A tutor provides expertise, experience, and encouragement.

They do not provide "answers," but rather assist in problem solving, in getting answers.
The challenge is to focus on assignments within the context they are assigned. 

Tutors should not be expected to diagnose learning disabilities.
Diagnosis should take place outside of the tutoring process by a professional academic counselor. 
If a larger problem becomes apparent, referral is the best strategy.

Seek out training to be a more effective tutor

What are you, as the tutor, expected to know: 
subject matter, level (elementary - advanced), procedures, etc.

Clearly establish expectations for your learner

What are the expectations of the learner? And
of the teacher? and of those close to the learner
(classmates, department, school, family, etc.)

Keep and follow a consistent set of rules

Write them down; post them; refer to them!
Rules are necessary, but must be mutually agreed upon with the learner.
They must be fair and enforced consistently. 
Rules cut down on unnecessary struggles.

Have a clear idea of your own strengths and limitations,
and what skills or knowledge you can offer as a tutor.
One reward of tutoring is the opportunity to use and apply what you have learned

Know the learner
Discover his or her strengths and challenges in learning.
Under what circumstances does he or she learn best? poorly? 
(Do not assume that everyone's learning styles or conditions are the same,or similar to yours)

 

 

 

·         Be aware of the differences between you and the learner. 
You are not trying to change the learner, but to accommodate and use their learning style(s) in order to complete the tasks.
Since you are more experienced, 
it is your challenge to adjust, adapt, or find a way

·         Be open and honest
Sarcasm and condescension are not productive.
We do not tutor to impress, but rather to help.

·         Do not be afraid to acknowledge 
that the chemistry between you and the learner isn't right,
and that another tutor might be more effective. 
The goal is to help, not endure

Make sure the learner knows it is safe to not succeed at first
Learning is a process that often involves unsuccessful attempts. 
This is not failure since options are eliminated toward the correct solution. 
Learning and problem solving  requires passing through a period of sorting through facts and options toward success.

Listen closely to work out the real problem

Check to see if the learner has prepared with some time and effort
and attempted the assignments

Assess the situation

Think in terms of realistic objectives; develop a "contract" of

 

·         agreed upon learning outcomes

·         expectations of communication
(availability, one/several sessions; 
means of communication (Face-to-face, e-mail, telephone, etc.)

Don't be afraid to reveal that you don't know something

You can refer the learner to more sources, including the teacher
You can take the opportunity to learn/problem-solve, and bring back answers, 
and demonstrate that you are in a learning process as well

Summarize and review

Enable follow up

Keep records for future reference

Practical Tips for Managing Emotion, Learning & Behaviour in the ADD/ADHD Child

by Dr. Ron Weinstein, A.D.D. & Family Support Centre, http://www.addcentre.co.uk/newindex.html

Online tutoring skills by Clive Shepherd, TACTIX,
http://www.fastrak-consulting.co.uk/tactix/Features/tutoring/tutor02.htm