The Tutoring Cycle from Ross MacDonald’s The Master Tutor: A Guidebook for More Effective Tutoring.

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Presentation transcript:

The Tutoring Cycle from Ross MacDonald’s The Master Tutor: A Guidebook for More Effective Tutoring

The Tutoring Cycle Step I: Beginning Step II: Middle Greet client and determine purpose of visit Step I: Beginning Step II: Middle Step III: Conclusion Set agenda, tutor, and check for understanding Greeting and Climate Setting Identification of Task Breaking the Task into Parts Identifying Thought Processes that Underlie the Task Make future plans and bid client farewell Setting an Agenda for the Session Addressing the Task Client Summary of Content Client Summary of Underlying Process Confirmation What Next? Arranging and Planning the Next Session Closing and Goodbye Providing Academic Support, Promoting Independent Learning

Step 1: Greeting and Climate Setting Step I: Beginning Step II: Middle Step III: Conclusion Purpose: Set up the session for success Methods: Warm, genuine greeting Chair and table arrangement Eye contact Positive body language and verbal choices Keep your hands off the client’s work! Greeting and Climate Setting Identification of Task Breaking the Task into Parts Identifying Thought Processes that Underlie the Task Providing Academic Support, Promoting Independent Learning

Step 2: Identification of Task Beginning Step II: Middle Step III: Conclusion Purpose: Determine the reason for the visit Methods: Ask! (kindly, indirectly if necessary: “How is your essay coming along?”) Follow-up questions Narrow general statements into specific items Determine what he/she already knows about the task Pause, restate, empathize—prompts him/her to specify further and gives him/her a chance to agree or disagree Greeting and Climate Setting Identification of Task Breaking the Task into Parts Identifying Thought Processes that Underlie the Task Providing Academic Support, Promoting Independent Learning

Providing Academic Support, Promoting Independent Learning Step 2 (continued) Step I: Beginning Step II: Middle Step III: Conclusion Don’t accept “I want you to proofread/edit my paper” We don’t do that! You shouldn’t provide that service to anyone! That should not be any client’s task for the tutorial! More on this later . . . Greeting and Climate Setting Identification of Task Breaking the Task into Parts Identifying Thought Processes that Underlie the Task Providing Academic Support, Promoting Independent Learning

Step 3: Breaking the Task into Parts Step I: Beginning Step II: Middle Step III: Conclusion Purpose: Determine how much can be accomplished in one session and how much time to spend on each part Methods: Restate “So, you’ve got to write a thesis statement and add an introduction and conclusion?” Prompt “Do you think we can do that in the time we have?” “Which of those three is most important to you? Where should we start in case we run out of time?” Greeting and Climate Setting Identification of Task Breaking the Task into Parts Identifying Thought Processes that Underlie the Task Providing Academic Support, Promoting Independent Learning

Step 4: Identifying Thought Processes that Underlie the Task Beginning Step II: Middle Step III: Conclusion Purpose: Help the client learn how to approach this type of task next time Methods: Ask what he/she knows about how to do it (the writing strategy or technique involved) Make course materials (textbook, handouts, workbooks, lecture notes, etc.) the source of information rather than you! Ask client to refer to them—help him/her get information for himself/herself Greeting and Climate Setting Identification of Task Breaking the Task into Parts Identifying Thought Processes that Underlie the Task Providing Academic Support, Promoting Independent Learning

Providing Academic Support, Promoting Independent Learning Step 4 (continued) Step I: Beginning Step II: Middle Step III: Conclusion Summary of this step: What is the process for doing this type of task, and where is the process explained? How can you apply this if the client asks merely for proofreading/editing? What can you do if the client has no course materials? Greeting and Climate Setting Identification of Task Breaking the Task into Parts Identifying Thought Processes that Underlie the Task Providing Academic Support, Promoting Independent Learning

Providing Academic Support, Promoting Independent Learning Steps 1-4: Summary Step I: Beginning Step II: Middle Step III: Conclusion What message has been in the footer of each slide? How does it relate to Your keeping your hands off the client’s work? Your asking the client to identify the tasks in the agenda? Your referring to course materials rather than simply providing information yourself? Your refusing to serve as a proofreading/editing service? Greeting and Climate Setting Identification of Task Breaking the Task into Parts Identifying Thought Processes that Underlie the Task Providing Academic Support, Promoting Independent Learning

Steps 1-4: Summary (continued) Step I: Beginning Step II: Middle Step III: Conclusion To what extent have you applied these four steps in the tutorials you’ve already conducted? How difficult will it be to implement them in future tutorials? Keep in mind how these steps set you up for success with the next steps in the tutoring cycle . . . Greeting and Climate Setting Identification of Task Breaking the Task into Parts Identifying Thought Processes that Underlie the Task Providing Academic Support, Promoting Independent Learning