3. Always remember to:
Relax and be
yourself
Establish a
rapport with
your tutees
Respect your
tutees
Use Empathy
when
speaking to
your tutee
Maintain
confidentiality
Provide
positive
reinforcement
Foster
Independent
Learning
Use Socratic
Questioning
Be patient
and flexible
Be an active
listener
Have
confidence in
yourself, but
don’t be afraid
to ask for help
Always
support the
methods of
the instructor
5. Asking the Right Questions
As a tutor, you must learn to ask
effective questions throughout
a tutoring session – the more
effective the questions, the
better the response from the
student.
6. Ask questions to:
Don’t just ask “What are you having problems with?” Instead, continue to ask
questions about their problem areas until you can diagnose the root of the problem.
Determine problem
areas for the
student
Don’t just ask “What are you having problems with?” Instead, continue to ask
questions about their problem areas until you can diagnose the root of the problem.
Determine what a
student knows
When a student says they don’t know, instead of launching into an explanation, break
it down into bite size pieces and ask leading questions to show the thinking process
and give them the confidence that they know more than they think.
Help the student
determine the right
answer
Once you’ve gone through the question, have the student explain the process back to
you to gauge that they truly understood the problem.
See if the student
can apply new skills
Students can be afraid to say they don’t understand, or will be unsure of what it is
that they don’t understand. After each new skill taught, ask questions to clarify their
understanding of each part.
Clarify something
that is not clear
7. When asking questions, keep the following in mind:
Ask open-ended
questions
Do not ask
questions that
require yes or
no answers;
instead, ask
questions that
require
elaboration.
Allow the student
time to answer
the question
Learn to be
comfortable
with silence as
students take
time to answer
each question.
Mix questioning
with other
tutoring methods
Avoid
overwhelming
the student.
Pick and choose
when to ask
questions and
when to employ
other methods
of teaching.
Make questions
specific
Avoid general
questions so
you can
pinpoint exactly
where the
student is
having trouble
and needs help.
8. An example of Socratic Questioning
Video clip courtesy of NC State Tutorial Center
9. How to formulate good questions using Bloom’s Taxonomy:
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Define, duplicate, list, memorize, recall, repeat,
state
Classify, describe, discuss, explain, identify, locate,
recognize, report, select, translate, paraphrase
Choose, demonstrate, employ, illustrate, interpret,
operate, sketch, solve, use, write
Compare, contrast, criticize, differentiate,
distinguish, examine, experiment, question, test
Appraise, argue, defend, judge, select, support,
value, evaluate
Assemble, construct, create, design, develop,
formulate, write
Can the student create a new
product or point of view?
Can the student justify a
stand or decision?
Can the student distinguish
between different parts?
Can the student use
information in a new way?
Can the student explain ideas
or concepts?
Can the student recall or
remember the information?
10. How to listen so that
you really hear
A guide to Active Listening
11. Active Listening
The better you listen, the more
you will understand. The more
you show understanding, the
more your tutee will talk. For a
tutoring session to be
successful, a non-judgmental
atmosphere is critical, as is your
ability to understand the other
person's point of view.
12. Remember that their feelings are
their own and passing judgement
over them could break their trust
your tutoring relationship.
You should be able to paraphrase
their remarks including both verbal
and nonverbal cues. I.e. “It seems
to me that what you are saying is…”
Refrain from fidgeting, looking at
a clock or watch, or doodling. Use
body language that shows you are
paying attention.
Imagine yourself in their situation
and try to experience it from their
point of view in order to understand
the reasons behind their feelings.Always give the them a chance to
finish their thoughts without
interruption. Even if you find an
error in their words, they must be
given the opportunity to self-correct.
The Key Components of Active Listening
Active
ListeningAvoid
Distractions
Empathy
Patience Summarize
Reserve
Judgement
13. Empathy: What NOT to do
Judge
"You should
have studied
harder"
Negate
"Don't feel that
way. It's only
one test."
Sympathize
"Sometimes
professors can
be such jerks"
Rescue
"It's too bad.
I'm sure you'll
do better next
time."
Own
"It's my fault for
not focusing on
those problem
sets."
Student: "I can't believe I bombed that Chem exam. I studied and studied but I just can't get it. I don't want to blame the
professor, but the average was only 47; no one I talked to did OK either. I need to do well in this class. I'm getting
desperate."
Tutor: “Your distress is understandable. It's really frustrating to work so hard and not have things turn out and not know
why.”
14. An example of Active Listening and Wait Time
Video clip courtesy of NC State Tutorial Center
16. It helps students
practice self-
expression, critical
thinking, and self-
initiated inquiry.
It fosters an
appreciation of
learning.
It makes tutoring
more interesting
and fun.
Passive Learning vs. Active Learning
“Here, let me show you how to do that.”Passive Learning
• Tutor lectures or explains without engaging the student with questions.
• Tutor answers the student's questions rather than asking the student to call upon prior knowledge and skill to try to
figure them out, or to consult the lecture notes, textbook, or other reference materials.
• Tutor solves homework problems rather than asking the student to solve them.
“What section of the textbook discusses this?”Active Learning
• The student does something to participate in learning to seek mastery of the material.
• Activities are structured so that the student is required to do the work.
• The student is engaged in the process summarizing the content he or she has learned.
Active
Learning has
the following
affects:
17. Questions?Contact Us
Lori Ann Keegan lkeegan@valenciacollege.edu
Priscilla Garcia pgarcia21@valenciacollege.edu
Tell Me
And I Forget
Teach me
And I remember
Involve me
And I learn
Editor's Notes
As we click to reveal each disk, we’ll ask the students to tell us what the saying means to them.
Read this out loud before moving on.
Click to bring up a header – Ask the students to what it means – Click to bring up the description
Click to bring up a header – Ask the students to what it means – Click to bring up the description
Play the video – discuss.
Click one at a time – Discussion before revealing the next
