1. Level 1: Chapter 4

2.  Identify ways to set goals and plan prior to the tutoring session.  Analyze plans for future tutoring sessions while with the tutee.  Reflect upon sessions to help in goal setting for the next session.

3.  Walk-in tutees are not common  Usually more like a substitute tutoring situation  Walk-in sessions leave less time for the tutor and tutee to establish a relationship  Introductions must be quick but still make both individuals feel comfortable

4.  Tutor may not know ahead of time what kinds of assistance the tutee needs  Take a few minutes to discuss the student’s needs at the beginning of the session  Identify areas of concern  Suggest other offices that might help with concerns that tutee has  Check the regular tutor’s progress reports for notes

5.  Take notes  Write comments on progress reports to help regular tutor know where to pick up next time  Remember, tutees will see these notes, so keep them simple, neat, and NICE!

6.  First session  Greet student  Ask questions to learn more about tutee  Give some background on yourself  Following sessions  Greet the student briefly  Find a gentle way to transition into material

7.  Break material into small chunks  Read actively and with purpose  Model how to approach activities or studying  Allow students to create connections between what they are learning and what they already know

8.  Use different words/strategies to help students grasp material they didn’t get the first time  Ask students to do the following  Relate new information to old knowledge  Restate information in their own words  Encourage students to make broad academic goals ▪ Give them a purpose for learning the material

9.  Use the last five minutes to reflect on the session with the tutee  Summarize what was learned  Set goals for the next session ▪ Models planning for student

10.  Most frequently skipped step in tutoring sessions  Easy to forget as tutors become more skilled, especially when session goes well  Helps determine how to proceed in later sessions

11.  What part of the lesson went well?  What could have been better?  Was there any part that seemed like a complete failure?  When the tutee was most engaged?  What did I do to have an effect on the time when the tutee was engaged?  When did the tutee seem lost?  What did I do when the tutee seemed lost and how could I have turned that around?

12.  What other strategies could be employed to tap into the student’s learning styles?  What occurred as planned?  Was I too prepared for the session?  Was the tutee prepared for the session? If so, why? If not, how can I change that?  What should the tutor “re-teach” using a different method?  Were the materials appropriate?

13.  Why is it so important to set goals at the beginning and end of a tutoring session?  What are some ways to help students understand new material?  If your tutee is having difficulty grasping material that you find simple, how would you describe this on a Progress Report?

14.  In what ways can you plan for your tutorial sessions?  What would be useful to know about your students? About the course they are taking?