1. Module 3.3

2.  Understand the value of learning in groups  Discover what the role of the tutor is during group sessions  Learn how to manage groups effectively

3.  Typically due to a high demand for tutors, particularly in math and science  Group sessions in general are more demanding than individual sessions  They can also be quite rewarding for the tutees involved if managed correctly

4.  Most important meeting  Foundations are set for a functional relationship for all members throughout the quarter  Sets the tone for future sessions  Group members get to know one another briefly

5.  They are in a safe environment  They can trust everyone in the group  The tutor is the facilitator  What the ground rules are  Group must agree to follow these rules  Everyone is expected to actively engage in the group’s discussions

6.  Introduce everyone  Sharing some information about yourself  Hobbies or major  Ask questions about each member’s background and interests  Be friendly and courteous to create a light, open atmosphere

7.  Promotes effective group interactions  Creates a respectful and safe environment for learning  Keeps the group on task  Helps everyone know their role  Sets a foundation to refer back to if the session gets off topic

8.  Tutors should contribute some general rules for every group  It often helps to ask group members to add their own ideas  Participants are more likely to agree to the set of rules and follow them if they have played a part in forming the rules of the group

9.  It is the responsibility of the facilitator and other group members to remind the individual of the rules  One way to make sure the rules are remembered is to bring a copy to each session  Easily referenced to avoid conflict or mistakes

10.  Make the ground rules simple and easy to enforce  Consequences of breaking the ground rules should not lead to feelings of distrust or frustration amongst group members  Give tutees the ability to adapt the rules to meet their changing needs

11.  Let members speak without interruption  Questions are welcome as long as they are not presented while someone else is expressing an idea or asking a question  Do not criticize group members  Only one subject can be discussed at a time

12.  Ensure the physical comfort of all members (if the group is large choose an area with plenty of room for everyone)  Check with group members to ensure they all understand the rules of working in a group session  Communicate with everyone  Do not let one person dominate the session

13.  Avoid giving personal opinions about subjects  Stick to relevant information  Maintain a positive atmosphere  Give everyone time to answer questions or complete practice problems  Check for understanding in every member after practice

14.  Despite the tutor’s best efforts, conflicts within groups is occasionally unavoidable  If the group seems to be arguing frequently at the expense of learning, the tutor must find a way to prevent problems before they begin  Step 1: Check group dynamics

15.  Members have different ideas or opinions  When the background of the members are so different they cannot work as a team the tutor must find an alternative  A defensive climate in the group atmosphere  Members may feel judged or criticized  One member may dominate the session making others feel their questions are unimportant

16.  Often the tutor can suggest breaking up the group  By either moving members into other groups or individual sessions if availability allows  Create a supportive atmosphere for the group  All members should be able to express themselves openly and honestly without fear of ridicule

17.  In the first session be sure to help members get to know each other and set constructive ground rules  Let the group members help set rules  Make group sessions as beneficial as possible for all involved  Keep communication open for everyone

18.  What do group members need to know in their first session?  What ways can tutors help encourage socialization in the first group session?  What are some examples of ground rules for group members and for the facilitator?