Tutor cycle
- 1. Tutor Training • Teach Tutors how to be more effective by: Understanding their roles and the goal that underlies all tutoring, namely to build independence from tutoring dependence; Utilizing the tutoring cycle for every tutoring interaction that provides direction and a focus to encourage learning; Employing different options for communicating to encourage tutees' involvement in learning.
- 2. From the California Tutor Project: Step 1: Greeting Step 2: Identify Task Step 3: Break Task into Parts Step 4: Identify Thought Process Step 5: Set an Agenda Step 6: Address the Task
- 3. From the California Tutor Project (cont’d) Step 7: Tutee Summary of Content Step 8: Tutee Summary of Underlying Process Step 9: Confirmation Step 10: What Next? Step 11: Arrange & Plan Next Session Step12: Close and Goodbye
- 4. 1. Greetings • First Impression – greet student by name. • Create the atmosphere/dialogue • Modeling behavior
- 5. 2. Identify Task • Determine purpose of session • What does tutee want to work on – give them the opportunity. • Ask probing and/or open ended questions • Use Active Listening/Silence
- 6. How to Listen Actively Step 1: Listen to Understand Focus on the speaker, maintain sufficient eye contact, and listen with the intention of fully understanding what the other person thinks and feels.
- 7. Step 2: Clear Your Mind and Remain Silent Don’t be distracted by judgmental thoughts, stay focused, and be quiet. Listen to the entire message including tone of voice, gestures, and expressions (non- verbal gestures). You need to receive 100% of the speaker’s message. Sit forward, and periodically acknowledge the speaker.
- 8. Don’t be distracted. http://www.youtube.com/watch?v =QEExYuRelbg&NR=1
- 9. Step 3: Ask the person to Expand or Clarify Don’t make assumptions. Invite the speaker to share additional information and feelings: Tell me more about that. Could you give me an example? Can you explain in a different way?
- 10. 3. Break it Down • Coach tutee to break the task into parts –“What should we work on today?” • Restatement is a useful technique.
- 11. 4. Identify Thought Processes • Assist & guide the tutee. • Promote independence. • “How do you think you should proceed?” • Utilize learning material.
- 12. Step 4: Reflect the Other Person’s Thoughts and Feelings Again, don’t make assumptions. Restate what the speaker said in your own words, then verify the accuracy of your understanding. Reflecting adds nothing new to the conversation – remember the goal is to understand. • On Course, by Skip Downing. Wadsworth, Cengage Learning • Becoming A Master Student, by David B. Ellis. College Survival, Inc.
- 13. 5. Set an Agenda • Allocate time for the task(s). • Make sure tutee gives input. • Make it explicit.
- 14. 6. Address the Task • Conduct the business of tutoring. • Use materials. • Encourage tutee (s) to do most of the talking/learning. • Allow sufficient "wait time" for tutee to do act.
- 15. 7. Tutee Summary of Content • Tutee explains. • Wait. • Give opportunity. • Move from short-term to long- term memory. • Cycle back?
- 16. 8. Tutee Summary of Underlying Process • Reinforce underlying process of Step 4. • Tutee explains. • Move towards independency. • Cycle back?
- 17. 9. Confirmation • Reinforce specific statements or accomplishments. • Provide thoughtful evaluation.
- 18. 10. What Next? • Assist tutee in anticipating. • Reinforce connections. • Utilize learning material.
- 19. 11. Arranging & Planning Next Session • Tutee (s) to make decision. • Confirm time and date. • Independence & Irony. • Suggest other opportunities.
- 20. 12. Closing & Goodbye • Allow about five minutes. • Evaluate progress. • End on a positive note. • Logistics!
- 21. Disclaimer Despite the training you have/will receive(d), and your skill and preparation, you/we cannot anticipate all difficulties that may arise.