1 / 20

Tutoring

Tutoring. Chapter 13. Reflections on Tutoring. If your school district is experiencing budget cuts, and the school board wants to end the tutoring program in order to save money, what would you tell school board members to encourage them to keep the program?

fawn
Télécharger la présentation

Tutoring

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Tutoring Chapter 13

  2. Reflections on Tutoring • If your school district is experiencing budget cuts, and the school board wants to end the tutoring program in order to save money, what would you tell school board members to encourage them to keep the program? • What alternatives could you suggest?

  3. Benefits and Drawbacks of Tutoring • Benefits: • Tailored to a student’s individual strengths and needs • Offers instant feedback • Can be especially effective for English learners • Drawback: • Can be costly to school districts, who may rely on uncertified volunteers instead

  4. Conditions for Effective Tutoring • Tutoring is based on class instruction and assessment; maybe also Individualized Education Plans (IEPs). • Tutors are well trained and receive continual training. • Students are tutored at least three times per week. • Tutors develop a rapport with tutees. • Programs are well implemented.

  5. Types of Tutors • Reading specialists • Literacy coaches • Certified teachers • Paraprofessionals • Computer-assisted tutoring • Web-based tutoring

  6. Responsibilities of a Reading Specialist • Provide individualized reading and writing instruction • Provide assessment • Diagnose reading problems and recommend appropriate interventions • Serve as a resource for the school district • Provide professional development at the local and state levels • Train paraprofessionals • Provide leadership in student advocacy

  7. Guidelines for Paraprofessional Tutors • Tutors: • should be trained by certified reading specialists • need ongoing training and feedback • must be reliable and punctual • should use high-quality instructional materials • The child should work with the same tutor in each session. • A certified specialist should be present during sessions to answer questions, provide input. (continued)

  8. Guidelines for Paraprofessional Tutors, continued • Tutoring sessions need to be structured. • The reading specialist needs to assess the tutee on a regular basis. • Tutoring session instruction must coordinate with classroom instruction.

  9. Effective Computer-Assisted Tutoring Programs • Criteria: • Motivational • Self-monitoring • Skill reinforcing • Self-pacing • Record and analyze progress • Suggest reading strategies • Reinforce literacy skills—fluency, comprehension, reading, writing skills, and so forth.

  10. Example of Web-Based Tutoring—Intelligent Tutoring of the Structure Strategy (ITSS) • Helps fifth through seventh grades understand expository text (e.g., social studies and science). • Indicates organizational structure.

  11. Example of a Successful Program—Reading Recovery • Student rereads familiar books, to experience success. • Student rereads a book from the previous session. • Tutor gives isolated word study instruction. • Student writes a short story, focusing on meaning and listening for the sounds in words. • Tutor writes out the story on a piece of paper and cuts it up so the student must put the pieces back together. • Tutor introduces a new book; this is used for the next tutoring session.

  12. Lesson Plans for Tutoring Sessions Should Consist of . . . • Written objectives • Consistent sequence/format • Appropriate materials • Reflection on the lesson

  13. Tutoring Session Format for a 45-Minute Session • Easy reading (10 minutes) • Rereading of instructional material (5 minutes) • Word study (10 minutes) • Writing (5 to 10 minutes) • Introducing and reading new book at student’s instructional level (10 to 15 minutes)

  14. Lesson Plan for Tutoring

  15. Characteristics of Effective Tutors for English Learners • Are culturally sensitive • Understand second language acquisition • Understand difference between oral and academic proficiency • Build English learners’ confidence so they are comfortable in class discussions and activities

  16. Sample Lesson Plan for a First-Grade English Learner

  17. Helping Tutees Tackle Challenging Words

  18. Tutoring and TechnologyVideoconferencing • Useful if students don’t have easy access to a university-based tutoring program • Allows for face-to-face tutoring with a tutor who may not be local

  19. More Reflections on Tutoring • Did you ever need special tutoring in a subject you were struggling with? • How was the experience? Was it useful? Did it help you learn the subject and understand the material? • Were you embarrassed at being singled out for needing extra help? • How can help your students enjoy the tutoring experience and be motivated to want to learn more?

  20. Related Video Presentation • You can see a video on tutoring a student in reading, with an interest in science (which is related to the discussion on page 343 of the chapter).

More Related