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Tutoring tips for tutors. The goal is independent learning
Helpful Hints for Tutors!


Learn how student are finding a tutor and register on all of the websites wherever possible to increase your chances of getting contacted by the student. The more websites you register the more changes you have of getting paid it's simple as that.

Students can find a tutor through multiple methods, one of the methods is by searching for tutors in the free tutoring services match making sites, one surprising directory that we always get emails about from other tutors  and students is TutoringServices.com, somehow they managed to create a tutoring portal without charging a single cent  from students or tutors. You can register your tutoring services (<----click on this link to begin) in your city , but do this only after reading through entire tips section.

We have tried contacting them many times to find out their strategy of how they can operate without charging students or tutors, and in response we only received emails stating that they are simply there to help students and tutors. 

Good examples of such sites that's been in existence for some time without charging students or tutors are sites like tutor-ads.com allowing students to read through the posted tutor ads and contact students directly. You can register as a tutor on tutor-ads.com and students can find you by simply  by searching for a tutor in your city. 


Begin by introducing yourself to the student. Take some time for you both to get to know each other.

  • Questions can be asked by both you and the student to get to know each other, find common interests, and to initiate positive communication.
  • Learn the student's name and its correct pronunciation immediately. If you are volunteering in a classroom, ask the teacher for a class list to facilitate your learning process
  • Make sure the student knows your name. Write it down for her/him and include your schedule. Introduce yourself again the next time.
  • One way to show interest is to listen to what the student has to say - ask for his/her opinion.
  • When you talk, talk naturally. Think of working WITH the student rather than talking at the student.
  • Learn to look at each student individually, and value the student for what he/she is.
       
  • As a mentor, your first aim is to help the student see himself/herself as one who CAN learn and WANTS to learn.
  • Take time to get to acquainted.
  • Be an active listener. Let the students know that what they say is important. Ask questions and restate their ideas in your own words to make sure that you understand.
  • Respect a student's privacy. If a student or a teacher reveals personal information, regard it as confidential unless it is something dangerous to the student or someone else. If so, tell a teacher or the principal.
  • Explore ways to set up the kind of rapport that is needed to spark learning. The personal interest that you show in the student may be the catalyst that makes him/her recognize his/her own worth and his/her ability to achieve.
       




Restructure the learning environment.

  • Students are often easily distracted. Make sure you are in a relatively quiet area. Avoid areas that have popular attractions like a pencil sharpener or a water fountain.
  • Clear the desk of other materials so the student can focus on the subject at hand; put books for other subjects out of sight.
  • Some students might even benefit if you physically block out parts of the page or material they are not working with.
     


Begin tutoring at a level well within the grasp of the student to provide an atmosphere of success.

  • Listen to and observe your students.
  • Check with the teacher for any helpful hints about what teaching methods work best for the student and as to what level of understanding the student is at in regard to the particular subject.
  • Work with the student at his/her level.
  • Be prepared to adjust your tutoring to meet the needs of the student as he/she encounters simple to difficult concepts.
  • Assess the student's understanding and grasp of the basic skills needed to complete the assignment. For example: If your student is having trouble with multiplication, you may need to find out if the problem is a lack of addition skills or poor number recognition. If the problem is not that basic, check if there is an understanding of basic multiplication operations.
  • Some students are very quiet and it is important to be aware of their body language. Often students let you know in subtle ways what they are thinking, how they feel and whether they understand.
  • Encourage students to do their own thinking. Be patient, i.e., give them plenty of time to answer. Silence can mean they are thinking of organizing what they want to say or write. Be sensitive to the student's needs. Provide suggestions, information sources, and help if your student does not know the answer.
  • Be gracious and sympathetic with students' efforts.
  • Students learn at their own pace. Do not feel responsible for judging a student's abilities, progress, or behavior.
  • Encourage students. Focus on and reinforce the student's successful work with positive language. Give encouragement and praise positive behavior and work attitude.
  • Keep you student on task. For example, if your student brings up another subject, suggest you can discuss it after the lesson.



Getting started:
  • Does the student have the ability to do the assignment? It is a good idea to find out what the student knows before jumping in to help.
  • Ask the student if this type of assignment has been given in the past. It is often helpful to look at similar assignments to see how you can best help the student.
  • If you do not understand the assignment or are not clear 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.
     


Give clear directions.

  • Explain the assignment to the student slowly, giving one direction at a time. It is helpful to ask the student to restate the ideas in his/her own words to check for understanding of the material. This will confirm whether or not the student understands the directions.
  • 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 25 math problems, block out all but five. If the problems are complicated, work on one step-by-step.
  • Make sure the student understands what is to be done. Do the first problem or some examples together.
  • Encourage the student to work independently on material that comes easily.
  • If you don't know an answer or are unsure of what to do, admit it to the student(s) and work it out together. Feel free to ask the teacher for help when you need it.
  • 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.
  • present the material in small units. Check and recheck learning. Don't just ask, "Do you understand?" See or hear that they do! Don't rush the student.
  • Be flexible. No one style of tutoring fits all situations.
  • Be specific when making assignments for the next session.
  • Let your student know that it is all right to make mistakes, that everybody makes mistakes, and that is one way to learn.
  • Help the student know that it is all right not to know something and that there are some things that you do not know.
     




To the extent possible, be creative and imaginative in your tutoring methods, look for ways to motivate your student and involve her/him in the activity. Students will get restless if they know in advance when a session will begin and end.


  • Have a flexible structure so that students know what to expect, perhaps a "getting started" activity to transition into your tutoring session.
  • Break your session into several shorter segments of various activities, i.e., 10 minutes of oral reading or discussion, 5 minutes for a game or other fun activity, 10 minutes for writing, math drill, etc. The length and content of your segments will depend on the attention span and needs of your student. Students will get less restless if they know in advance when the session will begin and end.
  • Remember that students take in information through different learning channels (visual, auditory and kinesthetic), and that one or two of these may dominate in your student. Use special, colored markers and objects to facilitate learning. Sometimes putting things in different colors, using manipulative objects or even physical movement to represent concepts can be helpful. Tape recorders can help students who have trouble deciding and remembering what they want to write about.
  • If the student is a reluctant reader, it may be useful for you to offer to take turns reading every other sentence in the paragraph. This eases the pressure on the student and gives the student a chance to hear and see accurate reading skills. This is especially helpful for a reading comprehension assignment as it gives the student more time to absorb the material.
  • Give positive praise.
  • Don't do the students work for them. Allow for failure and learning to take place. The goal is independent learning.
  • Try asking students how they think they did or evaluate their own response. For example ask them, How do you know that?
  • Get students to relate what they are learning to their own life experience.
  • Keep your commitment. The students will expect you and look forward to your coming to their school. If you know you will be absent, tell them in advance. Do not make promises you cannot keep; students remember everything.
  • Maintain a sense of humor.
  • Enjoy yourself!

 

 
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