tutor cycle

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Tutor Training •Teach Tutors how to be more effective by: Understanding their roles and the goal that underlies all tutoring, namely to build independence from tutoring dependence; Utilizing the tutoring cycle for every tutoring interaction that provides direction and a focus to encourage learning; Employing different options for communicating to encourage tutees' involvement in learning.

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Materials from the California Tutor Project a California Community Colleges Funded project funded by Instructional Improvement Program (FII) and administered by the Chancellor’s Office, California Community Colleges in 1991-92. Dr. Ross B. MacDonald, was the Director of the California Tutor Project.

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Page 1: Tutor cycle

Tutor Training

•Teach Tutors how to be more effective by:

Understanding their roles and the goal that underlies all tutoring, namely to build independence from tutoring dependence;

Utilizing the tutoring cycle for every tutoring interaction that provides direction and a focus to encourage learning;

Employing different options for communicating to encourage tutees' involvement in learning.

Page 2: Tutor cycle

From the California Tutor Project:

Step 1: Greeting Step 2: Identify Task Step 3: Break Task into Parts Step 4: Identify Thought

Process Step 5: Set an Agenda Step 6: Address the Task

Page 3: Tutor cycle

From the California Tutor Project (cont’d)

Step 7: Tutee Summary of Content Step 8: Tutee Summary of

Underlying Process Step 9: Confirmation Step 10: What Next? Step 11: Arrange & Plan Next

Session Step12: Close and Goodbye

Page 4: Tutor cycle

1. Greetings

• First Impression – greet student by name.• Create the atmosphere/dialogue•Modeling behavior

Page 5: Tutor cycle

2. Identify Task

• Determine purpose of session• What does tutee want to

work on – give them the opportunity.• Ask probing and/or open

ended questions• Use Active Listening/Silence

Page 6: Tutor cycle

How to Listen Actively

Step 1: Listen to Understand

Focus on the speaker, maintain sufficient eye contact, and listen with

the intention of fully understanding what the other person thinks and

feels.

Page 7: Tutor cycle

Step 2: Clear Your Mind and Remain Silent

Don’t be distracted by judgmental thoughts, stay focused, and be quiet.

Listen to the entire message including tone of voice, gestures,

and expressions (non-verbal gestures). You need to receive 100%

of the speaker’s message. Sit forward, and periodically acknowledge the speaker.

Page 9: Tutor cycle

Step 3: Ask the person to Expand or Clarify

Don’t make assumptions. Invite the speaker to share additional information and feelings:

Tell me more about that. Could you give me an example? Can you explain in a different way?

Page 10: Tutor cycle

3. Break it Down

• Coach tutee to break the task into parts–“What should we work on today?”

• Restatement is a useful technique.

Page 11: Tutor cycle

4. Identify Thought Processes

• Assist & guide the tutee.• Promote independence.• “How do you think you

should proceed?”• Utilize learning material.

Page 12: Tutor cycle

Step 4: Reflect the Other Person’s Thoughts and Feelings

Again, don’t make assumptions. Restate what the speaker said in your own words, then verify the accuracy of your understanding. Reflecting

adds nothing new to the conversation – remember the goal is to understand.

• On Course, by Skip Downing. Wadsworth, Cengage Learning

• Becoming A Master Student, by David B. Ellis. College Survival, Inc.

Page 13: Tutor cycle

5. Set an Agenda

• Allocate time for the task(s).•Make sure tutee gives input.•Make it explicit.

Page 14: Tutor cycle

6. Address the Task

• Conduct the business of tutoring.• Use materials.• Encourage tutee (s) to do

most of the talking/learning. • Allow sufficient "wait time"

for tutee to do act.

Page 15: Tutor cycle

7. Tutee Summary of Content

• Tutee explains.• Wait. • Give opportunity. • Move from short-term to

long-term memory.• Cycle back?

Page 16: Tutor cycle

8. Tutee Summary of Underlying Process

• Reinforce underlying process of Step 4.• Tutee explains. • Move towards independency.• Cycle back?

Page 17: Tutor cycle

9. Confirmation

• Reinforce specific statements or accomplishments.• Provide thoughtful

evaluation.

Page 18: Tutor cycle

10. What Next?

• Assist tutee in anticipating.• Reinforce connections.• Utilize learning material.

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11. Arranging & Planning Next Session

• Tutee (s) to make decision. • Confirm time and date. • Independence & Irony.• Suggest other opportunities.

Page 20: Tutor cycle

12. Closing & Goodbye

• Allow about five minutes.• Evaluate progress. • End on a positive note. • Logistics!

Page 21: Tutor cycle

Disclaimer

Despite the training you have/will receive(d), and

your skill and preparation, you/we cannot anticipate all difficulties that may arise.