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

The Tutoring CycleThe Tutoring Cycle

Presented by Timothy S. PurePresented by Timothy S. Pure

Learning SpecialistLearning SpecialistRutgers-Camden Learning CenterRutgers-Camden Learning Center

Definition of a TutorDefinition of a Tutor

““A tutor is a person who, in a A tutor is a person who, in a structured and supervised structured and supervised educational context, enters into a educational context, enters into a peer teaching and learning peer teaching and learning relationship with one or more relationship with one or more students.”students.”

-Ross B. MacDonald-Ross B. MacDonald

The Goals of TutoringThe Goals of Tutoring

1.1. Promote independence in learning Promote independence in learning for the tuteefor the tutee

• You are working to create your own You are working to create your own obsolescence.obsolescence.

• Do not worry! There will always be Do not worry! There will always be students to tutor!students to tutor!

Promoting IndependencePromoting Independence

““I could not be her ghostwriter, and I could not be her ghostwriter, and yet I had to be more than just a yet I had to be more than just a

generic cheerleader for good generic cheerleader for good writing.”writing.”

-Mary Kennan Herbert, 1997-Mary Kennan Herbert, 1997

The Tension of TutoringThe Tension of Tutoring

Being a Being a “ghostwriter”“ghostwriter”

Being a Being a “cheerleader”“cheerleader”

Goals for TutoringGoals for Tutoring

2. Personalize instruction for each 2. Personalize instruction for each tutee.tutee.

* We will discuss individualized * We will discuss individualized instruction in a future seminar.instruction in a future seminar.


3. Facilitate tutee 3. Facilitate tutee insights into insights into learning and their learning and their own learning own learning process.process.


4. Provide a student’s perspective on 4. Provide a student’s perspective on learning and school success.learning and school success.

The Student Perspective...The Student Perspective...

““Think like a student, not a professor. Think like a student, not a professor. That way, you understand the That way, you understand the

student’s concerns.”student’s concerns.”

-Maria Aldea, 2007-Maria Aldea, 2007

Before We Go OnBefore We Go On

Can you think of any examples of Can you think of any examples of teachers or tutors who made a teachers or tutors who made a

positive influence on your life? What positive influence on your life? What did they do?did they do?


Step 1Step 1: Create a comfortable rapport : Create a comfortable rapport with each tutee.with each tutee.

Step 1Step 1

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

Step 1Step 1

Pay attention to your tutoring Pay attention to your tutoring environment.environment.

Step 1Step 1

Gather all your tools and resources.Gather all your tools and resources.

Step 1Step 1

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

Step 1Step 1

Practice Active Practice Active ListeningListening

Right: Chinese Right: Chinese character for character for

““To listen”To listen”


Step 2Step 2: Identify the goal for the session.: Identify the goal for the session. Ask the student to describe exactly what the Ask the student to describe exactly what the

problem is.problem is. If a student is vague:If a student is vague:

ask a clarifying questionask a clarifying question pause... see if the student fills in the missing pause... see if the student fills in the missing

informationinformation

Ask to see the assignment and syllabusAsk to see the assignment and syllabus If this is a returning tutee, ask yourself if you If this is a returning tutee, ask yourself if you

are seeing patterns with the tutee’s difficulties.are seeing patterns with the tutee’s difficulties.


Step 2Step 2, continued, continued Identify the thought process behind the Identify the thought process behind the

problem!problem! Example: 15 – 3x + 12 = 5x – 3 + 2xExample: 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 Is the goal to solve this TYPE of problem by

solving this PARTICULAR problem as an solving this PARTICULAR problem as an example?example?


Step 2Step 2, continued, continued

Spending a few minutes now is more Spending a few minutes now is more advantageous than spending 10-15 advantageous than spending 10-15 minutes tutoring on something the minutes tutoring on something the tutee does not need.tutee does not need.


Step 3Step 3: Ask the tutee how they learn : Ask the tutee how they learn best.best. Attend the “Individualizing Your Tutoring” Attend the “Individualizing Your Tutoring”

training sessiontraining session Be sensitive to individual needs.Be sensitive to individual needs. Ask the student how they would like to Ask the student how they would like to

utilize the session.utilize the session. Share with the student how you would Share with the student how you would

like to use the session.like to use the session.


Step 4Step 4: Work at Meeting the Goal: Work at Meeting the Goal1.1. Engage fully with the student and the Engage fully with the student and the

content:content:1.1. If you are doing more than 50% of the If you are doing more than 50% of the

talking, you are doing too much talking.talking, you are doing too much talking.2.2. Pause to give students the opportunity to Pause to give students the opportunity to

answer or work out problems on their own.answer or work out problems on their own.3.3. If the tutor provides all the explanation, If the tutor provides all the explanation,

the tutee is not learning how to handle the the tutee is not learning how to handle the material by him/herself.material by him/herself.


Step 4Step 4: Work at Meeting the Goal:: Work at Meeting the Goal:2. Check for understanding:2. Check for understanding:

1. A tutee answering “Yes” or nodding his/her 1. A tutee answering “Yes” or nodding his/her head is not a demonstration of head is not a demonstration of understanding.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 3. If a tutee gives you an answer, have them explain to you how they came to it.explain to you how they came to it.

4. Ask “Why?”4. Ask “Why?”


Step 4Step 4: Work at Meeting the Goal:: Work at Meeting the Goal:2. Check for understanding:2. Check for understanding:

5. Compliments should be used sparingly. 5. Compliments should be used sparingly. Over-flattery can be demeaning to a Over-flattery can be demeaning to a student.student.6. Instead of saying, “No, that’s 6. Instead of saying, “No, that’s incorrect,” ask a question such as “How incorrect,” ask a question such as “How did you come to that answer?”did you come to that answer?”7. Ask the student to relate this problem 7. Ask the student to relate this problem to the larger course curriculum. to the larger course curriculum.


Step 4Step 4: Work at meeting the goal.: Work at meeting the goal. 3. Be observant3. Be observant

Is the tutee giving off non-verbal cues that Is the tutee giving off non-verbal cues that he or she does not understand the material?he or she does not understand the material?

Can you think of any non-verbal cues?Can you think of any non-verbal cues?


Step 5Step 5: Close the Tutorial and Plan Future : Close the Tutorial and Plan Future SessionsSessions Ask the student if he/she feels the two of you Ask the student if he/she feels the two of you

made progress or if the session was helpful.made progress or if the session was helpful. Ask the student if he/she needs any further Ask the student if he/she needs any further

resources.resources. Remind the tutee to sign out and fill out the Remind the tutee to sign out and fill out the

tutor evaluation form.tutor evaluation form. Help the tutee set up a subsequent appointment, Help the tutee set up a subsequent appointment,

if necessary.if necessary. Thank the tutor for coming. Say goodbye with Thank the tutor for coming. Say goodbye with

the same friendliness you showed at greeting the same friendliness you showed at greeting them.them.

ResourcesResources

If you feel you can not “get through” If you feel you can not “get through” to a tutee or you think the student’s to a tutee or you think the student’s difficulties are more than you can difficulties are more than you can handle...handle... Contact Tim Pure by phone (x2717) or Contact Tim Pure by phone (x2717) or

stop by my office.stop by my office. If Tim is unavailable, contact Dr. Robert If Tim is unavailable, contact Dr. Robert

Ciervo, Director of the Learning Center Ciervo, Director of the Learning Center (x2722).(x2722).

ReferralsReferrals

Should the tutee ask you a question that Should the tutee ask you a question that you do not feel prepared to handle, please you do not feel prepared to handle, please refer them to the appropriate service. A refer them to the appropriate service. A phone directory is in the back of the staff phone directory is in the back of the staff manual.manual. Here are a few important numbers:Here are a few important numbers:

Escort service: x6009Escort service: x6009 Police: Emergency x6111, Non-Emergency x6009Police: Emergency x6111, Non-Emergency x6009 Health Services: x6005Health Services: x6005 Financial Aid: x6039Financial Aid: x6039 Registrar’s Office: x6053Registrar’s Office: x6053 Academic Advising: x6043Academic Advising: x6043

Role PlaysRole Plays

Role Plays #1-3Role Plays #1-3 1. Your tutee Brad arrives. He says he needs help 1. Your tutee Brad arrives. He says he needs help

in his chemistry class, but he is not specific about in his chemistry class, but he is not specific about what problems he is having. He has also what problems he is having. He has also forgotten his syllabus and textbook. What do you forgotten his syllabus and textbook. What do you do?do?

2. Your tutee Gina keeps making the same 2. Your tutee Gina keeps making the same mistakes every appointment, even though you mistakes every appointment, even though you keep going over the same problems each week. keep going over the same problems each week. You are beginning to feel frustrated. What do you You are beginning to feel frustrated. What do you do?do?

3. Your tutee Al shows up for every appointment 3. Your tutee Al shows up for every appointment ten minutes late. He always apologizes, but you ten minutes late. He always apologizes, but you are annoyed with his behavior. What do you do?are annoyed with his behavior. What do you do?

Role PlaysRole Plays

Role Plays #4-5Role Plays #4-5 4. You have worked with Lisa, your tutee for 4. You have worked with Lisa, your tutee for

calculus, for almost 45 minutes. When you ask calculus, for almost 45 minutes. When you ask her if she understands, she just says “Yes.” her if she understands, she just says “Yes.” What do you do?What do you do?

5. Your tutee, Steve, asks you for help with a 5. Your tutee, Steve, asks you for help with a problem. You look at it and realize that this problem. You look at it and realize that this problem gave you a lot of difficulty when you problem gave you a lot of difficulty when you took the same class. You are not sure if you took the same class. You are not sure if you understand it. You try your best to explain it, understand it. You try your best to explain it, but your explanation is not clear. Your tutee is but your explanation is not clear. Your tutee is getting frustrated with you. What do you do?getting frustrated with you. What do you do?

Documents

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