Greetings are easy to implement, but are sometimes skipped over in a hurry to get tutoring underway. By ignoring this step, the tutee is not given the opportunity to get comfortable with the tutor.  Without this comfort level, the tutee will find it more difficult to disclose information needed to resolve issues.  Greetings help establish a rapport that will be carried throughout the session.


Greet Returning Tutees

You don't need to carry on an extensive conversation before starting a tutoring session with a returning tutee.  A few minutes of general conversation should suffice to allow both the tutor and tutee to feel comfortable with each other and their expected roles.


Greet New Tutees

Coming to tutoring for the first time can be a little intimidating.  Therefore, you will need to allow time for both the tutor and tutee to get to know each other.  To do this, start out the session by telling the tutee a little about yourself - your major, your hobbies, etc.  After letting them know something about yourself, ask the tutee about himself/herself.  What is his/her major?  Who is his/her instructor? What are his/her hobbies and likes/dislikes?


This information can be used later in the session.  Relate new material to material in which the student is already familiar.  This will increase his/her rate of comprehension.  For example, if the tutee likes horses, the tutor might relate a math problem to the furlongs on a race track.


At this point in the tutoring process, it is very important to listen carefully to any questions and concerns your tutee may have.  This will aid you in determining the focus of your tutoring session


Review Expectations

It is also important to review expectations.  Tutees should know that:


  • You are not a homework machine.
  • You are not a miracle worker.
    • If the tutee procrastinated throughout the semester, working and cramming with you the week before finals will not produce great results.
  • You will not know all the answers to every question all the time.
  • You are not an instructor.
  • Tutoring is a two-way street - one in which tutees should play a very active role.
  • Tutees are expected to be an active participant and contributor in their sessions.
  • Tutees should bring all relevant materials, including textbook, the class syllabus, class notes, past papers, and past tests to tutoring sessions.
  • Tutees should come prepared by:
    • Attending class
    • Reading assignments
    • Taking notes
    • Trying homework problems


Once these guidelines have been established, you should give tutees the opportunity to discuss their expectations from tutoring.  Do they want a certain grade in a class?   Are they wanting help with study skills?  (Sometimes, the student may not know the problem lies with study skills and not the particular subject.  As the tutor, you can make this determination.  If you believe the problem is with study skills, refer the student to Mr. Al Mitchell or Mr. Lowell Martin.  Are they performing poorly on tests?  The answers to these questions will give you a good indication of what role to play in their learning.


Proceed To Step 3

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