3 Beginning Steps Step 1: Greeting & Climate Setting Step 2: Identification of TaskStep 3: Breaking the Task into PartsStep 4: Identification of Thought Processes Which Underlie Task
4 Step 1: Greeting & Climate Setting Set up the session for successSet a positive tone for the sessionWarm greeting, use Tutee’s namePay attention to seating arrangementsDo not touch the student’s work!
5 Step 2: Identification of Task Provide the opportunity for the Tutee to state what they would like to work onUse follow-up questions, restatements and empathic statements to help Tutee clarify needs as well as reinforce what the Tutee already knows
6 Step 3: Breaking the Task into Parts Break the task down into smaller partsYour goal should be to provide the opportunity for the Tutee to break the task up
7 Step 4: Identification of the Thought Process One of the two most critical steps in the CycleHelp the Tutee learn how to approach learning the type of taskMake sure not to just answer the question but to discuss the general approach to solving the taskPromote independence by providing information sources & utilizing the text
8 Task Steps Step 5: Set the Agenda for the Session Step 6: Addressing the TaskStep 7: Tutee Summary of ContentStep 8: Tutee Summary of Underlying Process
9 Step 5: Set an Agenda for the Session The agenda is a plan to allocate how much time can be spent on each taskYour job is to get the tutee actively involved in setting the agendaFollow the agenda but be flexibleThe agenda must be explicitly stated
10 Step 6: Addressing the Task Follow the Agenda and conduct tutoring
11 Step 7: Tutee Summary of Content This is where results are seenThe tutee demonstrates what he/she has learnedYou should stay out of the way…let the tutee explain what he/she has learned this helps move the information from short term memory to long term memoryAfter tutee’s explanation discuss accuracy
12 Step 8: Tutee Summary of Underlying Process Companion to Step 4: Identifying the Thought ProcessReinforces by having the tutee summarize the process as he/she understands itUnless you initiate this step most likely will not happenThe goal is to get the tutee to explain how to do the type of task you are working on not an exact problem per se
13 Closing Steps Step 9: Confirmation Step 10: What Next? Step 11: Arranging & Planning the Next SessionStep 12: Closing & Good-bye
14 Step 9: ConfirmationReinforce accomplishments and congratulate tutee on successesReinforce specific behaviors, don’t be too generalProvide evaluation of what is working and what is notAvoid laying it on too thick or thin…
15 Step 10: What Next?Help the tutee to anticipate what to expect in the course, how the tutoring session will impact him/her, etc.
16 Step 11: Arranging & Planning the Next Session Setting a time and place as well as anticipating what the tutee will want to work on nextPromotes consistencyHelps tutee anticipate upcoming learningEncourage dependence (ironic, huh?)
17 Step 12: Closing and Good-bye Virtually automaticMake sure to end on a positive note
18 The TESAT Tutor Evaluation and Self-Assessment Tool Pick up a TESAT from Tutoring Services & use in a tutoring session, return to Amanda for credit for this tutor training module.
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