THE TUTOR JUGGLE: HOW TO BE AN IMPACT TUTOR. DEFINITION OF A TUTOR You are NOT a: teacher or sage on...
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Transcript of THE TUTOR JUGGLE: HOW TO BE AN IMPACT TUTOR. DEFINITION OF A TUTOR You are NOT a: teacher or sage on...
DEFINITION OF A TUTOR
You are NOT a: • teacher or • sage on the stage!
You ARE a: • friend• coach• mentor• role model • facilitator• guide on the side
OUR PHILOSOPHYWe believe in combining
WHAT to learn
with
HOW to learn
so that clients can master learning new things in other classes, at work, and at home using the same strategies.
Theoretical FrameworkIf learning is to take place, four things must happen:1. The client must be in a
comfort zone.
2. The client must believe he can do the difficult task.
3. The client must use resources (text, teacher, notes) to help think through the task.
4. The client must be able to self-regulate (manage time, use study strategies) independent of the tutor.
1. WELCOME THE CLIENT!
Create a good mood.
“Good moods . . . enhance the ability to think
flexibly and with more complexity,
thus making it easier to find solutions to problems . . . This suggests that one way to help
someone think through a problem is to tell them a joke.
Laughing, like elation,
seems to help people think more broadly.”
Goleman, D. Emotional Intelligence. p.85
Hello! I’ll be with you in a minute!
How has your day been? What did you think of that game? What’s coming up
this weekend?
2. MOTIVATE THE CLIENT!Give them a reason to believe in themselves.
“People who persist have a
growth mindset:
They know that their intellect can grow and develop
with effort.
People with fixed mindsets give up because
they believe their brains are limited in what they can do.”
Dweck, C. Mindset: The new psychology of success.
Let’s start with what you know! Think
back. Tell me about it. Draw it out. Write it out. I’ll help you. See you ARE doing
it!
3. INVOLVE THE CLIENT!
Get clients to the ah-ha moment for
themselves.
“Only by wrestling with the conditions of the problem at
hand, seeking and finding his own solution (not in isolation
but in correspondence with the teacher and other pupils) does
one learn.”
John Dewey, How We Think, 1910
Why? What if? Can you give an example? Try
explaining in your own words. Tell me more.
Let’s look at your notes and text.
Now you try.
4. SELF-REGULATE THE CLIENT!
Teach them HOW to learn.
Our clients often struggle to study without you. They
need good study and time management tips so that
they can learn how to make time for learning and
“to assess what they know and do not know.”
National Center for Education
Here is how to schedule study time in your
planner. Here is the way I studied that. Here is how to make memory tricks. Here is how to get
your professor’s help.
SEQUENTIAL DEPLOYMENT
SELF-REGULATE
Show the client how to improve studying and assess progress.
INVOLVEPrompt the thinking that wrestles to understand new
information.
MOTIVATEAsk the client to demonstrate and build confidence.
WELCOMEMake the client feel good about coming.
You can think of these 4 objectives as goals that you deploy in a certain order.
BEGIN
END
WELCOME
MOTIVATE
INVOLVE
SELF-REGULATE
TUTOR JUGGLEBut more than likely, you will find that you can incorporate these objectives into your conversation at many different points. So in essence, you are
juggling four balls:
• ready at any time to be friendly
and welcoming, • ready at any point to have the
client demonstrate he/she does know something,
• ready to stop talking and do some active listening to your client,
• and ready to interject with a study and time tip.
YOU INCREASE YOUR IMPACT WHEN YOU. . .
• Attend training meetings
• Ask questions
• Review training materials
• Certify
GREAT TUTORING!
GOOD TUTORING!