Tutoring Tips

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Tutoring Tips

• Presentation for the
• Future Teachers Program
• California State University Fullerton

Developed by V. Costa, Secondary Education, for
EDSC 110.
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A good tutor is

• Helpful
• Positive
• Interested
• Enthusiastic
• Humble
• Respectful
• Accessible
• Idealistic

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Tale of a Tutor-anonymous limerick

• A tutor who taught on the flute
• Tried to teach two tooters to toot.
• Said the two to the tutor,
• "Is it harder to toot, or
• To tutor two tooters to toot?"

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Who Could You Tutor?

• Go to your local elementary or middle school and
  offer to help! You might
• Read to students
• Help them with their homework
• Get involved in peer-tutoring at your high school
  through
• Avid
• Afterschool Homework Help
• Set up a regular tutoring session with a neighbor
  who needs help. You might
• Listen to them read
• Help them with homework
• Provide enrichment through reading and computer
  activities
• The possibilities are endless!

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What Can Tutoring Do?
Tutoring is a great way to help children learn.
It offers an opportunity for one-on-one
interaction, focused support for children's
problem areas and a welcome break from typical
classroom situations.
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Purposes of Tutoring

• To improve the educational achievement of the
  student.
• To enhance student self-esteem and confidence in
  his/her ability to learn.
• To introduce the student to the world outside the
  classroom through interaction with an experienced
  and concerned adult or older student.
• To create new opportunities for reading.
• To provide immediate and constructive feedback.
• To improve student motivation and performance.

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Six Steps to Effective Tutoring
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1) Begin by introducing yourself to the student.

• Take some time for you both to get to know each
  other. Questions can be asked by both you and the
  student to get to know each other, find common
  interests, and to initiate positive
  communication.
• Learn the student's name and its correct
  pronunciation immediately. If you are
  volunteering in a classroom, ask the teacher for
  a class list to facilitate your learning process.
  
• Make sure the student knows your name. Write it
  down for her/him and include your schedule.
  Introduce yourself again the next time.

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2) Restructure the learning environment.

• Students are often easily distracted. Make sure
  you are in a relatively quiet area. Avoid areas
  that have popular attractions like a pencil
  sharpener or a water fountain.
• Clear the desk of other materials so the student
  can focus on the subject at hand put books for
  other subjects out of sight.
• Some students might even benefit if you
  physically block out parts of the page or
  material they are not working with.

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3) Begin tutoring at a level well within the
grasp of the student to provide an atmosphere of
success.

• Listen to and observe your students. Work with
  the student at his/her level. Be prepared to
  adjust your tutoring to meet the needs of the
  student as he/she encounters simple to difficult
  concepts.
• Assess the student's understanding and grasp of
  the basic skills needed to complete the
  assignment. For example If your student is
  having trouble with multiplication, you may need
  to find out if the problem is a lack of addition
  skills or poor number recognition. If the problem
  is not that basic, check if there is an
  understanding of basic multiplication operations.

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4) Take the time to understand the activity you
are helping with.

• Does the student have the ability to do the
  assignment?
• It is a good idea to find out what the student
  knows before jumping in to help.
• Ask the student if this type of assignment has
  been given in the past.
• It is often helpful to look at similar
  assignments to see how you can best help the
  student.
• If you do not understand the assignment or are
  not clear how to do it, be honest with the
  student.
• Read the assignment in the book aloud and refer
  back to earlier sections as needed.
• If there is no book, try different ways to do the
  assignment or ask the teacher for further
  explanation.
• Your student will learn how to work through a
  problem by watching and participating with you.

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5) Give clear directions.

• Explain the assignment to the student slowly,
  giving one direction at a time. It is helpful to
  ask the student to restate the ideas in his/her
  own words to check for understanding of the
  material.
• Break the task into small pieces if possible,
  allowing the student to focus on one thing at a
  time. For example, if a student is working on 25
  math problems, block out all but five. If the
  problems are complicated, work on one
  step-by-step.
• Make sure the student understands what is to be
  done. Do the first problem or some examples
  together.
• Encourage the student to work independently on
  material that comes easily.

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6) Be creative and imaginative in your tutoring
methods.

• Break your session into several shorter segments
  of various activities, i.e., 10 minutes of oral
  reading or discussion, 5 minutes for a game or
  other fun activity, 10 minutes for writing, math
  drill, etc. The length and content of your
  segments will depend on the attention span and
  needs of your student. Students will get less
  restless if they know in advance when the session
  will begin and end.
• Remember that students take in information
  through different learning channels (visual,
  auditory and kinesthetic), and that one or two of
  these may dominate in your student. Use special,
  colored markers and objects to facilitate
  learning. Sometimes putting things in different
  colors, using manipulative objects or even
  physical movement to represent concepts can be
  helpful. Tape recorders can help students who
  have trouble deciding and remembering what they
  want to write about.

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Eight Tips for Tutoring Effectively
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1. Be Patient, Supportive, and Encouraging

• Remind students that no question is stupid.
• Remind students that they CAN do anything they
  set their minds to do.
• Rephrase a students question in your own words
  before proceeding.
• Find ways to help them help themselves.

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2. Have the Student Hold the Pencil

• Try not to do the problem for the student, but
  have the student figure out the steps with you
  leading the way.
• Ask questions, give hints, but have the student
  actually do the work.
• Empower your students dont do their work for
  them.

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3. Make Sure You Use the Method They are Learning
in Class
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4. Make Appropriate Use of the Calculator and
Resources

• Students might be asked to show work in one
  course but may be allowed or required to use the
  calculator in another.
• They may need to handwrite an essay instead of
  word processing.
• They may need to use specific resources for their
  paper.
• Ask the student what is required they usually
  know or they may have an assignment description
  that could help.

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5. Creativity Helps, too

• Use mnemonic devices, such as repetition,
  alliteration, and rhyming words Dont go
  overboard, but it does help to find creative ways
  to help students learn.

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6. Be Supportive of the Instructor

• Students often complain about their instructors.
  Be professional and do not share their
  complaints.

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7. Keep the Student Organized

• Set up problems or questions in the same way,
  show all work, and circle the answer.
• Have them title their notes and assignments and
  include the date.
• Encourage students to be neat and organized. Help
  them keep their materials in a folder.
• Have them record what needs to be done next.

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8. Help Them See the Big Picture

• Remind them where theyve been and where they are
  going (in the workbook, textbook, or assignment)
• Summarize methods and steps put them on a note
  card if that is helpful.
• Show the connection to material they already know.

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Special Tips for Tutoring Mathematics
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Five Basic Steps for Assisting Math Students

• Always look at the problem in the book. Never
  trust that a student has set it up correctly. 
• Ask student to explain the procedure s/he is
  using to solve the problem. You can troubleshoot
  and listen for erroneous logic or incorrect
  procedures at that time. 
• Reinforce any correct procedures (e.g. "This part
  is done correctly", or "You are on target here".)
  Then identify incorrect logic and ask the student
  to consider what else s/he might try. You can
  provide a hint, but avoid explanations until
  after the student has attempted a guess. (E.g.
  "When you evaluate an integral, what do you
  evaluate first, the upper or lower part?")
• To check for understanding have the student
  re-explain the procedure to you. Avoid asking
  questions like, "Does that make sense to you?"
  and "Do you understand now?" 
• Encourage the student to work the next problem on
  his/her own, but let him/her know you will check
  back.  Do not get drawn into working the next
  problem with an insecure student.  S/he needs to
  develop the ability to apply what s/he is
  learning without your supervision.

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Three Important Tips for Tutoring Math

• Guide the Student
• A math tutor should guide a student through the
  solution process by asking leading questions that
  direct the student towards the correct steps. 
• Avoid doing problems for the student. 
• If the student cannot get the correct answer and
  asks for help, the tutor should look at what the
  student has done and try to locate the error. 
  Then have the student work a similar problem to
  make sure he/she has the idea. 
• Address Math Anxiety
• Tutors deal with students with varying degrees of
  math anxiety. Avoid using phrases such as, "this
  is easy."  Such phrases intimidate the student.
• Don't Confuse the Student!
• If the tutor is unsure of a mathematical
  procedure or concept, check with a math
  instructor. 

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Tips for Tutoring English Learners
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When Tutoring English Learners . . .

• Watch your language.
• Speak simply and clearly. Use short, complete
  sentences in a normal tone of voice.
• Use actions and illustrations to reinforce oral
  statements.
• Use visual aids, prompts, and facial expressions
  to help convey meaning.
• Avoid using slang or figures of speech they
  often confuse learners.
• Model correct usage, but respect that English
  language learners are trying to apply what they
  know about their first language to English.

• Value the culture of the learner. Ask your
  students to teach you about the language and
  customs of their country of origin. Then try
  learning a few words in their language.
• Ask for help. The number of languages spoken in
  the United States is astounding. You may be able
  to find someone who can give you more information
  about the culture and language of the students
  you tutor.
• Encourage conversation. Have them read the
  problem or question and then tell you what it
  means in their own words.

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Lets Hear from a Tutor and a Tutee!

• Check out the following story of Mayda and Ashley
  
• http//www.educ.uidaho.edu/bestpractices/peer_stor
  ies.html

ASHLEY and MAYDA
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Activity 1 Ask a Tutor

• Interview someone who has been a tutor or who has
  been tutored. Ask the following questions
• If you are interviewing a tutor
• What strategies did you use that were successful?
• What did you like best about tutoring?
• If you are interviewing someone who has been
  tutored
• How was the tutoring session helpful?
• What do you think is important for a tutor to do?
• In your Blue Book, summarize what you learned
  about being a tutor.

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Activity 2 Reflect on Learning

• This presentation focused on
• how to be an effective tutor.
• In your blue book, please describe what you will
  do to be an effective tutor. Include 3-4
  strategies you will use with your students.
• Identify two concerns or questions you have about
  tutoring You may wish to discuss these with your
  Future Teacher Advisor.

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Activity 3 Find Out More

• Review two of the resources on following pages.
• In your Blue Book, identify at least new three
  tutoring strategies youve learned.

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Sources and Additional Information

• Tutoring Tips K-2
• http//scs.student.virginia.edu/madison/migrantai
  d/k2.html
• Tutoring Tips Grades 3-5
• http//scs.student.virginia.edu/madison/migrantai
  d/35.html
• Tips on Tutoring, San Francisco
• http//www.sfsv.org/tutor.htmltopics
• School Volunteers
• http//www.sfsv.org/tutor.htmltopics
• Tutoring Tips, Fresno Reads
• http//www.csufresno.edu/scs/reads/tutortips.html
  
• Effective Math Tutoring Tips, Boise State
  University
• http//www.educ.uidaho.edu/bestpractices/peer_trai
  n_math.html
• Tutoring Techniques
• http//www.trcc.commnet.edu/ed_resources/tasc/Trai
  ning/Tutor_Techniques.htm
• Tutoring Tips
• http//www.stolaf.edu/stulife/sa/readscounts/media
  /manual__tutoring.pdf
• Tips for Working With English Language Learners
• http//www.sa.utah.edu/bennion/americareads/PDF/wo
  rkingwithenglishlanguagelearners.PDF

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Sources and Additional Information

• Open the Door to Reading
• http//www.sfsv.org/tutor3.html
• Eight Tutoring Techniques
• http//www.trcc.commnet.edu/ed_resources/tasc/Trai
  ning/Tutor_Techniques.htm
• Common Computational Errors Made by High School
  Students
• http//www.mathandchess.citymaker.com/f/Article_-_
  Math_Tutoring_Tip_-_Common_Computation_Errors_Made
  _by_High_School_Studetns.pdf
• Math Tutoring Tips from America Counts
• http//www.ed.gov/inits/Math/roadmap/5/tips.html
• Tips for Tutoring Middle School Math
• http//www.designastudy.com/teaching/tips-0802.htm
  l
• Tips for Tutoring Reading
• http//www.stolaf.edu/stulife/sa/readscounts/media
  /manual__reading.pdf
• Peer and Cross-Age Tutoring
• http//www.nwrel.org/scpd/sirs/9/c018.html - this
  is a research article on the merits of peer-age
  tutoring