Creating productive one-on-one adult/child tutoring
Abstract
The online training guide for the Read Write Now! Partners Tutoring Program outlines methods for tutoring children in reading and writing who are in grades one through six, and provides details for setting up a tutoring schedule with a student. The guide, compiled by Richard L. Venezky, the University of Delaware, recommends a relaxed, non-judgmental learning atmosphere in which a student can succeed and using materials that the student is motivated to read.
Issue
The object of tutoring in reading is to build vocabulary, increase comprehension, encourage writing, and improve writing skills. The challenge for all tutors, however, is to make tutoring a comfortable and constructive experience for the learner.
Action
Some effective ways to build rapport and establish productive sessions with a tutee include:- Create a supportive, relaxed, non-judgmental environment for tutoring.
- Be honest in your responses.
- When you don't know the answer to a question, say so.
- Use correct speech when communicating with the student.
- Don't over-explain to the student.
- Encourage the student to think independently and to take on challenging materials.
- Keep the sessions fast-paced, with positive reinforcement.
- Begin at a level where a student can achieve success, and provide support as tasks become more difficult.
- Record new vocabulary words encountered in reading for later review.
- Keep a folder of the student's writing, and review and critique it occasionally with the student.
Context
READING PARTNERS is a set of tutoring activities for assisting school-age children (grades one through six) with reading and writing. The activities are planned for one-on-one tutoring, with a high school student or adult as the tutor, in 24 sessions over 12 weeks. The recommended framework is two 35-minute tutoring sessions per week. Tutoring can take place either during school time or outside of school. The material to be read can be items the student wants to read or items the student needs to read for an assignment, but the student must have some motivation for reading the material. The tutor does not have to be an expert in reading or writing.
Citation
Venezky, Richard L. READING PARTNERS: The Read Write Now! Partners Tutoring Program [online]. Delaware: University of Delaware, The Read Write Now! Partners Tutoring Program, 1995.
The Read Write Now Partners Tutoring Program http://www.udel.edu/ETL/RWN/Tutorman.html
