This was taken from various sources including: http://www.nctm.org/resources/content.aspx?id=9330 http://www.firsttutors.com/usa/tutor-tips.php http://www.tulsacc.edu/campuses-and-centers/northeast-campus/northeast-services/engaged-student-programming/america-reads-3 http://www.uwosh.edu/car/si-tutoring-resource-library/general-tutoring-strategies-tips

1. How to become an effective tutor
A Workshop on the Basics of Tutoring
By Jasper Eric C. Catan, MAEd

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. In starting each session, what
must be done first?
a. Start the lesson immediately.
b. Set the objectives.

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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. Remember:
DO follow the tips we discussed.
DO NOT be ego-centric.

22. Remember:
In tutoring, we do not “give our
tutees fish”, rather, we “teach
them how to fish”

23. Remember:
We do not just share knowledge,
but we help our tutees develop
their study skills and
metacognition.

24. Thanks for your time!
Until Then!