Planning a tutoring session
Determine at what level the student is working. You can do this by looking at the level at the student is at, rather than where you think he or she should be. Ask questions about the subject, look at examples of the student’s work, or work together to complete exercises to build confidence.
Set realistic objectives and Learning outcomes for each session.
- Break down large assignments, or difficult concepts, into tasks that are easily achievable by the student.
- Set objectives for the specific learning outcomes for each session. What do you want the student to learn in this session? Focus on concepts rather than content.
- A learning outcome may be a statement of what you expect the student to understand or be able to do at the completion of a tutoring session.
- Do your objectives cover a range of skills and understandings, rather than just content?
Prepare
An effective tutor needs to be prepared.
- What teaching resources will you need?
- Do you need to pre read a novel, become familiar with a particular textbook, current media issues or area of content?
- What kinds of activities are likely to lead to the learning outcomes you hope for?
- Do you need to prepare follow up questions or problems to set for homework?
Plan the environment.
Conduct the session in a more formal or less used part of the house, such as in the dining room, where there is a good working environment with few distractions.
Plan the conclusion.
Plan how to finish the session, rather than continuing to work for all of the allotted time and then finishing abruptly. Manage your time and formally draw the session to a close and end on a constructive note:
- Summarise what you have covered in the time.
- Clarify what you’d like to do at the next session and clearly indicate what preparation you’d like the student to do before the next session.
Keep professional records
Record details of your tutoring sessions. Include the date of the session, what you planned to cover, what you actually covered, suggested follow up ideas and a record of progress.
This record can be useful if disputes arise over incomplete work, lost drafts or inadequate preparation by either you or the student.
The first session
The first session will establish the tone for future sessions so it’s important to adopt a professional approach.
- It is important to get to know your student and their interests and background.
- Share information about your own interests to help develop a relationship and make them more relaxed and confident in your company.
- Set the ground rules for the tutoring session and establish each other’s expectations. Write these down so you can refer to them if necessary.
- Emphasise the importance of and responsibility for preparation and participation by the student.
- Review the aims, objectives and assumptions or methodologies relevant to the topic or assignment
- Clarify what you’d like to be called and clarify what the students would like to be called.
- Establish a learning environment that involves mutual trust and where your student feels comfortable asking questions, discussing issues or questioning explanations.
- Speak calmly, enunciate clearly and make good eye contact. Remember to SMILE often. Adopt an open, approachable posture and don’t cross your arms or legs. Sitting next to your student rather than across the table will encourage you to work with the student.
Students from Non English speaking Backgrounds (NESB)
Considerations and suggestions:
- A student may indicate understanding or agreement simply to appear polite or to “save face”, they may also be hesitant to initiate conversation or to interrupt you, but will wait to be formally invited to speak.
- Simplify sentence structure by using direct questions. Avoid using colloquialisms, “Great idea. That will kill two birds with one stone,” or idiomatic speech, e.g. “footy”.
- Write explicit formal instructions in addition to verbal instructions.
- Paraphrase often and check for meaning by re-phrasing and using open questions.
- Use visual aids where appropriate.
- Avoid sarcasm and jokes which involve irony and satire as your students may interpret what you say literally. The point of such jokes is usually lost on NESB students as the humour relies on understandings of double meanings in English.