Tutoring Tasks

To insure that tutors are adequately prepared for their instructional role, the supervising teacher must develop and implement a systematic plan of training.

To help identify the skills a tutor needs to be effective, the goals to be accomplished within their training must be defined. "Tutoring" involves the delivery of individualized instruction that has been designed by the teacher to help students develop: Academic and non-academic skills, Improved self-confidence, Positive attitudes toward learning, and Effective communication skills.

To achieve these goals, the tutor can conduct a wide variety of activities. Some appropriate tasks include:

• Reading materials to students,
• Supervising the practice of newly acquired skills,
• Reviewing lessons and giving informal tests,
• Practicing self-help skills,
• Assisting with augmentative communications,
• Observing, recording, and charting student behavior,
• Directing lessons through questions,
• Providing feedback and reinforcement, and
• Preparing materials for tutoring.

To be prepared to conduct these activities, the teacher and tutor need to develop a systematic training plan. The implementation of this plan, followed by close teacher supervision, can maximize the effectiveness of the tutoring experience.

There are some important tasks which should be completed in preparing for a tutoring session. Completing these tasks ahead of time will help to ensure the success of the tutoring session. Things which should be arranged ahead of time include:

• Arrange the environment,
• Preparation, and
• Supervision by the teacher/supervisor.

Arranging the Environment

For academic activities, a table with chairs is desirable; the seating arrangement should be determined by the activity to be conducted. It is important to make arrangements ahead of time for any special needs of the child, such as selecting a table which is tall enough for a wheelchair, or moving a booster chair to the table.

In some situations, the tutor will be seated across from the student, while other times, the tutor and student should sit next to each other. The furniture should be the appropriate size for the student to use comfortably.

The setting where instructional activities will take place is very important. A quiet area, free from distraction, is most appropriate. The lighting and ventilation should be adjusted before the tutoring activities begin.

When non-academic activities are to be directed, an open space will be required where physical skills related to movement or exercise can be practiced.

Regardless of the activity, the student needs privacy with minimal distractions in a comfortable setting. The concentration of other students in the room should not be disturbed by the arrangement and activity in the tutoring area.

Preparation

Based on the tutoring plan, the necessary materials need to be gathered and arranged at the tutoring site. A well-organized system will allow for easy access to materials with little disruption of the instructional activities.

Equipment and materials should be examined prior to the session to assure that they are ready for use.

It is also helpful to make sure that you have learned the proper pronunciation of the student's name, and are familiar with his or her particular interests, goals, and academic and emotional needs.

Supervision

In preparation for later tutoring sessions, the teacher and tutor should review the activity and practice using materials. It is necessary for a good supervisor to schedule time each week to observe the tutoring activities in order to monitor student-tutor interactions and note student progress.

©University of Nebraska-Lincoln

Project PARA    311 Barkley Center    Lincoln, NE 68583-0738    (402) 472-8737    para@para.unl.edu