Hi Academic Mentors!
Here are some great tips to accomplish successful
tutoring sessions. Even if you have experience, this can be very helpful, check
it out!
Tutoring Tips
Below is some general guidance on how to
give tutoring sessions, including potential tutee anxieties, and notes on
encouraging tutees to contribute in order to ensure your
sessions run smoothly.
Encouraging tutees
to contribute
Many people can be nervous when learning in
a one-on-one environment for the first time. It is critical to be patient with
them, and build their confidence through encouragement and praise. Your
ultimate goal is to help the tutee become comfortable and confident in the
subject, even if they occasionally make mistakes.
Potential tutee
anxieties
- Your tutee may struggle to express exactly what they
are looking to gain from lessons, and may doubt their ability to achieve
their goals. It is essential to agree on realistic targets based on what
they are ultimately hoping to achieve. If a tutee finds it difficult to
articulate what they are aiming towards, avoid the kind of 'why' questions
that can make someone feel on the spot.
- Your tutee may feel obliged to defer to you. Your tutee
may be a little intimidated: you should try to encourage them to express
their opinions to build confidence. One-to-one sessions, whilst very
useful because of their intensity may also be a little overwhelming to
someone who is not used to being in the spotlight.
- Your tutee may see you as an assessor. This is a
difficult perception to overcome, especially if you're coaching your tutee
towards an exam. The key here is to be open, friendly, to encourage the
tutee's confidence and to make your style of teaching non-confrontational.
Be careful that a tutee does not feel unable to express their lack of
confidence in fear of incurring your wrath!
- Your tutee may be confused as to how to work together
with a tutor in a lesson, having never had a one-to-one before. Whilst
some people may quickly take the lead and specify what they want from
lessons, others will be unsure and will look to you to establish a power
dynamic. Here, informal feedback is essential so you are aware if the
tutee feels they are not getting what they need.
Encouraging tutees
to contribute
Tutees are more likely to engage when:
- They feel comfortable around you
- You show them respect and support, especially when they
make mistakes
- Learning is seen as a co-operative exercise, not a
confrontational one
- You both agree upon realistic and achievable tasks
- They are encouraged to contribute, not just to be
lectured to
- Feedback is frequent so communication breakdowns do not
occur
- They are presented with open-ended questions that are
not too 'leading'
Directing
discussions
Think about:
- Regularly giving supportive, constructive feedback
- Encouraging broader or deeper focus
- Correcting misunderstanding in a non-confrontational
way
Feedback on tutees'
skills/abilities
- Link feedback to specific positives/mistakes
- Comment on use of particular skills
- Be encouraging and friendly!
Balancing
tutor/tutee contributions
- Review how often you intervene
- Balance feedback with space
- Encourage quiet tutees, but don't overpower them
Closing lessons
To determine how your tutee feels the
lessons are progressing, ask open ended questions such as these:
- What has been the most significant thing you've learned
today?
- Do you have any questions after today's lesson?
If you have any homework for the tutee,
spend time discussing how they should tackle it. Remember: the tutee may not
have time to do extensive exercises, or indeed may not have the inclination to
do so! Homework density must ultimately be decided on their terms.
Not contributing
Avoid spelling out the answer to an
unresponsive tutee. Instead, try framing the question in a different way. Give
some encouragement: tutees can become disheartened and cease trying if they
think their efforts are futile. Re-evaluate the task you are giving to them and
make sure it's manageable.
I hope this helps!
Credit to First Tutors --United Kingdom--
