Over the course of this term, I have learned several helpful techniques to incorporate in my own tutoring sessions. I’ve also learned about problems that can arise when tutoring and how to avoid making poor decisions. One of the best practices that I have learned is how to systematically address different problems a student is having with homework, by breaking assignments down into a more accessible format. When a student comes into a tutoring session and is overwhelmed with a homework assignment, helping them formulate an outline of what to complete with their assignment, helps set them up for success and lets them realize that they are capable of working through difficult problems. For instance, if a student brings in a poem and says that …show more content…
This personally happened during my mock tutoring session as a tutor when I didn’t understand Laurens questions and I was unsure how to go about helping her. This also seemed to be the case when I was the tutee with Lauren. When I asked her how I could improve various parts of my Drumlin Woodchuck essay, she had a difficult time answering my question. I think this issue has to do with lack of time, and that neither one of us were as prepared as we should have been. Also, during my tutoring session, I should have asked Lauren more questions, instead of letting the majority of our time be spent in silence, as I read over her paper. However, the majority of the time, the mock tutoring sessions flowed smoothly and the tutees and the tutors played their roles accordingly. The tutees would tend to act in a difficult manner and the tutors would try and figure out a way to help the tutee with their homework. This aspect of the sessions made them feel genuine and useful when taking notes on best practices and
A Training Guide for College Tutors and Peer Educators by Sally Lipsky defines the role and importance of peer tutors’ on college campuses, the importance of promoting active learning, how to incorporate critical thinking and questioning skills, assessing students’ learning, collaborative learning and group work. Furthermore, this book defines tutoring as a proactive process, the value of diversity and students, online assistance, and a summary of effective peer lead sessions. One of the major strengths of this book is the learning activities throughout to assist peer tutors with their tutees. For example, the activity in Chapter 2 (Promoting Active Learning) has what the tutor may potentially hear
Marzano, R. J., & Brown, J. L. (2009). A handbook for the art and science of teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
Stiggins, R., & Chappuis, J. (2008). Enhancing Student Learning. Retrieved from July 2009 from, http://www.districtadministration.com/viewarticlepf.aspx?articleid=1362.
... Another one of the strategies that I have seen quite often is the disrupting student read-aloud. This has happened to me while teaching many times. I honestly most times thought that these children were causing a ruckus and interrupting because they had behavior issues. Now after reading this section I am much more aware that the instances I have encountered could have been just the child not understanding.
...roughout the session. “Good teachers are not born, nor are they made by tutors. They make themselves. Whats more, anyone can teach well. Research shows that there is no personality type that makes a good teacher. Whether you are a shy introvert or an enthusiastic extrovert, you can teach effectively, but only if you know how to learn from your mistakes and your successes”. (Petty 2009 pg.516 2009)
When students are struggling academically and getting the tutoring they need their confidence boosted and they don't feel as overwhelmed. Confident learners tend to speak more and know how to get their point across. For those students who aren’t so confident, learning new material
With the advent of the Common Core standards and the new SAT exam, tutoring has taken on a new role. No longer can you teach the tricks to beat the test or exam, but instead you need to build
I teach 16 classes a week. Each of these classes contains 32 to 40 students, which allows me to engage with over 500 students per week. Getting to know so many students is challenging, but I make a point of finding the time to interact individually with each of them. During my classes, I cover the listening and speaking sections of the students’ English textbook. I then supplement these sections with my own lessons that complement and expand upon the information conveyed by the book. The students’ English abilities vary widely. With this in mind, I tailor activities to each class environment to engage the weaker students while still challenging the strongest students. I also play a large part in designing the students’ English mid-term and final exams. In this role, I work with the other teachers and carefully write and review questions to accurately represent what the students are learning in class.
This artifact represents the thirteen videos I review on the Teaching Channel website as well as methods to implement the many strategies into my classrooms. In the videos, teachers presented a variety of classroom strategies designed for both improving instruction as well as improving classroom environment. Many of the videos reinforced what I had learned in previous classes, such as the importance of making learning personal, providing real world problems for students to investigate, and the importance of meeting with colleagues in the same discipline to collaborate on ideas and strategies. Especially interesting was the video about formative assessments. I have modified my own classes, by giving an “Attaway,” one M & M or one Skittle, to
Be on time. You should honor a student’s time when you schedule a tutoring session. You may be the only person they can rely on for their academic and personal growth.
“When children teach children, the result is marked improvement in student learning which increases the productivity of the school, In peer tutoring, students are ‘prosumers’ - they are both producers and consumers of education”, based on Peer Tutoring Facts. Majority of the students in a classroom struggle with the comprehension and sometimes their educator can’t solve that problem. Some students that struggle don’t know how to reach out for help, they just fall behind and have no one to help them. If there was a television show that was based on a camera that looked over every student’s desk, the show would be hilarious and very interesting. There are three types of students: 1. The student who pays attention, great note taker, passes the
Reminisce for a moment, on that one teacher throughout your educational spectrum from elementary school up until your highest educational acquirement, who influenced your teaching aptitudes through deliberate, critical examinations of your course work. As students, we often deplore the tendency to call these teachers out in aid of our errors, often pretermitting the purpose of their examinations—, which is to correct our mistakes. Even the most efficacious educators undergo constructive evaluations, not to corroborate their blunders, but to highlight those blunders, and re-approach them in diverse ways until they are mastered. This is the true artistry of teaching that is, understanding that enhancements and improvements are always necessitous for the effectiveness of your instruction.
Over the course of observations, I learned that there is no one way to do anything in teaching. After a few weeks of observing, I was relieved because I thought that I could stop worrying so much about doing the “right” thing with the students. I saw a successful teacher doing, or neglecting to do things that went against what I had been taught. I incorrectly assumed that the choices the teacher made about how to organize the day, approach a lesson, or manage the classroom were mostly a matter of personal preference and that several approaches would produce equally desirable results.
First let’s take a look and evaluate the classroom by observation to see what need to be improved. One idea that came to mind was some teacher were using peer tutoring as a tool to get out of instruction, thus they were not paying sufficient attention to the students as they worked. The article titled: Using Peer Tutoring to Facilitate Access discussed the findings of this teaching strategy in all levels of learning and basics subjects. This strategy has been defined as one of best ways to reach the student. In comparison to Gusky’s ideas, there is a relationship between professional development and improvement in student learning. For improved student learning peer tutoring is higher achieving students being linked with lower achieving students to promote social enhancement and academic gains. There are three different kinds of peer tutoring; cross-age, peer assisted learning strategies, and reciprocal. Each kind was broken down and explained descriptively. The one that really stood out to me was the reciprocal tutoring. This was illuminating because the students are grouped together with two or more. They have ...
In this course I experienced an important change in my beliefs about teaching; I came to understand that there are many different theories and methods that can be tailored to suit the teacher and the needs of the student. The readings, especially those from Lyons, G., Ford, M., & Arthur-Kelly, M. (2011), Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2007), and Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., Nanlohy, P. (2010), have helped me to understand this in particular. In composing my essay about teaching methods and other themes, my learning was solidified, my knowledge deepened by my research and my writing skills honed.