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STEP 2 - GREETINGS |
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Greetings are easy to
implement, but are sometimes skipped over in a hurry to get tutoring underway. By ignoring
this step, the tutee is not given the opportunity to get comfortable with the
tutor. Without this comfort level, the tutee will find it more difficult to disclose information
needed to resolve issues. Greetings help establish a rapport that will be carried
throughout the session.
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Greet Returning Tutees |
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You don't need to carry on an extensive conversation before
starting a tutoring session with a returning tutee. A few minutes of general
conversation should suffice to allow both the tutor and tutee to feel comfortable with
each other and their expected roles.
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Greet New Tutees |
Coming to tutoring for the first time can be a little intimidating.
Therefore, you will need to allow time for both the tutor and tutee to get to know each
other. To do this, start out the session by telling the tutee a little about
yourself - your major, your hobbies, etc. After letting them know something about yourself, ask
the tutee about himself/herself. What is his/her major? Who is
his/her instructor? What are his/her hobbies an likes/dislikes?
This information can be used
later in the session. Relate new material to
material in which the student is already familiar. This will increase his/her rate
of comprehension. For example, if the tutee likes horses, the tutor might relate a
math problem to the furlongs on a race track.
At this point in the tutoring process, it is very important to listen carefully to any
questions and concerns your tutee may have. This will aid you in determining the
focus of your tutoring session.
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Review Expectations |
It is also important to review expectations. Tutees should know that:
- You are not a homework machine.
- You are not a miracle worker.
- If
the tutee procrastinated throughout the semester, working and
cramming with you the week before finals will not produce great
results.
- You will not know
all the answers to every question all the time.
- You are not an instructor.
- Tutoring is a two-way
street - one in which tutees should play a very
active role.
- Tutees
are expected to be an active participant and contributor in their
sessions.
- Tutees
should bring all relevant materials, including textbook, the
class syllabus, class notes, past papers, and past tests to tutoring sessions.
- Tutees
should come prepared by:
- Attending class
- Reading assignments
- Taking notes
- Trying homework problems
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Once these guidelines have been established, you should give tutees the opportunity to
discuss their expectations from tutoring. Do they want
a certain grade in a class? Are they wanting help with study skills?
(Sometimes, the student may not know the problem lies with study skills and
not the particular subject. As the tutor, you can make this
determination. If you believe the problem is with study skills, refer
the student to one of the Instructional Specialists.) Are they
performing poorly on tests? The answers to these questions will give you a good
indication of what role to play in their learning.
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