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
|
Everyday Stuff—Daily Implementation
Once the program is off and running, the work has only just begun. The everyday functioning of the program requires careful planning and organization. Remember that tutors aren't responsible for lesson planning, scheduling, monitoring, or evaluation (Morris, 1990). These tasks fall to the program coordinator(s). Following are some helpful hints to keeping the whole thing rolling:
- Conduct regular meetings between tutors and coordinators as a way of keeping in touch and informed of developments in the program. This is also a time for tutors to receive further training as needed (Topping, 1988).
- Communicate regularly with school staff and parents/ community members. Tap into both groups' skills. Teachers can assist with lesson plans and instructional suggestions. Parents and community members can help to provide program materials, and act as ambassadors to the rest of the community on behalf of the program.
- Strive to create a warm, relaxed, and noncompetitive environment for tutoring pairs to work in (Gaustad, 1992).
- Remember that tutoring can be scheduled during class time, recess, or before or after school. It is generally felt, however, that the most successful time period is during class. This ensures all students will be present and that less scheduling conflicts will exist (Topping, 1988).
- Monitor the tutoring sessions and the program overall. Stop potential problems from becoming actual problems.
- Make sure to positively reinforce the work of tutors.
|
