CONTRACT” OR “WEEKLY TO-DO LIST” WITH STUDENTS, OUTLINING THEIR RESPONSIBILITIES EACH WEEK.

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BE FLEXIBLE! • THERE IS USUALLY MORE THAN ONE

WAY TO DO THINGS. STUDENTS DON’T HAVE TO DO THEIR WORK THE SAME WAY YOU DO. YOU MAY STUDY MOST EFFECTIVELY WITH BACKGROUND MUSIC, BUT THEY MIGHT NEED TOTAL SILENCE. CREATE OPTIONS FOR THEM AND LET THEM CHOOSE WHAT THEY FIND MOST EFFECTIVE. SHARE WITH THEM HOW YOU LEARN, THEN ALLOW THEM TO EXPLORE AND PERSONALIZE THEIR OWN STYLE.

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BE PATIENT• STUDENTS DON’T HAVE

TO DO THINGS RIGHT THE FIRST TIME THEY TRY. GIVE THEM THE TIME AND THE ENCOURAGEMENT.

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GROUP TUTORING• IN A GROUP SITUATION, YOU SHOULD

CIRCULATE TO EACH STUDENT TO SEE HOW THEY ARE PROGRESSING. YOU SHOULD NOT ALWAYS WAIT FOR STUDENTS TO ASK FOR ASSISTANCE. ONE EFFECTIVE TECHNIQUE THAT TUTORS CAN EMPLOY AS THEY CIRCULATE IS TO ASK HOW THE STUDENT PERFORMED ON THE LAST ASSIGNMENT. THIS APPROACH USUALLY ELICITS A RESPONSE, WHICH OFTEN LEADS TO A DISCUSSION OF THE DIFFICULTY THAT THE STUDENT IS PRESENTLY ENCOUNTERING.

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IF YOU DON’T KNOW…• YOU SHOULD NEVER TRY TO

“BLUFF” A STUDENT. WHENEVER A STUDENT ASKS A QUESTION TO WHICH YOU DO NOT KNOW THE ANSWER, THE STUDENT SHOULD BE GUIDED TO THE APPROPRIATE RESOURCE OR TEACHER FOR ASSISTANCE.

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ABSENCES AND TARDINESS

• YOUR ABSENCES AND TARDINESS SHOULD BE KEPT TO A MINIMUM BECAUSE YOU ARE A VITAL PART OF THE LEARNING PROCESS. TARDINESS AND FREQUENT ABSENCES ARE A BAD EXAMPLE, PREVENT EFFICIENT OPERATION OF THE SESSION, AND DENY STUDENTS THE FULL BENEFITS OF THIS TYPE OF INSTRUCTION.

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YOUR “COACHABLILITY”

• YOU MUST BE ABLE TO ACCEPT AND ACT ON SUGGESTIONS FROM THE TUTOR COORDINATOR, LEARNING SPECIALISTS AND GRADUATE ASSISTANTS. YOU SHOULD DEMONSTRATE FLEXIBILITY TO ADJUST TO UNEXPECTED CHANGES AND STILL WORK EFFECTIVELY WITH STUDENTS.

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Tutoring Situation #1

• Tutoring Situation: Student-athlete comes late, has no material and basically has no idea what’s going on in class.

What do you do?

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Tutoring Situation #2

• Tutoring Situation: Student-athlete comes in saying, “I don’t get this class. I’m never going to get it.” He/she has pretty much already given up.

What do you do?

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Tutoring Situation #3

• Tutoring situation: Student-athlete has to meet with you because the academic counselor has deemed it so. They resist participating in the session and seem to not be paying attention.

What do you do?

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Tutoring Situation #4

• Tutoring situation: Student-athlete lets you know he/she is going pro and none of this is really important. The class he/she is taking has nothing to do with their future aspirations, according to him/her.

What do you do?

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Tutoring Situation #5• Tutoring situation:

Student-athlete is extremely high anxiety. He/she is stressed about balancing academics, athletics and everybody’s expectations. You are having a hard time getting them to concentrate.

What do you do?

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Tutoring Situation #6

• Tutoring situation: The student-athlete is just a naturally quiet person and doesn’t ask questions. You are not sure if he/she is getting everything that you are covering.

What do you do?

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Tutoring Situation #7

• Tutoring situation: The student-athlete has figured out that if he/she shuts up, you will do most of the work. You sense that he/she is becoming more dependent on you.

What do you do?

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Tutoring Situation #8

• Tutoring situation: Student-athlete comes in stressed out because a big assignment is due tomorrow.

What do you do?

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Tutoring Situation #9

• Tutoring situation: Student-athlete comes to tutoring session wanting you to do everything. They have an assignment due and are waiting on you to tell them what to write.

What do you do?