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• 1 What is
  Tutoring?
• 2 Tutor
  Respon-
  sibilities
• 3 First
  Tutoring
  Session
• 4 Peer
  Tutoring
  Cycle
• 5 Learning
  Styles
• 6 Goal
  Setting
• 7 Time
  Manage-
  ment
• 8 Organi-
  zation
• 9 Note-
  taking
• 10 PORPE
  & PLAE
• 11 Paper-
  work
• 12 Tutoring
  Contract

The Peer Tutoring Cycle

1. GREET.
   • Greet student(s) by name.
   • Maintain friendly atmosphere (smile, small talk, etc.).
   • Provide efficient seating arrangements.
   • Gentle remind student(s) that all cell phones should be turned off.
   • Encourage student(s) to initiate first task (open book, refer to notes).
2. IDENTIFY THE TASK.
   • Allow time for student(s) to take control and set an agenda for the session.
   • Use questions to clarify students' area of difficulty (What is the hardest part of the course?).
   • Restate students' problems for understanding and clarification. If the agenda or session needs adjustment, explain why.
   • Use empathetic statements to reassure and engender confidence.
3. SET AN AGENDA.
   • Involve student(s) in setting the agenda (We have __ minutes. How should we use them? What should we work on?).
   • Jot down an informal plan for the session.
   • Re-adjust agenda when necessary; keep track of time.
4. BREAK TASKS INTO PARTS.
   • Have students break tasks or problems into steps (task analysis).
   • Restate steps mentioned. Have student(s) take notes if appropriate.
   • Ask student(s) to explain the steps to confirm understanding.
5. IDENTIFY THOUGHT PROCESS INVOLVED IN TASK.
   • Ask the student(s) to explain the general approach learned in class for this type of problem/concept/thought process.
   • Help students(s) understand the role of the textbook and class notes in understanding process. Encourage the use of these resources.
   • Help student(s) understand other sources of information (i.e. notes, handouts, workbooks, classmates, etc.) for solving problems. Tutors should not be the only source of information.
   • Ask student(s) to explain the approach learned to ensure students' understanding for doing similar tasks when studying alone.
6. ADDRESSING TASK.
   • Encourage student(s) to address task without excessive direction (Where should we begin? What do we do next?).
   • Respond appropriately, but do not interrupt students' thinking. Show attention without taking over. Pencil and paper should remain in front of student(s), not tutor.
   • Encourage student(s) to do most of the talking/learning. Do not over explain or take control.
7. STUDENT(S) SUMMARY OF CONTENT.
   • Encourage student(s) to summarize what has just been learned (i.e. "OK, let's review for a minute. Show me what we just talked about.").
   • Wait for students' explanation to run its course without interrupting or correcting. Give student(s) time to self-correct by asking questions, then give the student a minute to fully comprehend the task.
   • Use students' statements to determine if he/she understands.
   • If understanding is incomplete, return to addressing the task.
8. STUDENT(S) SUMMARY OF PROCESS.
   • Have student(s) summarize the process for addressing the task ("So, how do you do this again?").
   • Wait for student(s) summary to run its course.
   • Determine if students' understanding would allow the completion of similar task, independent of tutoring. If understanding is incomplete, return to addressing the task.
9. CONFIRMING AND REINFORCING CONFIDENCE.
   • After students' explains content and process, offer positive reinforcement, and confirm that student(s) really did understand or improve.
   • Congratulate student(s) for working hard and not giving up.
   • Make sure to offer praise appropriately and not condescendingly.
10. LOOKING AHEAD.
    • Help student(s) anticipate what he/she will learn next that might connect to current task.
    • Help student(s) understand how information from class, tutoring, and resources is connected.
    • Ask future-oriented questions like "What is the next concept you will learn in class? How will what we did today help you?
11. PLANNING NEXT SESSION.
    • Allow student(s) to make decision about what to do during the next session.
    • Confirm time and date of next session.
12. EVALUATE SESSION AND CLOSING.
    • Evaluate progress on agenda (i.e. "We got a lot done," or "We got off track."). Ask what helped most and what could be improved.
    • Thank student(s) for contributions (i.e. "You really came prepared. That helped."). If necessary, make suggestions for next time ("Be sure to come prepared, bring your books, read the chapter, and do your homework for next session!").
    • End session on a positive note ("You made a lot of progress!" or "Even though we got off track, we learned what to do for next time.").

Assignment:

What, in your opinion, is the most important characteristic of a good tutor or tutoring session? Give an example of how you might handle a wrong answer from your tutee.

Next: 5: Learning Styles