How to be a good tutor
Being a tutor is a huge responsibility, which can also be the most self-justifying experience. However, a good knowledge of the subject does not necessarily make you a good tutor. To help people discover their potential, you must have an individual approach to the needs and goals of the person you are training. With this method each learner will be able to better understand the material difficult for him.
Assess the needs of the learner
Pay attention to what the learner already knows
At the first acquaintance with the learner you need to determine the level of his knowledge, so as not to waste training time. Ask what he understands and what he likes best about this subject of study. Let him or her speak openly about the subject and talk about their impressions. So the learner will feel clever and capable, while you will understand what material he has already mastered.
Ask him what his problems are
Learners quite often are aware of their weaknesses. They know which questions are constantly missed in the tests or when they do not understand anything during the class. Allow the learner to explain where he have knowledge gap, and make a list of these areas for himself.
Set goals together
Create a mix of large and small goals that need to be achieved in a certain amount of time. For example, a learner may not improve his math assessment for a month, but three months will be enough for a significant improvement. Small goals can be designed for a short period: by the end of the lesson the learner will write an essay for 150 words about the main source of the forthcoming research work.
Write down the goals on a piece of paper and let the learner track them. So you give it more responsibility for your achievements.
Create a table that allows you and the learner to evaluate how well he or she does during your classes and class. You can include the following elements in the table:
- Estimates for tests
- Grades in the class as a whole
- Achievement of shared goals
- Your assessment of the learner’s efforts
- Your assessment of learner understanding of the material
- Give the learner a special mark with praise for every improvement. If there are no improvements in the estimates, but you see that the person is trying, your table will help her or him not to give up.
Structuring the lesson
Begin the lesson with questions about the material disassembled last time
Before moving on to a new topic, you need to make sure that the learner has mastered the old material. Ask one or two open questions to enable the learner to show their understanding of idea. If he or she has difficulties, perhaps you need to refresh the information, and then move on. Also allow the learner to ask his own questions about the previous material.
Help learners with academic achievement in the classroom
Ask the learner to talk to you about projects or essays, as soon as they are asked. Divide each project into small pieces and slowly work them together to accomplish ahead of schedule. So the task will be done at the highest level, and the learner will get an idea of how to effectively plan their time.
If the teacher gives references to the examination material, send the contents of his studies to learn all the information.
Devote each lesson to a specific goal
Depending on the requirements of the learner at the school or university, you can work on a written assignment or project, or repeat the material learned in the class. After repeating the old material, orally voice your goals for this activity. Keep in mind that deli must be achieved:
Today we will work on organizing an essay. We just take the ideas that you already have and distribute them in the right order in accordance with the structure.
Today we will seek the connection between the allied forces during the Second World War. In the next lesson we will consider the Hitlerite coalition.
Today, we will review all your mistakes in the previous math test and try to find the right answers. Then we will check what new mistakes will be made in such a test.
Provide an opportunity for prosperity
Despite the fact that you must work towards achieving the goals, you must not allow the learner to desperate, from too high a level. Each lesson should include what the learner is already well versed in. Starting from this point, you can complicate tasks, creating new challenges.
If the learner does not meet the expected level, do not give up! Repeat the exercise until he or she begins to perform it 100% correctly. After praise the learner for the fact that he was able to overcome the obstacle.