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BEGINNING and ENDING a TUTORING Session. CENTRAL ARIZONA COLLEGE DISTRICT TUTOR TRAINING Tamara Cochran 8/12/2010. Outcomes. Learning Outcomes Set up a positive climate for the session Negotiate realistic learning objectives Engage the student to participate in the session.

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Central arizona college district tutor training tamara cochran 8 12 2010

BEGINNING and ENDING

a TUTORING Session

CENTRAL ARIZONA COLLEGE

DISTRICT TUTOR TRAINING

Tamara Cochran

8/12/2010


Central arizona college district tutor training tamara cochran 8 12 2010

Outcomes

  • Learning Outcomes

    • Set up a positive climate for the session

    • Negotiate realistic learning objectives

    • Engage the student to participate in the session

  • Fuller T., & Campbell B. (2010). Online Tutor Training Manual. http://www.taskstream.com/main/?/fuller42/TutorTrining.html.


Central arizona college district tutor training tamara cochran 8 12 2010

Misconceptions

  • Tutors hurry to explain / help by doing the work

    • Student may be very pleased by tutoring method

    • Doing student’s work is ineffective & unproductive

  • Primary tutoring goal to promote independent learning

  • Tutor’s responsibility to demonstrate & foster

    • Study skills

    • Problem solving abilities

  • Fuller T., & Campbell B. (2010). Online Tutor Training Manual. http://www.taskstream.com/main/?/fuller42/TutorTrining.html.


Central arizona college district tutor training tamara cochran 8 12 2010

Credit

  • MacDonald, R.B. (1994). The Master

  • Tutor: A Guidebook for More

  • Effective Tutoring. Williamsville,

  • New York: The Cambridge Study Skill

  • Institute.

  • Braun, S. (n.d.). The Tutoring Cycle: A 12

  • Step Process. www.jjc.edu/services-f or-

  • students/.../The%20Tutoring%20Cycle.pdf

  • Paul, R. (1993). Critical Thinking: How to Prepare Students

  • for a Rapidly Changing World. Foundation for Critical

  • Thinking.

  • Vega-Rhodes, N.M. (2009). Beginning and During a

  • Tutoring Session. San Jacinto College North, p. 7-9.


Central arizona college district tutor training tamara cochran 8 12 2010

Tutoring Cycle – Beginning Session

1. Greet and Set Climate

2. Identify Task

12. Close & Goodbye

11. Arrange & Plan for

The Next Session

3. Break Task

Into Parts

4. Identify Thought Process

10. What Next?

5. Set Agenda

9. Confirmation & Reinforcement

6. Address the Task

8. Tutee Summary of Underlying Process

7. Tutee Summary of Content


Central arizona college district tutor training tamara cochran 8 12 2010

TUTORING CYCLE – Step 1

  • Step 1: Greet & Set Climate

    • Greet the student by name

    • Record “Time In” in tutoring log

    • Display friendliness

      • Smile, gesture, small talk, etc.

MacDonald, R.B. (1994). The Master Tutor. Williamsville, New York: The Cambridge Study Skill Institute, pp. 25 – 26.


Central arizona college district tutor training tamara cochran 8 12 2010

TUTORING CYCLE – Step 1

  • Step 1: Greet & Set Climate

    • Provide efficient seating arrangements

      • Sit side-by-side

      • Sit to the right of a right-handed person

    • Encourage student to initiate the first task

      • To open books, notes, syllabus, assignments or write, explain, etc.

    • Keep hands off the student’s work

MacDonald, R.B. (1994). The Master Tutor. Williamsville, New York: The Cambridge Study Skill Institute, pp. 25 – 26.


Central arizona college district tutor training tamara cochran 8 12 2010

TUTORING CYCLE – Step 2

  • Step 2: Identify Task

    • Give student opportunity to take control & determine focus

    • Engage student in session

    • Assess needs by listening, observing & questioning

    • What does student wish to work on?

      • Given opportunity, students voluntarily state it

      • Provide student chance, don’t be too eager

Paul, R. (1993). Critical Thinking: How to Prepare Students for a Rapidly Changing World. Foundation for Critical Thinking, p. 26.

Vega-Rhodes, N.M. (2009). Beginning and During a Tutoring Session. San Jacinto College North, p. 7-9.


Central arizona college district tutor training tamara cochran 8 12 2010

TUTORING CYCLE – Step 2

  • Step 2: Identify Task

    • Acknowledge student’s request

    • “You said you needed help with math/writing; what specifically would you like to work on today?”

    • Build on student’s knowledge & ask for clarification

      • Use empathetic statements

      • “Fractions can be difficult.”

      • “Writing a paper can be frustrating.”

Paul, R. (1993). Critical Thinking: How to Prepare Students for a Rapidly Changing World. Foundation for Critical Thinking, p. 26.

Vega-Rhodes, N.M. (2009). Beginning and During a Tutoring Session. San Jacinto College North, p. 7-9.


Central arizona college district tutor training tamara cochran 8 12 2010

TUTORING CYCLE – Step 3

  • Step 3: Break the Task into Parts

    • Depends on time & prior knowledge of student & task

    • May help student feel less overwhelmed & better able to tackle large problems

    • Now that you’ve identified what student wants to work on, help student break task into manageable pieces

Braun, S. (n.d.). The Tutoring Cycle: A 12 Step Process. www.jjc.edu/services-for-students/.../The%20Tutoring%20Cycle.pdf


Central arizona college district tutor training tamara cochran 8 12 2010

TUTORING CYCLE – Step 3

  • Step 3: Break the Task into Parts

    • Example 1:

      • Student: I don’t understand mitosis.

      • Tutor: Let’s understand it, diagram it, and label the parts. Where can we find this in your text/notes/workbook?

    • Example 2:

      • Student: I don’t understand transitions.

      • Tutor: Let’s first define a transition. According to your text/notes, where do transitions usually go? Let’s identify some transitions…

Braun, S. (n.d.). The Tutoring Cycle: A 12 Step Process. www.jjc.edu/services-for-students/.../The%20Tutoring%20Cycle.pdf


Central arizona college district tutor training tamara cochran 8 12 2010

TUTORING CYCLE – Step 4

  • Step 4: Identify the Thought Process

  • One of the most critical steps in tutoring

    • Ask student to explain general approach learned in class

      • “How are you trying to do this?”

      • Guides you to instructor method

    • Show student how to use all possible materials or resources

Paul, R. (1993). Critical Thinking: How to Prepare Students for a Rapidly Changing World. Foundation for Critical Thinking, p. 28 - 31.


Central arizona college district tutor training tamara cochran 8 12 2010

TUTORING CYCLE – Step 4

  • Step 4: Identify the Thought Process

    • Guide student to explain method, strategies, & presentation of task

    • Scaffold task while allowing student to:

      • Work pieces of task

      • Explain pieces of task to you

    • Talk about different problem-solving steps

    • Providing answers only meets student’s short-term needs

Paul, R. (1993). Critical Thinking: How to Prepare Students for a Rapidly Changing World. Foundation for

Critical Thinking, p. 28 - 31.


Central arizona college district tutor training tamara cochran 8 12 2010

Tutoring Cycle – Ending Session

1. Greet & Set Climate

2. Identify Task

12. Close & Goodbye

3. Break Task into Parts

11. Arrange & Plan for Next Session

4. Identify Thought Process

10. What Next?

5. Set Agenda

9. Confirmation & Reinforcement

6. Address the Task

8. Tutee Summary of Underlying Process

7. Tutee Summary of Content


Central arizona college district tutor training tamara cochran 8 12 2010

TUTORING CYCLE – Step 9

  • Step 9: Confirmation and Reinforcing Confidence

    • After student explains process, offer positive reinforcement

      • Confirm student really did understand or improve

      • “Good job, you seem to really understand…”

      • Be specific & use thoughtful praise applied in key spots

    • Congratulate for working hard & not giving up

    • Reassure student that she can now do similar tasks independently

Paul, R. (1993). Critical Thinking: How to Prepare Students for a Rapidly Changing World. Foundation for Critical Thinking, p. 26.


Central arizona college district tutor training tamara cochran 8 12 2010

TUTORING CYCLE – Step 10

  • Step 10: What Next?

    • Look at the syllabus together with student

    • “Where do you go from here in this class?”

    • “What will you do next and how will what we’ve done, today, help?”

    • Reinforce connection between current

    • content & future content

Paul, R. (1993). Critical Thinking: How to Prepare Students for a Rapidly Changing World. Foundation for Critical Thinking, p. 38-40

Braun, S. (n.d.). The Tutoring Cycle: A 12 Step Process. www.jjc.edu/services-for-students/.../The%20Tutoring%20Cycle.pdf


Central arizona college district tutor training tamara cochran 8 12 2010

TUTORING CYCLE – Step 11

  • Step 11: Arrange & Plan for the Next Session

  • Let student decide about another session

    • “Should we meet next week/just before exams/different tutor?”

    • “What will you do to prepare before next session?”

    • “What should we do?”

  • Confirm time & date of next session

  • Be sure student knows the person to contact to cancel

  • Keep goal in mind: eventually become obsolete to student

Paul, R. (1993). Critical Thinking: How to Prepare Students for a Rapidly Changing World. Foundation for Critical Thinking, p. 38-40.


Central arizona college district tutor training tamara cochran 8 12 2010

TUTORING CYCLE – Step 12

  • Step 12: Close & Goodbye

  • Be sincere & thank student for contributions

    • “You really came prepared & that helped, thank you.”

    • End session on a positive note

      • “You made a lot of progress!”

      • “I’m glad session helpful to you.”

      • “Pleasure working with you.”

    • Record session on tutor log sheet