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CENTRAL ARIZONA COLLEGE DISTRICT TUTOR TRAINING Tamara Cochran 8/12/2010

BEGINNING and ENDING a TUTORING Session. CENTRAL ARIZONA COLLEGE DISTRICT TUTOR TRAINING Tamara Cochran 8/12/2010. Outcomes. Learning Outcomes Set up a positive climate for the session Negotiate realistic learning objectives Engage the student to participate in the session.

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CENTRAL ARIZONA COLLEGE DISTRICT TUTOR TRAINING Tamara Cochran 8/12/2010

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  1. BEGINNING and ENDING a TUTORING Session CENTRAL ARIZONA COLLEGE DISTRICT TUTOR TRAINING Tamara Cochran 8/12/2010

  2. Outcomes • Learning Outcomes • Set up a positive climate for the session • Negotiate realistic learning objectives • Engage the student to participate in the session • Fuller T., & Campbell B. (2010). Online Tutor Training Manual. http://www.taskstream.com/main/?/fuller42/TutorTrining.html.

  3. Misconceptions • Tutors hurry to explain / help by doing the work • Student may be very pleased by tutoring method • Doing student’s work is ineffective & unproductive • Primary tutoring goal to promote independent learning • Tutor’s responsibility to demonstrate & foster • Study skills • Problem solving abilities • Fuller T., & Campbell B. (2010). Online Tutor Training Manual. http://www.taskstream.com/main/?/fuller42/TutorTrining.html.

  4. Credit • MacDonald, R.B. (1994). The Master • Tutor: A Guidebook for More • Effective Tutoring. Williamsville, • New York: The Cambridge Study Skill • Institute. • Braun, S. (n.d.). The Tutoring Cycle: A 12 • Step Process. www.jjc.edu/services-f or- • students/.../The%20Tutoring%20Cycle.pdf • Paul, R. (1993). Critical Thinking: How to Prepare Students • for a Rapidly Changing World. Foundation for Critical • Thinking. • Vega-Rhodes, N.M. (2009). Beginning and During a • Tutoring Session. San Jacinto College North, p. 7-9.

  5. Tutoring Cycle – Beginning Session 1. Greet and Set Climate 2. Identify Task 12. Close & Goodbye 11. Arrange & Plan for The Next Session 3. Break Task Into Parts 4. Identify Thought Process 10. What Next? 5. Set Agenda 9. Confirmation & Reinforcement 6. Address the Task 8. Tutee Summary of Underlying Process 7. Tutee Summary of Content

  6. TUTORING CYCLE – Step 1 • Step 1: Greet & Set Climate • Greet the student by name • Record “Time In” in tutoring log • Display friendliness • Smile, gesture, small talk, etc. MacDonald, R.B. (1994). The Master Tutor. Williamsville, New York: The Cambridge Study Skill Institute, pp. 25 – 26.

  7. TUTORING CYCLE – Step 1 • Step 1: Greet & Set Climate • Provide efficient seating arrangements • Sit side-by-side • Sit to the right of a right-handed person • Encourage student to initiate the first task • To open books, notes, syllabus, assignments or write, explain, etc. • Keep hands off the student’s work MacDonald, R.B. (1994). The Master Tutor. Williamsville, New York: The Cambridge Study Skill Institute, pp. 25 – 26.

  8. TUTORING CYCLE – Step 2 • Step 2: Identify Task • Give student opportunity to take control & determine focus • Engage student in session • Assess needs by listening, observing & questioning • What does student wish to work on? • Given opportunity, students voluntarily state it • Provide student chance, don’t be too eager Paul, R. (1993). Critical Thinking: How to Prepare Students for a Rapidly Changing World. Foundation for Critical Thinking, p. 26. Vega-Rhodes, N.M. (2009). Beginning and During a Tutoring Session. San Jacinto College North, p. 7-9.

  9. TUTORING CYCLE – Step 2 • Step 2: Identify Task • Acknowledge student’s request • “You said you needed help with math/writing; what specifically would you like to work on today?” • Build on student’s knowledge & ask for clarification • Use empathetic statements • “Fractions can be difficult.” • “Writing a paper can be frustrating.” Paul, R. (1993). Critical Thinking: How to Prepare Students for a Rapidly Changing World. Foundation for Critical Thinking, p. 26. Vega-Rhodes, N.M. (2009). Beginning and During a Tutoring Session. San Jacinto College North, p. 7-9.

  10. TUTORING CYCLE – Step 3 • Step 3: Break the Task into Parts • Depends on time & prior knowledge of student & task • May help student feel less overwhelmed & better able to tackle large problems • Now that you’ve identified what student wants to work on, help student break task into manageable pieces Braun, S. (n.d.). The Tutoring Cycle: A 12 Step Process. www.jjc.edu/services-for-students/.../The%20Tutoring%20Cycle.pdf

  11. TUTORING CYCLE – Step 3 • Step 3: Break the Task into Parts • Example 1: • Student: I don’t understand mitosis. • Tutor: Let’s understand it, diagram it, and label the parts. Where can we find this in your text/notes/workbook? • Example 2: • Student: I don’t understand transitions. • Tutor: Let’s first define a transition. According to your text/notes, where do transitions usually go? Let’s identify some transitions… Braun, S. (n.d.). The Tutoring Cycle: A 12 Step Process. www.jjc.edu/services-for-students/.../The%20Tutoring%20Cycle.pdf

  12. TUTORING CYCLE – Step 4 • Step 4: Identify the Thought Process • One of the most critical steps in tutoring • Ask student to explain general approach learned in class • “How are you trying to do this?” • Guides you to instructor method • Show student how to use all possible materials or resources Paul, R. (1993). Critical Thinking: How to Prepare Students for a Rapidly Changing World. Foundation for Critical Thinking, p. 28 - 31.

  13. TUTORING CYCLE – Step 4 • Step 4: Identify the Thought Process • Guide student to explain method, strategies, & presentation of task • Scaffold task while allowing student to: • Work pieces of task • Explain pieces of task to you • Talk about different problem-solving steps • Providing answers only meets student’s short-term needs Paul, R. (1993). Critical Thinking: How to Prepare Students for a Rapidly Changing World. Foundation for Critical Thinking, p. 28 - 31.

  14. Tutoring Cycle – Ending Session 1. Greet & Set Climate 2. Identify Task 12. Close & Goodbye 3. Break Task into Parts 11. Arrange & Plan for Next Session 4. Identify Thought Process 10. What Next? 5. Set Agenda 9. Confirmation & Reinforcement 6. Address the Task 8. Tutee Summary of Underlying Process 7. Tutee Summary of Content

  15. TUTORING CYCLE – Step 9 • Step 9: Confirmation and Reinforcing Confidence • After student explains process, offer positive reinforcement • Confirm student really did understand or improve • “Good job, you seem to really understand…” • Be specific & use thoughtful praise applied in key spots • Congratulate for working hard & not giving up • Reassure student that she can now do similar tasks independently Paul, R. (1993). Critical Thinking: How to Prepare Students for a Rapidly Changing World. Foundation for Critical Thinking, p. 26.

  16. TUTORING CYCLE – Step 10 • Step 10: What Next? • Look at the syllabus together with student • “Where do you go from here in this class?” • “What will you do next and how will what we’ve done, today, help?” • Reinforce connection between current • content & future content Paul, R. (1993). Critical Thinking: How to Prepare Students for a Rapidly Changing World. Foundation for Critical Thinking, p. 38-40 Braun, S. (n.d.). The Tutoring Cycle: A 12 Step Process. www.jjc.edu/services-for-students/.../The%20Tutoring%20Cycle.pdf

  17. TUTORING CYCLE – Step 11 • Step 11: Arrange & Plan for the Next Session • Let student decide about another session • “Should we meet next week/just before exams/different tutor?” • “What will you do to prepare before next session?” • “What should we do?” • Confirm time & date of next session • Be sure student knows the person to contact to cancel • Keep goal in mind: eventually become obsolete to student Paul, R. (1993). Critical Thinking: How to Prepare Students for a Rapidly Changing World. Foundation for Critical Thinking, p. 38-40.

  18. TUTORING CYCLE – Step 12 • Step 12: Close & Goodbye • Be sincere & thank student for contributions • “You really came prepared & that helped, thank you.” • End session on a positive note • “You made a lot of progress!” • “I’m glad session helpful to you.” • “Pleasure working with you.” • Record session on tutor log sheet

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