Transcript Techniques for successfully beginning and ending a

20 July 2015
Techniques for successfully beginning
and ending of a Tutoring session
20 July 2015
Why ?
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From the College Reading and Learning
Association’s Tutor Training Handbook.
“As a new or veteran tutor, it is
important to start off on the right foot
with your tutees. Therefore, techniques
for successfully beginning and ending a
tutor session are extremely important.”
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Techniques for Tutoring session
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Arrive on time for each session.
Be open, friendly, and genuinely
interested in your tutee.
Complete any paperwork that might be
required.
Decide upon a tutorial plan of action for
the session with the student. Always ask
what the tutee would like to work on in
the allotted time.
Always involve your tutees by expecting
and requiring them to actively participate.
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Beginning a Tutoring session
 Greeting
 Identify
the Task
 Divide the Task into pieces
 Be aware of the Thought process
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Greeting
 Greet
student(s) by name.
 Check your “affect” – smile,
gesture, small talk, etc.
 Check seating arrangements and
view of whiteboard, clock.
 New student? Explain how tutoring
works ?
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Identify the Task
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Encourage students to initiate the first
task.
What do you want/ need to cover today?
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Use probing questions if needed to clarify
the student’s immediate concerns.
What is the hardest part for you? What is the
difficult word to pronounce ?
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Restate the problems to insure you understand
what was needed and to focus activities for
session. If you need to refocus session,
explain why.
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Divide the Task into Pieces
 Help
students break the task into
manageable pieces.
 Help students plan the session by
analysis of the pieces.
 Restate the “I have to” to make
sure the important priories will
be addressed.
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Be Aware of the Thought Process
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Ask the student to explain the general
approach learned in class.
Address all possible materials or resources
such as organization of learning materials
(notes, textbook, video-tutorials, and
others) that might enhance success in
learning.
Promote independence! Guide the student to
explain the method, strategies, and
presentation of the task.
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Summarize and Reinforce Confidence
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Encourage students to summarize what has just
been learned.
“OK, let’s review for a minute” or “Show me what
we just talked about.”
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Listen! Listen! Listen! Wait for student’s
explanation to run its course without
interrupting or correcting.
After students explain, offer positive
reinforcement and confirm their comprehension
and/or demonstrated improvement.
Comment on progress
“We got a lot done”
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Summarize and Reinforce Confidence
Congratulate them for working hard and
not giving up.
 Reassure them that he/she can now do
similar tasks independently.
 If time allows, encourage them to do
another example on their own.
 If additional help might be indicated,
suggest other learning opportunities,
such as a study groups, workshops,
Eiken…
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Ending of Tutoring session
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End session on a positive note
“You made a lot of progress! Or You did very good job
today…”
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Fill out any needed paper which is required
by students.
Thank students for contributions
You are really came prepared.
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Or if necessary, make suggestions for next
time
Be sure to come prepared, bring your books; read the
chapter, try the homework before the next session…
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Offer the handout.
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Ending of Tutoring session
 Encourage
the student to come back
for the next session.
 Confirm time next appointment
and/or be sure students know the
rules and how to cancel.
 Reminder: Sign out please! And
Thank you students for their
attending.
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Ending of Tutoring session
 Complete
any needed paperwork
which is required by tutor
program.
i.e. tutoring time log, make sure that
the name of students is marked in
reservation paper…
 Get
ready for next tutoring
session.
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References
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Tutor Training Handbook, College Reading & Learning
Association
Tom Gier & Karan Hancock ED.
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Definition of Tutoring and Tutor Responsibilities
American River College’s Tutor Training Website and
Chattanooga State Community College‘s Website
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Tutoring & Learning Services Office of Undergraduate
Studies – Training Manual
University of South California
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「また会いたい！と思わせる、人との接し方」
森下裕道 辰巳出版
http://guides.lib.usf.edu/content.php?pid=108729&sid=1623299
http://www.northeaststate.edu/default.asp?DocumentID=2027
http://www.brockport.edu/~slc/tips/Tutor%20Tips.html
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Extra
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引用文献
 「また会いたい！と思わせる、人との接
し方」
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作者: 森下裕道
 Tutor
辰巳出版
Training Handbook, College
Reading & Learning Association,
Tom Gier & Karan Hancock ED,
pp.37-38
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
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相手のいいところを見つける練習をする。
相手のいいところを見つければ、自然と好きになります

「この人は、こういういいところがあるな」と考えるよ
うにする。

相手のいいところを見つけるトレーニングをしておくと、
初対面でもパッと相手のいいところが目に入るように
なってきます
20 July 2015