More Effective Tutoring
is a compendium of pointers, tips and techniques used over the years by our best tutors to
make their work with students effective and successful.
A.
Diagnostic Testing Gives You A Clear Picture Of Your Student's Needs.
B.
Diagnostic Testing Begins With Your First Call To A New Student's Family:
1.
Ask them to give you the student's report card, quiz and exam grades and to look up prior
to the first lesson those they couldn't recall.
2.
Tell them about the diagnostic test you'll give him at the first lesson.
3.
Direct them to make sure he brings home his text book, notebook, quiz papers and homework
papers for you to examine while he works on the diagnostic test.
4.
Have them procure a notebook so you can write notes, a looseleaf binder and paper so he
can do your homework assignments and a good supply of pencils with erasers so he can do
and correct problems.
5.
Explain both parts of our cancellation policy.
6.
Set a date and time for the first lesson and make sure they write down your name and
number.
C.
Diagnostic Testing Continues During The First Lesson:
1.
Give your student a comprehensive written diagnostic test during the first half of the
lesson.
a.
Include questions on basic topics, skills and concepts prerequisite to the current work.
b.
Include questions calling for definitions of basic technical words used in the course.
2.
Carefully note your student's response to what you teach during the second half of the
lesson.
a.
Try to obtain a clear picture of his verbal and logical abilities and of his ability to
use common sense.
b.
Observe how quickly he is able to understand your explanations and to learn unfamiliar
topics.
D.
Estimate How Frequently Your Student Will Need Lessons And Inform The Family At The End Of
The First Lesson.
1.
Tell the family how many hours per week you believe are needed to cover everything. Base
your recommendation on the following six factors:
a.
The number and complexity of topics revealed by the diagnostic test to be problems for
your student.
b.
His test, report card marhs and RCT grades from school.
c.
His most recent reading level score.
d.
Your inspection of his schoolwork and exam papers while he did the diagnostic test.
e.
Your personal observations of his logical, verbal, common sense and learning abilities.
f.
The number of weeks left for him to master the course.
2.
The family's response to your recommendation can be any of the following three:
a.
The family accepts your recommendation exactly as stated.
b.
The family is willing to have you come more than one hour per week but fewer than the
number of hours per week you proposed.
c.
The family wants you to work with the student just one hour per week.
3.
Schedule future lessons according to the family's response.
a.
If the family did not accept your recommendation, restate it a few weeks later.
1.
Teach the exact definitions of all important course words and apply them to problems and
exercises.
2.
Teach all basic concepts and skills needed to master the course and apply them to problems
and exercises.
B.
Teach New Work.
1.
Write detailed notes.
a.
Keep all notes in one large notebook devoted to your tutoring sessions -- an 8˝" x
11", college ruled, five-subject, spiral notebook is best because it provides enough
pages for virtually any number of lessons.
b.
Write out and fully illustrate all definitions , basic concepts and facts needed to
understand the topic being taught.
c.
Write out and fully illustrate step-by-step methods for solving each type of problem in
the course.
d.
Write out complete solutions to several model problems, with about half done with your
student.
e.
Have your student try some typical examples on loose-leaf paper on his own, using only his
notebook for help.
2.
Use the Socratic method.
a.
Don't spoon-feed material to the student; wherever possible, use a series of well-designed
questions whose answers lead your student to discover concepts and facts for himself.
3.
Make sure your student knows all concepts and skills prerequisite to the topics being
covered.
a.
Preparing and using a lesson plan when you first tutor a particular course is an extremely
helpful way to avoid omitting any essential prerequisites.
C.
Assign Homework.
1.
Part of the assignment should include study work.
a.
Have your student study what you wrote in his notebook.
b.
Have your student study appropriate pages from his textbook.
2.
Part of the assignment should include written work.
a.
Assign exercises and problems to practice everything you taught during the lesson.
b.
Use the spiral method -- Always include problems dealing with work you taught in previousl
lessons.
3.
Use the back pages of your student's notebook to write the date and time of the next
lesson and exactly what you expect him to do.
4.
Tell the family you've assigned written and study homework for the next lesson.
D.
Set A Date For The Next Lesson.
1.
Schedule all lessons for the same day and time each week.
2.
If you're unable to come the same day and time each week, set up a definite appointment
for next week before you leave.
E.
Keep Track Of The Time Spent At Each Lesson.
1.
An hour of tutoring is 60 minutes -- not 55 or 50 minutes.
2.
Always arrive within ten minutes of the lesson's scheduled starting time.
3.
Lessons always start and end at the scheduled starting and ending times.
a.
If a lesson starts late because of your student's tardiness, end the lesson at the
scheduled ending time but still charge the full fee due for the full scheduled time.
b.
If a lesson starts late because of your tardiness, first apologize to the student's family
and then do one of the following two things depending upon their wishes and with their
full knowledge.
1)
Add the number of minutes you were late to the end of the lesson, making it finish later
than usual.
2)
Add the number of minutes you were late to the next lesson, making it longer than usual.
1.
A student's family gets very upset when a tutor is unreliable about keeping appointments.
a.
Always show up for appointments on time.
b.
Don't cancel at the last minute; always give at least one day's notice for a cancellation.
c.
Since a tutoring hour is 60 minutes, be careful to stay with your student the full
agreed-upon time.
2.
Act professionally with your student.
a.
Don't extend lessons beyond the agreed-upon time without the family's clear approval.
b.
Remember you're there to help your student master a course, not to be his buddy or
confidant.
c.
Keep the family apprised of what you're doing with your student.
B.
Be Professional About Course Material
1.
Always be thoroughly prepared.
a.
Know the exact course content and syllabus followed by the your state's board of
education.
b.
Know the content, scope and format foir any standardized exam that's part of your
student's course.
c.
Know the content, scope and format of any standardized test you're teaching.
d.
In necessary, use lesson plans to prepare topics you haven't taught enough.
2.
Don't undermine your family's confidence in your knowledge.
a.
If you come across an unfamiliar topic, NEVER reveal any trace of
uncertainty to your student or his family.
1)
Make a smooth transition from the troublesome topic to one with which you are sure.
2)
After the lesson's over, review the troublesome topic until you've completely mastered it.
3)
At the next lesson, return to the interrupted topic and complete it.
b.
If you discover your student is taking a course that's beyond you, CALL
US AND NOT THE STUDENT'S FAMILY to discuss the course of action to be
followed.
C.
Be Professional About Controlling The Situation
1.
Maintain control of lesson times and dates.
a.
Attempt to schedule appointments the same day and time each week.
b.
If this isn't possible, have convenient dates and times to propose for the next lesson.
2.
Maintain control of lesson equipment.
a.
Insist your student have a notebook for all your notes and a loose-leaf binder for your
homework assignments.
b.
Insist your student have all writing implements, text books and school notes at home ready
for use at each lesson.
3.
Maintain control of the material covered during lessons.
a.
Don't start by asking What did you cover today? Rather, teach all
topics, including early ones, your student needs to master the course.
b.
If the family wants current work covered when you know the student's deficient in the
basics, have them contact us to discuss the situation.
D.
Other Professionalism Pointers
1.
Never drop a student without first discussing your reasons with us.
2.
Inform us about students with physical or emotional problems requiring a specialist.
3.
Maintain a neat, clean appearance when you tutor one of our students.
4)
Buy a street guide map covering the area in which you intend to tutor for us so you'll
always be able to find your way to a student's home.
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