In giving advice,
seek to help, not please, your friend.
Solon 638 - 559 BCE Athenian statesman/poet
Cooperative learning series
Tutoring
A tutor provides expertise, experience, and
encouragement. They do not provide "answers," but
rather assist in problem solving, in getting answers. The
challenge is to focus on assignments within the context they
are assigned.
Tutors should not be expected to diagnose learning
disabilities. Diagnosis should take place outside of
the tutoring process by a professional academic counselor. If a
larger problem becomes apparent, referral is the best strategy.
Tutoring strategies:
Seek out training to be a more effective tutor: This includes subject matter as well as the tutoring procedures
Clearly establish expectations for your learner What are the expectations of the learner? of the teacher? and
of those close to the learner (classmates, department, school,
family, etc.)
Keep and follow a consistent set of rules Write them down; post them; refer to them! Rules are
necessary, but must be mutually agreed upon with the
learner. They must be fair and enforced consistently.
Rules cut down on unnecessary struggles.
Have a clear idea of your own strengths and limitations,
and what skills or knowledge you can offer as a tutor. One reward
of tutoring is the opportunity to use and apply what you have
learned
Know the learner Discover his or her strengths and
challenges in learning. Under what circumstances does he or she
learn best? poorly? (Do not assume that everyone's learning
styles or conditions are the same, or similar to yours)
Build a relationship and trust.
Be aware of the differences between you and the
learner. You are not trying to change the learner, but to
accommodate and use their learning style(s) in order to complete
the tasks. Since you are more experienced, it is your
challenge to adjust, adapt, or find a way
Be open and honest Sarcasm and condescension are not
productive. We do not tutor to impress, but rather to help.
Do not be afraid to acknowledge that the chemistry
between you and the learner isn't right, and that another tutor
might be more effective. The goal is to help, not endure
Make sure the learner knows it is safe to not succeed at first
Learning is a process that often involves unsuccessful attempts.
This is not failure since options are eliminated toward the correct
solution. Learning and problem solving require passing through a
period of sorting through facts and options toward success.
The tutoring session:
Listen closely to work out the real problem Check to see if the learner has prepared with some time and
effort and attempted the assignments
Assess the situation Think in terms of realistic
objectives;develop a "contract" of
agreed upon learning outcomes
expectations of communication (availability, one/several
sessions; means of communication (face-to-face, e-mail,
telephone, etc.)
Use questions to enhance problem solving
Demonstrate or model similar processes
Don't be afraid to reveal that you don't know something
You can refer the learner to more sources, including the teacher
You can take the opportunity to learn/problem-solve, and bring
back answers, and demonstrate that you are in a learning
process as well
Give positive feedback, use encouraging vocabulary
Find success, and reinforce effort, in even minor accomplishment
Website overview:
Kiosk guides for learning are a freely accessible educational environment that offers strategies to recognize and realize learning objectives. We accept individual differences without regard to ability and creed; sexual and affectional orientation; caste, tribal and national affiliation; individual, familial and collective history. Our suggestions should be thoughtfully considered for appropriateness and guidance to your situation, relying on elders, mentors, cohorts and/or professionals to achieve learning objectives and outcomes.