Tutoring Basics: Models for Tutoring Sessions

1. Tutoring Basics:Models for Tutoring Sessions The Tutoring Cycle, Techniques for Beginning and Ending a Session, and Goal-Setting Overview

2. MacDonald Tutoring Cycle “The Master Tutor,” a guidebook for tutors created by the Cambridge Stratford Study Skills Institute: http://annadrake.files.wordpress.com/2013/04/tutoring-manual.pdf

3. The Appreciative Tutor • The Appreciative Tutoring Cycle blends the principles of Appreciative Advising (2008) with MacDonald’s (2000) Tutoring Cycle, creating a useful framework for tutors to utilize during their sessions. There are six flexible phases: • Welcome • Identify • Prioritize • Apply • Confirm • Foster Independence Grogan, Jenna. “The Appreciative Tutor.” Journal of College Reading and Learning, 42 (1), Fall 2011.

4. 1. Welcome • Welcome students in a friendly manner • Make eye contact, shake hands, and smile. • Doesn’t need to be formal—you are peers. • Use the student’s name. • Think about your seating position. • Explain your role as a tutor (ethics). • Eliminate distractions: personal items, cell phones, etc. • If the student is returning, ask them how things have been since last you saw them. • This is your chance to make a good impression for yourself and for REACH!

5. Center Discussion:Building Rapport • What is rapport? Rapportis a close and harmonious relationship in which the people or groups concerned understand each other's feelings or ideas and communicate well. • What does good rapport look like? • Why is a good relationship important when working with students? • How is trust involved? • What are some ways to start building rapport with students?

6. 2. Identify • Actively listen to the student’s concerns and questions. • Determine what they would like to work on. • If they are unsure, ask probing or open-ended questions to see where they are having trouble. • Find out more about your student—their strengths and their goals for the class.

7. Setting Goals: S.M.A.R.T. • S – Specific • M – Measurable • A – Attainable • R – Relevant • T – Time-bound • What does the student want to accomplish in this session? Throughout the semester? • What does the student want to get out of this class? Is it just a requirement or is it important to their major? • What are their more long-term goals? • Are these goals measurable and realistic?

8. 3. Prioritize • Address the student’s questions. • If they are still confused, discuss possible approaches to solving a problem or thinking about/organizing information and the pros and cons of each. • Beware of the “curse of knowledge.” • If there is a larger concept that the students need to understand before moving on, address it—don’t just expect the student to know everything that you know. • Use appropriate language and positive feedback to guide students. • Don’t use statements such as • “This is easy.” • “Obviously…” • “You should have learned this in high school.”

9. Group Activity • In small groups write down instructions for making a the perfect PB&J sandwich. You have 2 minutes.

10. Tutoring… • Is messy! • Is perceived differently—by the tutor, the student, and the observer. • Can be confusing if the student does not understand the jargon used by the tutor. • You are more familiar with the material and the key words and phrases used in the discipline.

11. 4. Apply • Ask students to use what they have just learned to summarize the course for that day or a larger concept. • “How does what we’ve just learned apply to…?” • “What does this remind you of from previous lectures/chapters?” • Have students apply their knowledge to real world scenarios or give examples. • “How would you use this if you were working at an accounting firm?” • “What’s an example of this in nature?” • Continue providing positive reinforcement and constructive feedback.

12. Scaffolding • Instead of just explaining how to solve a problem, ask the student to participate through effective questioning, setting a goal for the session, or using a handout or concept map. • The student builds their scaffold of a concept and then adds on to that knowledge as they continue to study on their own or as they return for future appointments. • http://www.marthastewart.com/893278/t-shirt-folding#893278

13. Scaffolding • “I do, you watch” --> “I do, you help” --> “You do, I help” --> “You do, I watch” • Have the student start with what they know and move through the concept as they find (let them find it!) new information to clarify the concept. • This may not be in a logical order with which you are familiar. • Make a plan: • We have to review the concepts in Chapter 3—what are they? What do we know already? What do we remember from previous chapters? • As you move through the plan, provide hints or clues to guide your students rather than just giving them the answer. • Be encouraging—they can do this!

14. Remember… • We Learn… • 10 %... of What We Read • 20%...of What We Hear • 30%...of What We See • 50%...of What We See and Hear • 70%...of What We Discuss With Others • 80%...of What We Experience Personally • 95%...of What We Teach Others • William Glasser • Information taken from: www.ccsf.edu

15. 5. Confirm • Emphasize the accomplishments of the session. • Ask students to summarize what they have learned and then provide feedback for their progress during the session. • You may even quiz students on the content they’ve learned. • Alert students to possible barriers. • Show examples of similar but more difficult problems. • Talk about ways they will be asked to apply concepts on exams. • End on a positive note! We want to instill confidence in the students that they are improving and can do this same work on their own. • What does this look like in your center?

16. 6. Foster Independence • Develop a plan for the next session. • What did they do well today? What is your plan for future meetings? • Encourage students to return. • If they are doing well on their own then continue to encourage them. • What does this look like in your center?