Roles and Responsibilities of a Tutor in the Lifelong Learning Sector

Becoming a tutor will help me improve upon my knowledge of learning, studying, and test-taking techniques. It will provide me with real world

Using my personal presence, presonal example, charisma and tools such as ground rules, I need to create the right first impression to ensure that my learners are aware of their responsibilities within the learning environment. I try to create an environment of support, collaboration and mutual respect. I am responsible for ensuring inclusivity of the learners and celebrating their diversity. I have a duty of care in respect of my learners and should get advice and guidance from my fellow professionals in areas I am unsure of. The environment should be in accordance with Health and Safety requirements allowing free movement and access, no trip hazards, safe, tested electrical equipment. I need to create a psychologically safe environment without intimidation or disrespect. I would do this by challenging inappropriate behaviour and encouraging positive behaviour. I could also refer learners back to the ground rules. Depending on the learning needs / progress of individuals I might need to adapt and target some parts of the course content. I need to minimise jargon and adapt my language and style to the needs of the participants. I need to create opportunities for networking, self-development and experimentation. I must also be aware of any perceived or real barriers to learning and make appropriate interventions. To do this I would confer with teaching assistants or ‘privately’ discuss any issues directly with learners.

Write a concise summary (approximately 1’200 words) to demonstrate your understanding of your role and responsibilities as a teacher in relation to:

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.

A students’ wellbeing is vitally important. As tutors We want our graduates to leave us equipped with all the skills, knowledge and experience they need to lead fulfilling careers and personal lives. Creating a stimulating and supportive environment helps them to thrive in every way – from their intellectual and sporting achievements, to their spiritual development and social and

Eventually, after over a week of training, I began to tutor students. While the first student I tutored seemed quiet and nervous initially, I told the student I once related to their struggles of being confused and not knowing where to begin. When the student began to see me as simply another student and not someone who thought they knew it all, the student began to enjoy tutoring sessions with me and look forward to

Consider: As a BUILD tutor our number one job is to provide a meaningful tutor experience to the students we work with which can only be achieved if you look at your job as a member of team. A team in which everyones actions have implications on each others. This is why you not only need to conduct yourself in a professional manner but adhere and abide by all the rules. Otherwise the team will not be able to provide the tutoring experience the students deserve.

The first year I started tutoring with an official organization, I had the delight of tutoring Nicole. She was a sweet and quiet girl, only two years my junior, just about to enter middle school. Her mother forced her to go to MATHeasy almost every summer, but being an intelligent hardworking student, this was first year she had struggled to learn a new concept, algebraic equations. We were both open to learning from and teaching someone close to our own age. Having the opportunity to meet Nicole and learn who she was as a person shaped the way I tutored years later, as I learned tutees deserved to be treated with respect—they were not simply children who needed disciplining. This was when I began to desire to become a role model to those younger

I love teaching, and there will always be those who need extra help. Last year, when I accepted the task of tutoring one of my peers in Algebra II, I was excited to start, despite the looming challenges. The version of the course I took was different from the version that my classmate was taking, and so I needed to figure out her teacher’s methods and then immediately turn around and explain them to her. There was a period of trial and error, but within a few weeks, we had a system that worked smoothly. The satisfaction of watching her go into a test confident, and come back happy with her grade was well worth the many hurdles.

Even though I have many reservations, and even fears about my ability as I tutor I realize that the only way to learn to be an effective tutor is to just begin tutoring. I know that at first many tutors are nervous and may initially not be as effective, however one can become an effective tutor by taking it session by session and working on anything that they find is problematic. That’s what I intend to do. Just relax, reflect and focus on what I find are my problem areas throughout my experience as a tutor in

For the past four years, I have taught, learned, and advertised as a tutor of Tutoring Society. The students who came were usually forced by their parents, and were afraid their peers would find out. This fear has inspired me to destigmatize tutoring. As president, I have formally presented Tutoring Society to the guidance department, and am working with high school guidance counselors to help students dismiss the notion that tutoring makes them lesser students or people. Teaching students who are more confident in their abilities has made all the difference- they are more open minded and positive, grasping difficult concepts faster. Pride swells within me each time they come back and thank me by showing me the test they aced. I am making

Tutoring is a first for me, but I do have experience teaching others how to do tasks and steps. With me, Tutoring represents the possibility to show a child or adult new topics or concepts they never knew. The idea helping enrich someone's life brings a sense of self achievement with me.

individual understands and evaluates his or her own skill set so that he can improve it to meet his

Since beginning my peer tutoring placement I have performed new and unique tasks on a daily basis. At the start of the semester I primarily circulated the classroom explaining concepts to students and answering their questions. As the semester progressed my activities have been refined to be more efficient and effective at helping individual students. With the assistance of Ms. Randle I have been able to pinpoint individual students that would benefit the most from my assistance. These students all have unique individual needs that I try to fine-tune my assistance to accommodate. I constantly strive to better understand each individual’s learning skills.

One of the most recognizable characteristics throughout the tutor sessions was how interactive each meeting was. In terms of tutoring and mentoring, I find that the interaction between individuals is among the most important determinants of how well the student progresses academically. This is one of the main factors I attempted to implement to the best of my ability during each session. Whether Janee and I were working on researching a Golden Age in America for social studies or calculating proportions for mathematics, the facilitative role I served as a tutor and mentor promoted discussion-based sessions, as we completed the assignments as team players. Furthermore, the supportive role I served and the service executed greatly promoted her ability to build a sense of willpower and learning, one that encouraged a "can-do" spirit. Over time, Janee gradually developed a willingness and desire to take the lead during the sessions. Over time, she required less assistance and would complete the assignments prior to our meeting. For example, for her "Literacy for Life" class, students are provided an opportunity to earn extra credit for formulating sentences that utilize a 12th grade vocabulary word. Janee would often complete the sentences and request my feedback to determine if the sentences are acceptable. The same occurred for her science homework at discussed types of energy, such as kinetic and potential energy. The assigned packet each class was mostly completed, for which