Tutoring Reflection Paper

The third observation that I was in was with my mentor so I had seen that class before and I was used to them staying on task pretty well. I talked with my mentor and wanted to make sure I was understanding the culture of the classroom correctly. I wanted to see if they were always as attentive as they were that day and the days that I am usually in the room. She told me that they really are. The problems that she has with them really fall more on the shoulders of them not wanting to answer and having different participation from class to class. 2nd hour answers more than 4th and 6th hour answers more than both of them. She says it really takes some restructuring to prepare for each class knowing how each class will differ when it comes to the classroom discussions or

I learned how to explain and the task thoroughly, I walked around the room more, checking up on the groups. If students had any questions, comments, or thoughts about the task they could asked me while I was walking around the room. I asked my students many different questions like inviting, probing, pressing, waiting, orienting, re-voicing, connecting, and explaining questions to help them start or continue solving the task. These questions would extend their knowledge of the concepts and make them think deeply about solving and justifying their answers.

Along with being able to get assistance from tutors, a significant number of students simply visit to be in an academic environment. Computers are available for heavy-computer-use classes, often with the necessary class Software pre-downloaded. There are also many items that students can check out with a valid student ID: textbooks, calculators, and class handouts (“Tutoring Center Brochure”). Along with that, human resources other than tutors are often available to students: peers taking the same classes. Students meeting peers who take the same classes as them brings a sense of camaraderie, and they are often able to collaborate on their exact class material and form study groups. When someone enters the tutoring center, they enter an academic environment containing a multitude of academic resources necessary for their success.

Tutoring these courses including six other biology and chemistry courses, highlights my proficiency in this competency.I acquired this competency by completing over 10 laboratory sections for different sciences course, including physics, biology, and chemistry. As a paramedic instructor, I also have experience conducting laboratory skill stations for students. These laboratory stations consist of a variety of procedure and assessment

Since then, I have tutored students of all ages, and I have also volunteered as a concierge with the UC San Diego Health System, run charity events for the Boys and Girls Clubs of San Dieguito through United Way, was president of Vista High School’s Visual Art Honor Society where I led community beautification projects, and volunteered at Scripps Memorial Hospital in Encinitas as the secretary’s assistant, while also participating in Scripps’ Young Leaders in Healthcare program for 3 years where I was exposed to prevalent healthcare issues and potential careers.

I am a member of Service Knights, we do community work. For example, we helped tutor elementary students with their homework every Monday and Tuesday for about a month and a half. Me tutoring elementary students required patience as some children were frustrated with their homework and expressed anger toward us tutors. We taught them patience and that It sometimes takes a while to fully understand the material but in the end, they would be able to learn it. Tutoring the elementary students allowed many of us tutors to be hands-on, so many elementary students needed help and there were not enough tutors to cover each student, so we had to work together and thoroughly explain what is the answer they needed help with Math or English, sometimes

Students will participate in discussions with their group to answer the lesson questions to develop key understanding

The beginning of the term was really slow. For the first few weeks I didn’t have any students to tutor. So, I utilized this down time to observe the ways in which some of the graduate students’ tutor while in the writing lab. I primarily viewed Celeste and Christie’s sessions and while watching them tutor, I observed how they handled different situations and I took notes to keep track of what I learned. Some of the most common questions I noticed were about sentence structure, grammar, and how to create a thesis. And Celeste and Christie went about answering students’ questions in a very calm and calculated way. Seeing how other tutors operate served to be a productive method of learning back during fall term and it provided insight during

I have never seen anybody come in without the desire to learn and grow. Tutoring can range from the rigidness of an outlined lesson plan or as informal as playing a word game. The most amazing part about this flexibility is the power to tailor sessions to a specific need. For example, if somebody is interested in traveling and needs clarification on the basic processes

In December of 2014 I was given the opportunity to tutor second and third graders at Jonathan Elementary School. Once a week, for five weeks, I would assist Mrs. _?__ with her students in Math. Throughout tutoring, it was her goal for her students to meet the standards of the class and to catch up with the other students. This became my goal too, and I wanted to help her achieve this. Each week, Mrs ? would review the material with the students and afterwards split them into two groups. It was my responsibility to work with one of the groups by going in depth and providing example questions. Not only did I learn from her techniques, I also knew what her expectations were. It was challenging starting out since in other volunteer roles, my

This is my second semester being a tutor at the University of Minnesota Duluth. Last semester I gained multiple skills regarding higher level learning and tutoring. One of the skills that I gained regards differing learning styles. Prior to tutoring and taking the tutoring training course, I had no knowledge of how students learn in differently. I also gained skills in communication. I learned how to effectively communicate higher level mathematics concepts and converse how to solve problems ranging from Calculus to general college experiences.

how they are doing on the unit, if they have any questions. If a student asks you for help don’t make them feel stupid, then ask why they don’t ask anymore questions.

Over the course of the semester, I have been fortunate enough to work with a student who is having difficulties when it comes to reading. My student does not have difficulties when it comes to hearing a word, but rather when he sees a word. My student has definitely benefited from one on one work with me as well as the additional help he’s getting from the reading specialist during their WIN (what I need) time. My student does not like to read because he knows that he is struggling and he is embarrassed about it. When my student goes to his WIN time, he does really well because the instruction is at his level and there are only two other students who are also on the same level there as well. Besides the current intervention, programs I would recommend are Direct Instruction: Reading Mastery, Letter Spacing, Wilson Reading System and the Lindamood program (LiPS).

Walking into the first two weeks of the EDU program I desired to experience what it would be like to be a future educator and have a grasp of how to help the molding of our youth and giving them the possibility to become future leaders. Doctor dresser was able to bring in a Concordia alumni who had just begun to experience his professional education, career and is teaching multiple different grade levels as a young teacher. When he first walked into the classroom my first impressions were that unfortunately he looked very inexperienced and unsure of what was to be expected of the lecture I thought to myself in the position of a younger student in his classroom this is a person I would not take seriously. He then proceeded to communicate

This reflection paper addresses as a student and counseling professional how I feel as though I have been readily prepared to teach in higher education and areas, concepts, strategies, and thoughts on how I have evolved through this course. This course has made me think more into how the most powerful, durable, and effective agents of educational change are not the policy makers, the curriculum developers or even the education authorities themselves; they are the teachers. It further contends that the quality of the educational changes that teachers have the skills and opportunities to effect will only be as reliable and proficient as the teachers’ individual capacities for reflective practice and the development of self-knowledge (Stepien, 1999). These aspects of teacher development have, historically, been largely overlooked in the preparation and promotion of effective teachers. The emphasis has been more explicitly focused on the development and demonstration of teachers’ understanding of content knowledge and the associated pedagogies and in their capacities to understand their students as individual constructors of knowledge in diverse social contexts (Bosworth, 1999).