How to become an effective tutor


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How to become an effective tutor

  1. 1. How to become an effective tutor A Workshop on the Basics of Tutoring By Jasper Eric C. Catan, MAEd
  2. 2. Which of the two must be done in your first meeting with your tutee? a. Start discussing immediately. No time must be wasted since we must discuss a lot of complex concepts. b. Start with informal conversations first. Building connection and confidence is the most essential aspect in an effective tutoring.
  3. 3. In starting each session, what must be done first? a. Start the lesson immediately. b. Set the objectives.
  4. 4. Which is a good practice in tutoring? a. Discuss the concepts that your tutee finds difficult or confusing. In this way, you don’t waste time. b. Let your tutee discuss what he/she understands about the topic concerned. Through this, you can diagnose his/her strengths and points for improvement.
  5. 5. How should you “teach” confusing concepts to your tutee? a. Relate to your tutee your personal experience and difficulties encountered while you were learning that particular concept. You personalize your teaching. b. Discuss what is directly stated in the book. We cannot afford to jeopardize the actual meaning coming from the source.
  6. 6. At the end of your session, which of the following is a good practice? a. Express to your tutee your disappointments so that he/she would know what to improve. b. Praise your tutee in whatever improvement he/she has shown may it be very small.
  7. 7. Encouraging Students to Contribute Bear in mind that students are more likely to engage in their lessons when: They feel comfortable around you Respect is mutual and support is given The lesson is seen as a co-operative exercise Lesson objectives are clear He/she understands the necessity of their participation The student is set realistic and attainable goals Methods are used that encourage student involvement
  8. 8. During tutorials - Directing Discussion Think about: Giving supportive feedback Encouraging broader or deeper focus - don't be afraid to challenge your student or they may not recognize their own progression Correcting any misapprehensions the student might have
  9. 9. Reviewing the skills/abilities of you student: Comment on a student's use of particular skills Incorporate exercises that encourage the practice of neglected skills Give constructive feedback and try to link to specifics Always maintain a positive attitude when commenting on work
  10. 10. Balancing tutor/student contributions: Review your levels of intervention - encourage the student to think for themselves Think about trigger material, and what may work for your student as an individual Allow your student space between giving feedback. This gives your student the chance to put your words into practice
  11. 11. Ending Lessons If you are giving your student homework, ensure they understand the exercise and allow enough time to answer any questions the student might have. Encourage your student to review their own progression by asking "light touch" questions, e.g.: What's on your mind at the end of this lesson? What would you identify as the most significant thing you've learned during this session? What questions are on your mind following this lesson?
  12. 12. Reluctance to Contribute/Cries for Help Never give away the answer too easily or the point of the exercise is removed. Giving broad hints and outlining key steps before eventually revealing the answer. Give some encouragement: students will become demotivated when they feel they are unable to keep up. Make sure the tasks are manageable. Give constructive advice on how your student can catch up if they are falling behind.
  13. 13. Tips for Tutors Successful tutoring, like teaching, is not an exact science; it is based on thorough planning and good communication between student and tutor. With continued effort by both, little daily frustrations are usually outweighed by noticeable growth in the student’s competencies.
  14. 14. Planning and Conducting the Early Sessions Arrange a conference with the student’s instructor to determine objectives for the student to master. Find a quiet place where you will have room to work and will be comfortable talking to the student. Learn why the student sought a tutor. Get acquainted with the student’s interests. Diagnose the student’s difficulties. Develop a positive atmosphere with the student.
  15. 15. Planning for the Session Determine objectives for the session that are based on the student’s progress and the instructor’s guidelines. Refer to your tutoring log. Review the objectives you plan to teach. Consult the instructor to locate resource materials and supplemental exercises. Construct a review activity to check on objectives that have been previously taught. Construct an instructional lesson for the objective(s) on the basis of suggestions from the resource material and the instructor. Construct an appropriate, well-selected set of exercises for the student to complete prior to the next tutoring session. Arrange for a tutoring location—one without distractions.
  16. 16. Conducting the Session Be prompt. Develop a positive atmosphere. Sit beside the student. Start with a review of the objectives previously taught. Discuss the objective(s) for the session with the student. Briefly explain the new process to be introduced. Involve the student as soon as possible. When checking work, let the student make the corrections with your guidance. Avoid picking up the pencil unnecessarily. Listen carefully to the student’s explanations and responses. Keep your student informed about his or her progress during the session. Assign an appropriate set of exercises for the student to complete prior to the next tutoring session. End the tutoring session on a positive note—a successful experience.
  17. 17. Following Up on the Session Reflect on the tutoring session by asking yourself questions about the student’s progress and your reactions to the student. Enter information on your student’s progress and learning difficulties in your tutoring log. Report progress and evaluation to the student’s instructor.
  18. 18. How Tutoring Helps For the Learner Creates a more favorable atmosphere for learning (particularly through the use of one-on-one instruction). Provides more time on task, increased opportunities to read and immediate feedback. Allows for immediate, positive and corrective feedback to help the learner stay on track and not repeat errors. Can increase reading performance. Can improve motivation and decrease frustration. Enhances interpersonal skills as a bond is established with the tutor. Allows for individual monitoring of progress to ensure that learning is taking place.
  19. 19. For the Tutor Establishes important skills such as patience, trustworthiness and responsibility. Provides an opportunity for community service. Enhances interpersonal skills. Increases the tutor's own reading performance as a result of tutoring.
  20. 20. Remember: Successful tutorial starts with good relationship. Meeting students where they are means beginning a tutoring relationship by discovering the student’s learning styles, goals, strengths, and challenges. It's a tutoring technique that will take you far!
  21. 21. Remember: DO follow the tips we discussed. DO NOT be ego-centric.
  22. 22. Remember: In tutoring, we do not “give our tutees fish”, rather, we “teach them how to fish”
  23. 23. Remember: We do not just share knowledge, but we help our tutees develop their study skills and metacognition.
  24. 24. Thanks for your time! Until Then!