The Tutoring Cycle Presented by Timothy S. Pure Learning Specialist Rutgers-Camden Learning Center

Definition of a Tutor “A tutor is a person who, in a structured and supervised educational context, enters into a peer teaching and learning relationship with one or more students.” -Ross B. MacDonald

The Goals of Tutoring 1. Promote independence in learning for the tutee You are working to create your own obsolescence. You are working to create your own obsolescence. Do not worry! There will always be students to tutor! Do not worry! There will always be students to tutor!

Promoting Independence “I could not be her ghostwriter, and yet I had to be more than just a generic cheerleader for good writing.” -Mary Kennan Herbert, 1997

The Tension of Tutoring Being a “ghostwriter” Being a “ghostwriter” Being a “cheerleader” Being a “cheerleader”

Goals for Tutoring 2. Personalize instruction for each tutee. * We will discuss individualized instruction in a future seminar.

The Goals of Tutoring 3. Facilitate tutee insights into learning and their own learning process.

The Goals of Tutoring 4. Provide a student’s perspective on learning and school success.

The Student Perspective... “Think like a student, not a professor. That way, you understand the student’s concerns.” -Maria Aldea, 2007

Before We Go On Can you think of any examples of teachers or tutors who made a positive influence on your life? What did they do? Can you think of any examples of teachers or tutors who made a positive influence on your life? What did they do?

The Tutoring Cycle Step 1: Create a comfortable rapport with each tutee. Step 1: Create a comfortable rapport with each tutee.

Step 1 Make sure you are a few minutes early for your appointment. Make sure you are a few minutes early for your appointment.

Step 1

Greet each student immediately and make eye contact. Greet each student immediately and make eye contact.

Step 1 Practice Active Listening Practice Active Listening Right: Chinese character for Right: Chinese character for “To listen”

The Tutoring Cycle Step 2: Identify the goal for the session. Step 2: Identify the goal for the session. Ask the student to describe exactly what the problem is. Ask the student to describe exactly what the problem is. If a student is vague: If a student is vague: ask a clarifying question ask a clarifying question pause... see if the student fills in the missing information pause... see if the student fills in the missing information Ask to see the assignment and syllabus Ask to see the assignment and syllabus If this is a returning tutee, ask yourself if you are seeing patterns with the tutee’s difficulties. If this is a returning tutee, ask yourself if you are seeing patterns with the tutee’s difficulties.

The Tutoring Cycle Step 2, continued Step 2, continued Identify the thought process behind the problem! Identify the thought process behind the problem! Example: 15 – 3x + 12 = 5x – 3 + 2x Example: 15 – 3x + 12 = 5x – 3 + 2x Is the goal to solve this problem? Is the goal to solve this problem? Is the goal to solve this TYPE of problem by solving this PARTICULAR problem as an example? Is the goal to solve this TYPE of problem by solving this PARTICULAR problem as an example?

The Tutoring Cycle Step 2, continued Step 2, continued Spending a few minutes now is more advantageous than spending minutes tutoring on something the tutee does not need. Spending a few minutes now is more advantageous than spending minutes tutoring on something the tutee does not need.

The Tutoring Cycle Step 3: Ask the tutee how they learn best. Step 3: Ask the tutee how they learn best. Attend the “Individualizing Your Tutoring” training session Attend the “Individualizing Your Tutoring” training session Be sensitive to individual needs. Be sensitive to individual needs. Ask the student how they would like to utilize the session. Ask the student how they would like to utilize the session. Share with the student how you would like to use the session. Share with the student how you would like to use the session.

The Tutoring Cycle Step 4: Work at Meeting the Goal Step 4: Work at Meeting the Goal 1. Engage fully with the student and the content: 1. If you are doing more than 50% of the talking, you are doing too much talking. 2. Pause to give students the opportunity to answer or work out problems on their own. 3. If the tutor provides all the explanation, the tutee is not learning how to handle the material by him/herself.

The Tutoring Cycle Step 4: Work at Meeting the Goal: Step 4: Work at Meeting the Goal: 2. Check for understanding: 1. A tutee answering “Yes” or nodding his/her head is not a demonstration of understanding. 2. Ask a tutee to re-teach the problem to you. 2. Ask a tutee to re-teach the problem to you. 3. If a tutee gives you an answer, have them explain to you how they came to it. 4. Ask “Why?”

The Tutoring Cycle Step 4: Work at Meeting the Goal: Step 4: Work at Meeting the Goal: 2. Check for understanding: 5. Compliments should be used sparingly. Over-flattery can be demeaning to a student. 6. Instead of saying, “No, that’s incorrect,” ask a question such as “How did you come to that answer?” 7. Ask the student to relate this problem to the larger course curriculum.

The Tutoring Cycle Step 4: Work at meeting the goal. Step 4: Work at meeting the goal. 3. Be observant 3. Be observant Is the tutee giving off non-verbal cues that he or she does not understand the material? Is the tutee giving off non-verbal cues that he or she does not understand the material? Can you think of any non-verbal cues? Can you think of any non-verbal cues?

The Tutoring Cycle Step 5: Close the Tutorial and Plan Future Sessions Step 5: Close the Tutorial and Plan Future Sessions Ask the student if he/she feels the two of you made progress or if the session was helpful. Ask the student if he/she feels the two of you made progress or if the session was helpful. Ask the student if he/she needs any further resources. Ask the student if he/she needs any further resources. Remind the tutee to sign out and fill out the tutor evaluation form. Remind the tutee to sign out and fill out the tutor evaluation form. Help the tutee set up a subsequent appointment, if necessary. Help the tutee set up a subsequent appointment, if necessary. Thank the tutor for coming. Say goodbye with the same friendliness you showed at greeting them. Thank the tutor for coming. Say goodbye with the same friendliness you showed at greeting them.

Resources If you feel you can not “get through” to a tutee or you think the student’s difficulties are more than you can handle... If you feel you can not “get through” to a tutee or you think the student’s difficulties are more than you can handle... Contact Tim Pure by phone (x2717) or stop by my office. Contact Tim Pure by phone (x2717) or stop by my office. If Tim is unavailable, contact Dr. Robert Ciervo, Director of the Learning Center (x2722). If Tim is unavailable, contact Dr. Robert Ciervo, Director of the Learning Center (x2722).

Referrals Should the tutee ask you a question that you do not feel prepared to handle, please refer them to the appropriate service. A phone directory is in the back of the staff manual. Should the tutee ask you a question that you do not feel prepared to handle, please refer them to the appropriate service. A phone directory is in the back of the staff manual. Here are a few important numbers: Here are a few important numbers: Escort service: x6009 Escort service: x6009 Police: Emergency x6111, Non-Emergency x6009 Police: Emergency x6111, Non-Emergency x6009 Health Services: x6005 Health Services: x6005 Financial Aid: x6039 Financial Aid: x6039 Registrar’s Office: x6053 Registrar’s Office: x6053 Academic Advising: x6043 Academic Advising: x6043

Role Plays Role Plays #1-3 Role Plays # Your tutee Brad arrives. He says he needs help in his chemistry class, but he is not specific about what problems he is having. He has also forgotten his syllabus and textbook. What do you do? 1. Your tutee Brad arrives. He says he needs help in his chemistry class, but he is not specific about what problems he is having. He has also forgotten his syllabus and textbook. What do you do? 2. Your tutee Gina keeps making the same mistakes every appointment, even though you keep going over the same problems each week. You are beginning to feel frustrated. What do you do? 2. Your tutee Gina keeps making the same mistakes every appointment, even though you keep going over the same problems each week. You are beginning to feel frustrated. What do you do? 3. Your tutee Al shows up for every appointment ten minutes late. He always apologizes, but you are annoyed with his behavior. What do you do? 3. Your tutee Al shows up for every appointment ten minutes late. He always apologizes, but you are annoyed with his behavior. What do you do?

Role Plays Role Plays #4-5 Role Plays # You have worked with Lisa, your tutee for calculus, for almost 45 minutes. When you ask her if she understands, she just says “Yes.” What do you do? 4. You have worked with Lisa, your tutee for calculus, for almost 45 minutes. When you ask her if she understands, she just says “Yes.” What do you do? 5. Your tutee, Steve, asks you for help with a problem. You look at it and realize that this problem gave you a lot of difficulty when you took the same class. You are not sure if you understand it. You try your best to explain it, but your explanation is not clear. Your tutee is getting frustrated with you. What do you do? 5. Your tutee, Steve, asks you for help with a problem. You look at it and realize that this problem gave you a lot of difficulty when you took the same class. You are not sure if you understand it. You try your best to explain it, but your explanation is not clear. Your tutee is getting frustrated with you. What do you do?