Tutoring Tips

Please find below some general guidance on tutoring, including issues to anticipate, notes on encouraging students to contribute and a self-evaluation checklist.

Encouraging tutees to contribute

Your tutee may be brimming with confidence, but they may also be initially reluctant to participate because they are unaware of the purpose or value of tutorials.

Issues to anticipate

When working with young tutees in particular, it is worth being aware of the following possible issues:

Difficulties with expression. Your tutee may lack the vocabulary to explain what about their study is bothering them and may doubt whether they have anything of value to contribute to a tutorial. If a student finds it difficult to articulate a problem avoid the kind of why questions that can make someone feel on the spot.
Your tutee may feel obliged to defer you. Bear in mind that your tutee may be a little intimidated and try to encourage their opinions to build confidence.
Your tutee may see you as an assessor. This is more likely with the younger age-group and something to be aware of.
Your tutee may be confused as to how to work together with a tutor in a tutorial, having never had one-to-one before.

Encouraging Tutees to contribute: basic principles

Bear in mind that tutees are more likely to engage when:

They feel comfortable with you
Respect is shown and support is given
Learning is seen as a co-operative exercise
There is a clear understanding of what has to be learnt
He/she understands the importance of participation
The tutee is set realistic and achievable tasks
Methods are used which encourage tutee contributions

Introducing tutorials

When you are starting an activity and seeking to draw the tutee into purposeful work you could try a brief introduction to your planned activity and then either direct the tutee to the activity (e.g. a text passage or problem) or ask an open-ended question to get discussion underway ("What do you think of...").

During tutorials - Directing Discussion

Think about:

Giving supportive feedback
Encouraging broader or deeper focus
Correcting misunderstanding

Feeding back to tutees on their skills/abilities:

Comment on use of particular skills
Encourage practice of neglected skills
Give constructive feedback and try to link to specifics
Be encouraging and friendly when commenting on work

Balancing tutor/tutee contributions:

Review your levels of intervention
Think about trigger material
Balance feedback with space
Invite in quiet tutees

Closing Tutorials

If you are setting homework, spend time discussing how to tackle it and answering any questions the tutee might raise. To get an idea of feedback on how your tutee feels lessons are progressing ask "light touch" questions, e.g.:

What questions are on your mind at the end of this session?
What has been the most significant thing you've learned?
Are there any questions on your mind following this session?

Not Contributing/Cries For Help

Avoid spelling out the answer, or the point of the exercise is removed. Try giving broad hints or outlining key steps before coming to the eventual answer.

Give some encouragement: students can stop handing in work when they feel they are dropping behind. Make sure the tasks are manageable.
Giving constructive advice on how to catch up

Tutoring: Self-Evaluation Checklist

As you work with more tutees you may wish to start self-evaluating to remember what worked/what didn't, in addition to any feedback First Tutors receives from parents. Below is some "food for thought" to help you in the process.

How well did I .....?	Very Well	Satisfactory	Could Be Better
Prepare for the session
Get the session underway (establish aims, etc)
Ask questions and prompt the tutee
Handle the tutee's comments and questions
Respond to the tutee as an individual
Keep the focus on the main topic
Help sustain tutee interest
Provide help when tutees encountered difficulties
Ensure key points were drawn out
Bring things to a close and set out homework

Relevant Links

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