Module 2 Tutoring Module

Providing a rich and varied context is essential, tutors should utilize a range of different methods to engage all students interests and learning styles. Identifying and meeting the learners needs are important so that tutors can facilitate students learning and ensure that both the students and tutors meet the required goals. Each learner is unique and brings to the learning situation their own different learning style, knowledge set, past experiences and motivational levels. It is important for tutors to consider the level of knowledge and skill development attained by the learners prior to instruction through a variety of different types of assessment, in order to offer a high quality learning experience, delivered and resourced to suit the needs of the learner. Tutors can assess learner needs through numerous means, such as; informal and formal assessment strategies, pre-course interviews and learning style tests. This will allow tutors to tailor lessons and activities to support learners individual needs.

The observation conducted and post observation discussion with my experienced colleague helped me to identify key teaching and learning activities that I could implement in my lesson plan. Also the points of reflection that were mutually figured out served as a guide for me to prepare for Unit 2.

“ Students do become behaviorally, emotionally, and cognitively involved in the learning activities their teachers provide (e.g., write an essay, solve a math problem), and their extent of effort, enjoyment, and strategic thinking does predict important outcomes, such as achievement. But students also do more than this. Students also, more or less, proactively contribute into the flow of instruction they receive as they attempt not only to learn but also to create a more motivationally supportive learning environment for themselves ( Bandura,

• Tutor Communication: Coordinates the response to all tutor inquiries regarding recruitment. Maintains and updates a database of standard communications related to tutor recruitment, engagement, and retention. In collaboration with current tutors and fulltime professional staff, coordinates the development and regular updating of the Tutor Handbook.

It was important to me as a tutor that every driven individual understood the material taught in class. After several weeks of tutoring, I noticed many students struggled to complete their assignments simply because they did not have the assistance available at home. I came to a solution by connecting with them through

Singh suggests that there are many reasons for an individual to need a tutor. Due to the change technology, most students are easily losing focus in their studies and getting attracted to their gadgets. Mrs. Singh says that due to these distractions students become weak in their studies and therefore they need a tutor who can help them come back on track. Also, Mrs. Singh brought up the topic that the size of the classroom is an issues for some of the students as it affects the student’s ability to learn. Therefore, Mrs. Singh believes that having the ability to teach a student one-on-one or in small groups to explain the concepts fully, plus being able to answer their questions and ask questions to the student is very helpful for

Luckhardt Redfield, C., & Larose, G. (2010). Intelligent tutoring and mentoring for effective learning. EDUCAUSE Quarterly, 33(1). Retrieved from http://www.educause.edu/

The study of human psychology comprises many elements to best understand human behaviour, through theoretical perspectives on aspects including behavioural, cognitive and personality psychology (Caponecchia, 2012). In the modern era, psychology has been recognised as one of the foundations during learning, with individuals having different abilities and learning rates, it is essential that tutors teach considering the individual differences students possess (Nezhad and Vahedi, 2011). Instructors have been shown to teach in their own preferred learning method, which may not necessarily be the most appropriate style for the students. This creates loss of motivation in the students and lower learning rates (Gailbraith and Saunders, 1987). Potentially, this is due to learners preferring to learn within their comfort zone whilst utilizing their dominant learning style (Partridge, 1983). Teachers need to be aware of the different teaching methods out there and have an understanding of them for ongoing refinement and success (Vaughn and Baker, 2001). There is also an importance in recognising individuals not just for their abilities but also for their personalities and motivation (Entwistle, 2013). Similarly, whilst undertaking any sort of leadership role, it is just as important to be self-aware of your own traits including emotions, goals and identity, in order to create positive relationships and maintain sustainable performance (Avolio and Gardner, 2005).

Students who think about the negative outcome of their performance evaluations anxiety crashes their performance. Social scientist Mac Leod (2004) supports test anxiety theory by looking how a student evaluates his/ her ability to succeed.

The instructors from Forde’s Professional Tutoring divide their comprehensive summer learning tutoring program into three sections that are specially designed for optimal learning. The first summer session focuses on completing current curriculum requirements. This gives students who have gaps in their knowledge or who have struggled over the academic year the perfect opportunity to catch up and feel confident. The second learning session consists of reviewing the completed curriculum and the third and last session focuses on test preparation to ready students for success on the Specialized

Instead, I would suggest doing more exercises in examining student’s papers and strategies in actual tutoring. I am not an education major, so other than the small amount of time I have spend doing private tutoring, I am not so used to instructing others. Therefore, I definitely would have benefited more from doing actual exercises during class time and perhaps doing more readings that give suggestions on best

There are moments when a student stays up extremely late working on their homework, a project, or studying for a test. They are consistently wishing for additional time to complete their tasks and assignments. Schools, over the course of the years, have developed a schedule and has added an extra period called Tutorial. Tutorial is usually used in a block schedule. Instead of having six periods, students are now having seven altogether, but depending on a school policy the conditions of Tutorial may vary. The time for each class is deducted by a few minutes and this is used to construct a tutorial period. Tutorial is a period where students get to spend their time working on their homework. It is a period which lasts about a total of one hour. Tutorial allows students the ability to go to a class of their choice, especially a class they need help in. Teachers are also allowed send or request students to a class to makeup a test or missing work. During a tutorial period, students are allowed to work on their homework, study for an upcoming test, or ask a teacher for help. Tutorial is not a period where students get to only work on their homework, but they also get to communicate with their teachers, classmates, and friend for help with school work. Students in tutorial also talk with

Taking tests in the academic environment has been the mainstay for evaluating student’s comprehension and mastery of concepts learned. Although this can reflect an accurate depiction of their retained knowledge, many factors may affect the recollection of tested material. Students of all ages can experience a certain level of stress when entering the testing environment, which may have a negative impact on their ability to recall information. This stress may reflect an inaccuracy of what they recalled. Countless factors have been shown to impact test taking ability including environmental noise or lack thereof, anxiety, and self-confidence. These factors affect the students’ ability to concentrate and recall learned information leading to

Annan, M., Chua, J., Cole, R., Kennedy, E., James, R., Ingibjörg, M., … Shah, S. (2013). Further iterations on using the Problem-analysis Framework. Educational Psychology in Practice, 29, 79-95.

Students are considered to be engaged in class when they are involved in their work, continue trying when challenges arise, and take joy when accomplishing the task at hand (Bomia, Beluzy, Demester, Elander, Johnson, & Sheldon, 1997). Engaged students also are able to work well with others, and knows how to use prior knowledge to complete a task (Saeed & Zyngier, 2012). Findings show that student engagement is revolved around goal orientation (Bandura 1982, 1991). Results also have shown that students who have a fear of failure have an inverse relationship with the school setting (Bandura, 1982, 1991). Studies show that test anxiety actually does not have any relationship with a student’s engagement in school (Bandura 1982, 1991). However, the more confident a student is in themselves the better they do in school and the more they are engaged, socially and academically (Bandura, 1982, 1991). Giving students task-specific comments will influence the student’s interest, and communicating high standards or expectations whenever students are doing well can also conduct greater effort and engagement (Butler & Nisan 1986; Cohen, Steele, Rose, 1999). A student who is a truly engaged