Text Only / Printer Friendly
PDF version
(18pp., 134K)
Foreword
Introduction
Making the
Distinctions
Benefits
The Northwest
Sampler
Implementing
Training Tutors
Potential Pitfalls
Everyday Stuff
Conclusions and
Regional Contacts
References
About This Issue
Previous Issues
Purchase this
publication
|
Training Tutors
It is critical that tutors, whether they are fourth-graders or 40-year-olds, be properly trained. Do not assume that because they are honor students or adults, that they are effective instructors. Without training, they will rely on personal experiences. While this may not necessarily be bad, it is possible that they could resort to damaging practices such as threats, put-downs, or guilt (Gaustad, 1992). Effective tutor training should include, but not be limited to the following steps:
- Give tutors an overview of program structure, procedures, and goals (Topping, 1988).
- Familiarize them with curriculum.
- Assess tutors' skills and comprehension before assigning them to a tutee. It is important that tutors have mastered the material enough to effectively teach it (Gaustad, 1992).
- Give tutors background information about their tutees, but be careful not to disclose unnecessary personal information (Topping, 1988).
- Model instructional techniques you would like tutors to emulate, emphasizing interpersonal, management, and content skills. After this, switch roles with them and give them a chance to practice these techniques with your supervision (Rekrut, 1994; Topping, 1988).
- Teach tutors to recognize the appropriate time to demonstrate skills to tutees, and the right time to provide tutees with feedback (Topping, 1988; Ellery, 1995; Kalkowski, 1995; Cotton, 1989).
- Make sure tutors are able to recognize areas where their tutees needs extra help (Topping, 1988).
- Convey to tutors how valuable praise, encouragement, feedback, and reinforcement are to the success of the tutee (Ellery, 1995; Cotton, 1989; Topping, 1988).
- Ensure tutors are trained in a specific error correction procedure. It should be quick, simple, consistently applied, and nonstressful for both tutor and tutee (Topping, 1988).
- Train tutors to keep accurate records, as this is used in the assessment of the tutee and the evaluation of the program overall (Cotton, 1989; Topping, 1988).
- Provide tutors with ongoing monitoring and supervision throughout the course of their tutoring experience (Morris, 1990; Topping, 1988).
- Make sure tutors know who to talk to when they have any questions or concerns (Topping, 1988).
- Give the tutors encouragement and praise. They need to know that they are doing a good job.
|
