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Tutoring and Mentoring Tips
Different programs have different strategies, these are some suggestions based on research, experience and feedback from tutors. Depending on the site where you are working, your coordinator may want you to do things differently.
Topics covered (click to scroll down):
GENERAL TUTORING STRATEGIES
- Consult with your site or program coordinator/teacher/director about
observing/ shadowing another tutor your first time at the site or for
as many times you feel necessary. This allows you to gain an understanding
of the culture of the site (the way the teacher/director interacts with
the children, student behavior and expectations etc.). It may take a
long time (weeks, months) for you to feel comfortable at your site or
with your student.
- The
first time you interact with a student introduce yourself and allow
some time for you both to get to know each other. Don't go straight into
tutoring.
Ways to do this:
- Shake the hand of the child you are working with, no matter what age. This will show your respect for him/her and teach him/her a valuable social skill.
- Make sure the student knows your name. You may wear a nametag or write it down for him/her and let him/her know when you will be coming to his/her site. Introduce yourself again the next time.
- Learn the student's name and its correct pronunciation immediately. If you are in a classroom/large group, ask the teacher/director for a class list.
- Let the student know why you are there (what your role is), what you expectations are of him/her (i.e. "I'll be here every Monday and we will work together on your math. I expect you to focus during this time and do you best so you can improve.")
- Ask general questions (How are you? How has your day been? What did you learn today? etc.). Make sure the runway is clear, i.e. that the student is focused and ready to learn.
- When you talk, talk naturally. Think of working WITH the student rather than talking AT the student.
“One time I asked a girl about her birthday,
which had been the previous week. She looked at me with a smile and a
surprised look on her face and said, ‘You remembered it was my
birthday?’. That made me realize
that, though they might not always show it, the kids are very in tune with
their surroundings and how we interact with them.” – Leigh,
tutor
3. Try to avoid distractions
Ways to do this:
- Make sure you are in a relatively quiet area, and not by a popular attraction like the pencil sharpener or water fountain.
- Clear the desk or work area of other materials so the student can focus on the subject at hand.
4. Listen to and observe your students. You can learn from them just as much as they can learn from you.
Ways to do this:
- Begin tutoring at a level well within the grasp of the student to provide an atmosphere of success. (At whatever level you begin, you may need to adjust as you learn more about the student's level.)
- Ask yourself: Does she/he have the necessary skills to do the work assigned? For example: If your student is having trouble with multiplication, you may need to find out if she/he is able to do addition or even recognize the numbers. If the problem is not that basic, check to see if she or he understands the idea of multiplication operations.
- Pay attention to the student's body language. Often students let you
know in subtle ways what they are thinking, how they feel and whether
they understand.
- Let the student tell you what she/he thinks she/he is supposed to do. It is a good idea to find out what the student knows before jumping in to help.
- If you do not understand the assignment or are not clear on how to do it, be honest with the student. Read the assignment in the book aloud and refer back to earlier sections as needed. If there is no book, try different ways to do the assignment or ask the teacher for further explanation. Your student will learn how to work through a problem by watching and participating with you. Use it as a teaching moment!
- Comment or apologize when you make a mistake. It is important that children hear apologies the way adults do, and to know that no one is perfect.
- Encourage your students to do their own thinking. Be patient i.e. give them plenty of time to answer (at least 30 seconds). Silence can mean they are thinking or organizing what they want to say or write. Be sensitive, though; do not leave your student hanging if she/he doesn't know the answer.
5. Give clear directions.
Ways to do this:
- Explain the assignment to the student slowly, giving one direction at a time.
- Break the task into small pieces if possible, allowing the student to focus on one thing at a time. For example, if a student is working on 20 math problems, block out all but a few. If the problems are complicated, work on one step-by-step.
- Make sure the student understands what she/he is supposed to do before she/he begins. Do the first problem or some examples with her/him.
- Participate actively in the tasks the student is not ready for, such as figuring out what needs to be done and explaining it to a student who is overwhelmed by this.
6. Be creative and imaginative in your tutoring methods, look for ways to motivate your student and involve him/her in the activity. As a mentor, your first aim is to help the student see himself/herself as one who CAN learn and WANTS to learn.
Ways to do this:
- Remember that students take in information through different learning channels (visual, auditory and kinesthetic), and that one or two of these may dominate your student. Use special, colored markers and objects to facilitate learning. Sometimes putting things in different colors, using manipulative objects or even physical movements to represent concepts can be helpful.
- Get students to relate what they are learning to their own life experience.
- Have student try to explain how they got the answer that they came to, why they know they are right. i.e. How do you know a period goes there?
- Review frequently. Ask the student to tell you what he/she learned or to recall a specific lesson.
- Model success. Provide the student with a model of an achieving goal-setter. You have used what you have learned to be successful in life. Help the student see they can learn to succeed.
- What you have is valuable and what your student has is valuable, everyone has something to offer. Don't forget your own talents when tutoring (arts, music, sports etc.)
- Visualization Activity (provided
by ROOTS)
7. Let the student know he or she matters. Build their self worth. If your student thinks that you are not interested in being with him/her, you will have lost his/her trust and respect as well as their interest.
Ways to do this:
- Use tact and positive comments. Encourage students. Diminish yourself to uplift them. Seek something worthy of a compliment especially when students are having difficulties.
- Learn to look at each student individually, and value the student for what he/she is. Accept each student as he/she is. Do not feel responsible for judging a student's abilities, progress or behavior.
- Respect a student's privacy. If a student or a teacher/site director etc. reveals personal information, regard it as confidential unless it is something dangerous to the student or someone else. Is so, tell a teacher/director/principal etc.
- Keep your commitment. The students will expect you and look forward to your coming to their site. If you know you will be absent, tell them in advance. Do not make promises you cannot keep; students remember everything!
- Be gracious and sympathetic with student's efforts.
- Have confidence that your student can learn; set your sights for your student high and he/she will respond.
- Show interest in what the student has to say by asking for his/her opinion.
- Remind them that you are someone they can trust, that they can tell you anything or come to you with a problem.
8. Maintain a sense of humor. Enjoy yourself!
Ways to do this:
- Be enthusiastic. Students will take their cue from the mentor. Tone of voice, facial expression, etc. help convey your interest and have an effect on how the student will feel about the lesson and himself/herself.
9. Leave on a good note!
Ways to do this:
- Tell the students that you look forward to seeing them (insert day you will be there next). Tell them specific things they did well or you were proud of that day.
- Keep a journal to help you remember and reflect on your time. Write down things that worked, things the child told you, questions for your coordinator etc.
KEY POINTS
Listen and observe!
Use teaching moments!
Be positive and encouraging!
Let your student know he/she matters!
Have fun!
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READING STRATEGIES
Dialogic reading is used to build children's basic knowledge, speaking, and listening skills; support children's interest in books and reading; and engage children in a fun and active way of reading together. Children who were read to dialogically at home and school increased their vocabularies, improved expressive language abilities, and were better able to identify sounds and letters.
How to do this:
- Read in a place that is comfortable for everyone. Let the children choose where to sit. It is best not to let the children sit in your lap because, soon they may start to fight over who is going to sit on your lap. This is up to you.
- Let the child choose which books to read.
- Read the Title, Author, and Illustrator before you begin the book.
- Use your finger to follow along with the words as you read. This teaches the child that each word you say corresponds to the set of letters you are pointing to.
- Allow the child to help turn the pages or hold the book so he/she learns how books work.
- PEER Sequence
- Prompt the child to say something about the book
- Evaluate the child's response
- Expand the child's response by rephrasing and adding information to it
- Repeat the prompt-evaluate sequence to make sure the child has learned the expansion
- "WH" Questions. Who, What, Where, When, Why questions that focus on the pictures in the story. "What is this called?" said while pointing at an object in the book.
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SUPPORTING CHILDREN'S PLAY
The learning that emerges from active involvement in play is one of the main reasons both children and adults keep coming back for more.
How to do this:
- Look for natural play openings. Play along with what the child is already doing. Observe and listen before entering child's play and assume the role the child gives you, following his/her cues about the content and direction of play. Offer some suggestions to extend play while staying within the children's play theme. You are equal partners.
- It is important to keep in mind that children play out of the need
to construct meaning from their lives. It is their way of making sense
of personalities, social interactions and the darker side of human existence.
For example, students playing housekeeping may act out a drug raid, where
some students are the police and others are the homeowners. Instances
like these are opportunities for you, the tutor/mentor, to observe and
learn about the child. These are opportunities for you and the child
to converse about what the child is doing and feeling. Let them know
AND show them that you are someone who they can confide in and trust.
One way of doing this is through self-disclosure. E.G.: If a child tells
you a family member died, share an experience you have had with death
and how it made you feel.
- Be a bush, not a tree! Be at the same height level as the child. If the child is sitting down, sit beside him/her, kneel beside him/her, etc. If the child is playing on the floor, get on the floor with the child.
- Play in parallel with the children. For example, using the same materials in the same or a similar manner. Playful adults eat 'pine-cone soup,' blast off in 'rocket ships,' or get rushed to the 'hospital' in the 'ambulance.'
“You can discover more about a person in an hour of play
than in a year of conversation” – Plato
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BULLYING
Bullying is aggressive behavior that is intentional and that involves
an imbalance of power or strength. Bullying can take many forms, such as
hitting, kicking, threatening others, teasing, name-calling, excluding
from a group, or sending mean notes or e-mails. A child who is being bullied
has a hard time defending himself or herself. Often, children are bullied
not just once or twice but over and over. (Olweus, 1993; Roland, 1989;
Smith & Sharp, 1994).
Find out what your site's policies are on bullying.
When you see or hear bullying:
1. Immediately stop the bullying.
How to do this:
- Stand between the child(ren) who bully and those who were bullied, preferably blocking eye contact between them. Don't send any students away- especially bystanders. Don't immediately ask about or discuss the reason for the bullying or try to sort out the facts.
2. Refer to the bullying behavior and to the relevant site rules against bullying.
How to do this:
- Use a matter of fact tone of voice to state what behaviors you saw/heard. Let students know that bullying is unacceptable and against the site rules.
3. Support the bullied child(ren) in a way that allows him/her
to regain self control, to "save face," and to feel supported
and safe from retaliation.
How to do this:
- Make a point to see the child later in private if he/she is upset, but don't ask what happened at the time of the incident. It can be very uncomfortable to be questioned in front of other students. Let his/her teacher/program director know what happened to provide additional support and protection. Increase supervision to assure the bullying is not repeated and does not escalate.
4. Include the bystanders in the conversation and give them guidance about how they might appropriately intervene and get help next time.
How to do this:
- Don't put bystanders on the spot to explain publicly what they observed. Use a calm, matter of fact, supportive tone of voice to let them know that you noticed their inaction or that you are pleased with the way they tried to help- even if they weren't successful. If they did not act, or if they responded in aggressive ways, encourage them to take a more active or prosocial role next time.
5. If appropriate, impose immediate consequences for students who bully others.
How to do this:
- Do not require students to apologize or make amends during the heat of the moment. All consequences should be logical- and connected to the offense. As a first step, you might take away social opportunities (e.g. recess, playtime). Let students who bully know you will be watching them and their friends closely to be sure there is no retaliation. Notify colleagues.
6. Do not require students to meet and "work things out."
How to do this:
- Unlike conflicts, bullying involves a power imbalance which means this strategy will not work. Trying to find a way to "work things out" can re-traumatize the student who was bullied and does not generally improve relationships between the parties. Instead, encourage the students who bullied to make amends in a way (after follow up with an adult) that would be meaningful for the child who was bullied.
These are just basic steps to take to stop bullying. For more information click on the following links:
Providing support to children who are bullied
Bullying Among Children and Youth
What We Know About Bullying
BURNOUT
Working with children can be extremely rewarding, but can also be extremely stressful and tiring. It is important to be mindful of ways to prevent burnout.
How to do this:
- Take care of yourself! "Hurt people hurt people" (Christopher Cuby)
- Maintain a sense of humor
- Talk to your fellow tutors/mentors, your coordinator, your friends,etc., don't keep everything bottled up. Write down your thoughts and feelings.
- Remind yourself that you ARE making a difference in the students' lives, even though may not see immediate results (learning to read does not happen over night).
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SAFETY AND HEALTH TIPS
The following are provided to inform you of important safety issues to consider before and while you are at your site.
If you have ANY doubts about your safety, consult with your site supervisor, your professor/instructor, other students, Campus Security or the Community Service Network office to assist you.
Report ANY suspicions of abuse, neglect, or criminal activity to your site supervisor and the Dean of Students Office immediately.
Important Steps To Take Before You Go:
- Know your service site supervisor and who to contact should a problem arise.
- Do not go to your site if you are sick. Consider getting a flu shot. We work with kids, many of who will be ill during the year.
- Do not report to the site under the influence of drugs or alcohol.
- Be aware and familiarize yourself with the neighborhood, environment and culture of where your site is.
- Make sure someone knows where you are when you go to your site.
- Walk with confidence.
- Be careful when you arrive and leave your site, try to come and arrive with a group. Be aware of your surroundings and do not leave valuables in your vehicle, lock your vehicle.
- Dress appropriately and leave expensive or excessive jewelry at home.
- You are responsible for your personal items at your site, do not leave them around in an unsafe location, keep at home or lock in office at site.
- Find out what a typical day is like at the program from the program supervisor.
- Ask about policies, procedures and etiquette specific to your site.
- Know the site's discipline policies.
- Know what to do in the case of an emergency (such as a fire or injury).
Important Info To Remember While There:
- Tell a staff member or supervisor at your site if any children tell you anything about physical/mental/verbal/sexual abuse or you see any bruises. As a volunteer at your site, you are automatically a mandated reporter (you are required to report any abuse/signs of abuse), when in doubt, tell someone!
- Avoid any language or communications that may be perceived as inappropriate or harassing.
- Respect the privacy of all children.
- Do not allow yourself to be alone with a child in a secluded area.
- Refrain from touching the children in any way that may make them uncomfortable, be viewed as aggressive, or expose you or your site to any potential issues.
- Report any suspicious activity or people to program supervisor.
- Do not transport the children unless a supervisor gives your permission.
- Make sure to use hand sanitizer or wash your hands repetitiously and help the kids to understand the value of hand washing and sanitation/hygiene as well.
- When in doubt, always ask for help.
- Be aware of burnout and how to handle it.
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Read these articles:
40 assets
“We Can't Teach What We Don't Know”
Sources: The Community Service Network's Guide to Learning and Serving in the Rochester Community; Cameron Community Ministries Volunteer Training Agenda; San Francisco School Volunteers, 1996-1998; Jumpstarting School Success, 2005; US Department of Health and Human Services, "Stop Bullying Now!"
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