Instructional Techniques

Certain instructional techniques are essential to tutoring situations. The supervising teacher and tutor need to assess the tutor's existing skills and then develop a plan of training. Some helpful instructional techniques the tutor may use include:

• Giving directions,
• Modeling,
• Providing feedback,
• Using questioning procedures, and
• Responding to requests for help.

Each technique involves skills to be developed by the tutor to increase proficiency in offering individualized assistance.

1. Giving Directions

   The objective of instructing a tutor on giving directions is to demonstrate the formulation of clear, concise verbal directions that are appropriate for the individual student. The tutor may practice giving directions with the teacher, who can provide feedback on how easy or difficult the directions are to understand. Techniques to keep in mind include:

   • Insuring that the student is attending,
   • Selecting vocabulary that is appropriate for the student,
   • Explaining the purpose of the lesson, and
   • Presenting only one assignment at a time.

2. Modeling

   The objective of modeling is to demonstrate to the student what they are expected to do in the lesson. For example, if a student is expected to fold and number their paper a specific way, then the tutor may model this to the student by doing it as they give the directions.

3. Providing Feedback

   In "Providing Feedback," the focus is on maintaining a positive, motivating relationship with the student. Both verbal and nonverbal reinforcement techniques can be used to guide the student to keep working on task. Remarks such as, "Good, you are remembering that what you do to one side must also be done to the other side" encourage students who have not mastered a concept to keep working toward the goal. When students respond correctly, they can be praised in a manner selected to express encouragement and support.

4. Questioning Procedures

   When it is appropriate to ask questions during the tutoring session, the tutor needs to use proper "Questioning Procedures." The purpose of questioning is to determine the student's level of mastery in order to proceed with new instructional activities. Good questioning practices involve:
   • Asking open-ended questions, these require more than a "yes" or "no" answer,
   • Ordering questions sequentially to guide a student toward the conclusion,
   • Varying the levels of questions, and
   • Helping organize ideas into generalizations.

   There are different levels of questioning which may be used in determining a child's understanding of materials.

   • Literal questions ask for specific information,
   • Interpretative questions require a student to use their own opinions and thoughts, and
   • Analytical questions are the highest level, and require a student to synthesize and apply information in an abstract way.

5. Requests for Help

   The way in which "Requests for Help" are dealt with can enhance rapport with students and affect learning outcomes. Helping at the appropriate time prevents a student from becoming frustrated with the activity, but additional direction sometimes distracts the student from the task. The tutor needs to understand the difference between providing the answer for the student and effectively guiding the student to find the answer independently.

   Delivery Skills

   1. Start promptly at the assigned time.
   2. Follow the schedule of activities established by the teacher.
   3. Follow the instructions for tutoring outlined by the teacher. When you are not sure what to do, ask the teacher.
   4. Set realistic expectations for the students so he/she will experience success.
   5. Utilize questioning techniques that direct instruction and require more than "yes" or "no" answers.
   6. Learn to listen to the student and what he/she is saying. Give them your full attention.
   7. Pay attention to non-verbal cues exhibited by the student.
   8. Give feedback to the student about his/her performance.
   9. Utilize reinforcement procedures which are motivating to the student.
   10. Be consistent, follow rules, and provide structure.
   11. Close the lesson.

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