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THE TUTOR JUGGLE: HOW TO BE AN IMPACT TUTOR

THE TUTOR JUGGLE: HOW TO BE AN IMPACT TUTOR. D E FINITION OF A TUTOR. You are NOT a: t eacher or sage on the stage ! You ARE a: friend c oach m entor r ole m odel facilitator g uide on the side. OUR PHILOSOPHY. We believe in combining WHAT to learn with HOW to learn

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THE TUTOR JUGGLE: HOW TO BE AN IMPACT TUTOR

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  1. THE TUTOR JUGGLE:HOW TO BE AN IMPACT TUTOR

  2. DEFINITION OF A TUTOR You are NOT a: teacher or sage on the stage! You ARE a: friend coach mentor role model facilitator guide on the side

  3. OUR PHILOSOPHY We believe in combining WHAT to learn with HOW to learn so that clients can master learning new things in other classes, at work, and at home using the same strategies.

  4. Theoretical Framework If learning is to take place, four things must happen: The client must be in a comfort zone. The client must believe he can do the difficult task. The client must use resources (text, teacher, notes) to help think through the task. The client must be able to self-regulate (manage time, use study strategies) independent of the tutor.

  5. FACILITATING LEARNING Here is how a tutor can make those four things happen. . .

  6. 1. WELCOME THE CLIENT! Hello! I’ll be with you in a minute! How has your day been? What did you think of that game? What’s coming up this weekend? Create a good mood. “Good moods . . . enhance the ability to think flexibly and with more complexity, thus making it easier to find solutions to problems . . . This suggests that one way to help someone think through a problem is to tell them a joke. Laughing, like elation, seems to help people think more broadly.” Goleman, D. Emotional Intelligence. p.85

  7. 2. MOTIVATE THE CLIENT! Let’s start with what you know! Think back. Tell me about it. Draw it out. Write it out. I’ll help you. See you ARE doing it! Give them a reason to believe in themselves. “People who persist have a growth mindset: They know that their intellect can grow and develop with effort. People with fixed mindsets give up because they believe their brains are limited in what they can do.” Dweck, C. Mindset: The new psychology of success.

  8. 3. INVOLVE THE CLIENT! Why? What if? Can you give an example? Try explaining in your own words. Tell me more. Let’s look at your notes and text. Now you try. Get clients to the ah-ha moment for themselves. “Only by wrestling with the conditions of the problem at hand, seeking and finding his own solution 
(not in isolation but in correspondence with the teacher and other pupils) 
does one learn.” John Dewey, How We Think, 1910

  9. Here is how to schedule study time in your planner. Here is the way I studied that. Here is how to make memory tricks. Here is how to get your professor’s help. 4. SELF-REGULATE THE CLIENT! Teach them HOW to learn. Our clients often struggle to study without you. They need good study and time management tips so that they can learn how to make time for learning and “to assess what they know and do not know.” National Center for Education

  10. BEGIN SEQUENTIAL DEPLOYMENT You can think of these 4 objectives as goals that you deploy in a certain order. END

  11. WELCOME TUTOR JUGGLE But more than likely, you will find that you can incorporate these objectives into your conversation at many different points. So in essence, you are juggling four balls: ready at any time to be friendly and welcoming, ready at any point to have the client demonstrate he/she does know something, ready to stop talking and do some active listening to your client, and ready to interject with a study and time tip. MOTIVATE SELF-REGULATE INVOLVE

  12. GREAT TUTORING! • Attend training meetings • Ask questions • Review training materials • Certify YOU INCREASE YOUR IMPACT WHEN YOU. . . GOOD TUTORING!

  13. THE TUTOR JUGGLEWATCH IT AGAIN!

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