Tutor tutee relationship goals

Basic Tips for Tutoring | Hawaii Community College

Academic Tutors act as a key contact for their tutees within their School / Department personal and professional development through proactive relationships and Academic Tutors discuss student' career ambitions and employability goals. you can start building a successful tutor-tutee relationship. 1. Respond . of the session set a goal- for example, “If you read me five pages (or. Relationship Between Tutors and Tutees Through may be challenging for students who come into the Writing Center without a goal, the tutor.

All students have the opportunity to function as a tutor or tutee at differing times. Students are typically paired with other students who are at the same skill level, without a large discrepancy between abilities. Two or more students alternate between acting as the tutor and tutee during each session, with equitable time in each role. Often, higher performing students are paired with lower performing students. RPT utilizes a structured format that encourages teaching material, monitoring answers, and evaluating and encouraging peers.

Both group and individual rewards may be earned to motivate and maximize learning. Students in RPT may prepare the instructional materials and are responsible for monitoring and evaluating their peers once they have selected a goal and reward as outlined by their teacher. Peers who are within one or two years of age are paired to review key concepts.

Students may have similar ability levels or a more advanced student can be paired with a less advanced student. Students who have similar abilities should have an equal understanding of the content material and concepts. When pairing students with differing levels, the roles of tutor and tutee may be alternated, allowing the lower performing student to quiz the higher performing student.

Answers should be provided to the student who is lower achieving when acting as a tutor in order to assist with any deficits in content knowledge. Procedures are more flexible than traditional classwide peer tutoring configurations. How should tutors and tutees be selected? One common method for determining dyads, or groups, involves ranking students from the highest performing to the lowest performing student for the particular activity or subject.

If heterogeneous groups are desired, the number of students in each team should be determined. When selecting tutors, teachers should be cognizant of which students can be most helpful in the process. Teachers should be mindful of differing student personalities, needs, and preferences. Dyads or groups should be established accordingly.

tutor tutee relationship goals

How should peer tutoring models be selected? Peer tutoring models are flexible and can be altered to meet individual student or class learning needs. The academic task should dictate the appropriate model based on content and learning goals. While there is some upfront planning and instruction, once students develop an understanding of procedures, groups or dyads can be altered dependent upon the setting, activity, or desired learning outcomes.

How much instruction is needed to use peer tutoring? Students should master each step of the model selected before learning additional skills. A teacher will need to closely monitor student progress to ensure that established procedures are followed, students utilize interpersonal skills, and content is covered. How should peer tutors be trained? Establish rules for confidentiality of student progress. Define and develop procedures for social skills students may need throughout peer tutoring i.

Define and develop procedures for moving into peer tutoring groups quickly and quietly. Explain and model peer tutoring and allow students to practice prior to the first peer tutoring session.

Train students how to provide feedback for correct and incorrect peer responses, including praise. What can be done to support peer tutoring initiatives? Provide direct, systematic instruction for the peer tutoring process selected. Consider providing cue cards summarizing procedures or post procedures until automaticity is established.

Model error correction procedures. Chart, and consider posting, student or group progress. Praise use of tutoring procedures in addition to correct responses.

Share with students the link between peer tutoring and increased achievement. What is an ideal schedule for peer tutoring implementation? Like the models and formation of groups, the development of a peer tutoring schedule is flexible. However, it should be consistent. For example, peer tutoring can occur two to three times per week for 20 minutes, with increasing student responsibility and fading of supports as students master the selected peer tutoring process.

However, it is important that student progress and procedures are consistently monitored to ensure that accurate review and error correction occurs. What steps are needed to plan for peer tutoring implementation? Planning and Implementing a Peer Tutoring Program Clarify the specific objectives of the tutoring program, including both academic and social objectives when appropriate. List objectives in a form that can be easily measured.

No firm conclusions can be drawn to direct tutoring choices; nevertheless, several considerations should be taken into account.

tutor tutee relationship goals

Some teachers have recommended choosing students as tutors who are conscientious in class, and who generally have to work for their grades.

Other considerations include the compatibility of the tutoring pair. Teachers should find pairs who will work together well; however, they should also encourage pairing students who are different in gender, race, or socioeconomic status whenever possible, and not exclusively support established groupings. Establish rules and procedures for the tutoring program. These rules should cover how students are to interact with each other, and specify the type of interactions that are not acceptable.

Procedures should specify the times and dates of tutoring, the materials to be used, and the specific activities to be undertaken. Implement the tutoring program, monitor it carefully, and be consistent in enforcing the rules and procedures. Modify rule and procedures as necessary. Evaluate the program frequently, and do not wait for the end of the program to determine whether it was effective. Collect information throughout the program, and predict whether it will be successful.

If progress is not being made, modify the program. From The Inclusive Classroom: Strategies for Effective Instruction 3rd ed. Scruggs,Upper Saddle River: What are some strategies for avoiding behavioral challenges? Review and model steps for providing constructive feedback. Reinforce students using specific, clear feedback. View challenges as teachable moments. Evaluate and re-evaluate student pairings to determine success, and if necessary, rearrange pairs accordingly.

What would a CWPT session look like in a classroom? After determining the desired content for CWPT, three minute sessions were scheduled for the first week. During open hours, take this time to allow the student to explain his or her assignment to you. This is a crucial step! Ask to see an assignment sheet or syllabus to supplement the student's request, even if he asks only for a quick proofread.

You cannot effectively help the student unless you understand the student's assignment. If you still feel confused after looking at the syllabus and talking with the student, ask to see discussion and lecture notes and try to get a better idea of the tone and demands of the class. Because your time is at a premium, make sure the student understands that you are not a miracle worker but will try your best to provide quality assistance.

If the student's requests are too ambitious for the time you have available, trim them down to a manageable level and work from there. Break the Task into Parts Depending on the material at hand, you and the tutee will have to do this in different ways. Ask the student to take control of the session as much as possible by letting them take the lead in breaking the task into parts. What do they see as concerns, and how would they like to proceed.

If they are in the dark about what to do, you can provide some guidance. However, you and the student choose to organize your session, make sure you and the student are clear on the plan. If you are helping with a paper, for example, you might suggest that you will take a moment to read it, then ask the student questions about their concerns, listen and collaborate with him or her to come up with some clarifying ideas, then answer any additional questions.

If you are a tutor in a more technical field such as mathematics or science, allow your session's organization to follow the organization of the problem or concept at hand, since it likely has steps itself.

Identify the Thought Process Together with your tutee, discuss the specific kinds of work you will have to do to solve the problems you've been presented with.

Accessibility navigation

This brief discussion is one tool to teach the student how to learn and solve problems for him or herself. For example, will the student and you need to analyze? Recall items from memory? Using discipline-specific terms will help to steer you and the student in the right direction as you address the task at hand, as well as help to familiarize the student with the language, concepts, and discourse of the academic field you are working with.

Once you have identified a set of thought processes appropriate for the task, remember them, perhaps have the student write them out, and refer to them later in the meeting to keep the student focused and to re-teach that process.

Set an Agenda Once you have divided the task into sections and discussed the specific kind of mental work you and your student will do during the session, order those tasks in a logical fashion. Again, you might ask the student to write down the agenda for the session to keep you both on task. Address the Task This step of the cycle should consume more time than any other step-perhaps more time than all the other steps combined because it involves tackling a problem head-on with a student and being prepared for all that accompanies this process.

Direct experience in the subject area you are tutoring often will be sufficient to prepare you for the bulk of this step, and this may be where you feel most comfortable. Take this time to engage the student in meaningful dialogue either about the questions he or she has brought to the meeting or about issues you notice as you begin to assess the student's work.

As you first assess the work before you, look for positive aspects that you can comment on. It is important that you begin and end the session with positive statements that help put the student at ease, draw them into the session, and help make the process of having their work critiqued a little easier to swallow. It may be difficult, but it is important for the student's confidence that you begin and end a session with a genuinely encouraging statement.

Even if you notice many mechanical errors in a paper, for example, the paper may be very well organized, have a stunning opening paragraph, an excellent angle, or it may even just be complete! If all you can say is, "Wow! It looks like you've spent a lot of time getting through this and have a very substantial product.

  • Scholarly Theme
  • Session 3: The Role of the Tutor/Coach
  • Academic Tutor's Handbook

Let's take a look at a couple points," that is better than jumping into the many negatives that may jump out at you first. Effective tutoring involves an exchange of information; at times, the tutor should explain concepts to the student but should remain quiet at others to allow the student to explain his understanding. Both should ask questions and utilize books and other resources. As you spend more time gaining experience as a tutor, the rhythm of question and answer during mentoring sessions will become second nature to you, but never forget to ask yourself if you are helping to fulfill the primary goal of tutoring: Tutee Summary of Content Once you have finished the task or tasks that you and the student have identified or, in many cases, finished as much as you can during your shifttake the time to allow the student to summarize for you exactly what you did and what he or she learned.

If you have finished discussing a paper, for example, the student can go through his or her notes and review the steps he will take to improve the paper on his own. Pay close attention during this step and ask open-ended questions if he or she has left out information or still seems confused about any important points. Never interrupt, especially to correct or to give negative comments. Challenge your student to recall the business of the meeting and to teach you what he or she has just learned.

Tutee Summary of Underlying Process Successful completion of this step will indicate to you that your student has, in fact, internalized at least temporarily the basic processes involved in solving the problems or answering the questions at hand.

Allow him or her to explain not only the technical tools he or she has learned during the session but also the principles at work behind those technical aspects.

Perhaps refer back to the thought processes you predicted that you would need to solve the problem. Ask the student if he or she has successfully utilized those processes. If not, think about what other tools you can use to explain how to apply the processes to the specific task. Confirmation Take time to wind down from the work of the session and summarize what you have done and ask if the student has any more questions.

Use this time to complete any bookkeeping you have to do for the Learning Center, including any online or paper forms.


Have the tutee explain to you what his or her next steps will be after he or she leaves the meeting. Will he or she report back to you later that evening? If you were working on a paper, for example, should he or she e-mail you the next draft or make an appointment with the professor? In other disciplines, does the student understand the assignments immediately ahead?

Should you schedule another meeting ahead of time or wait to see if the student requests help? Particularly in one-on-one assigned mentoring relationships, this step is crucial for the student to feel as though you value your time together and are planning on seeing him or her again. This often defines a successful meeting for anxious students, and they can get their minds off whatever frustrations or disagreements they may have felt during the meeting. Discuss the next assignment on the semester calendar or syllabus and determine which aspect of that assignment should be covered at the next meeting.

Arrange and Plan Next Session Once you have identified roughly which assignment you will discuss, next allow the student to see you write down in your personal calendar the date, time, and location of your next meeting.

This will give them the cue and time to do the same, and suggest that they make a note of the meeting if you realize they have not.