Effective Way of Tutoring

Effective way in Tutoring Students

2004
Outline:

A) Introduction
B) General discussion
1) Personal Experience
2) Tips on Promoting Student Motivation
3) Advantages and Disadvantages of Tutoring
C) Conclusion.

Foreword:
Tutoring is a tool in helping the children in their academic needs. The tutor guides them in answering their assignments as well as teaching them techniques in solving problems. This paper is aimed at describing tutor functional duties, tips on promoting student motivation, advantages and disadvantages of tutoring and my personal experience of tutoring students.
Studies from outside sources would facilitate me in coming up with my own conclusion. I will resort to some convenient tools and opinions to provide a clear position towards effective tutoring. The main discussions and conclusion will be presented immediately within the perception of studies obtained.

There is a wide variety of reasons why parents have to get tutor for their kids. Some children and adolescents experience difficulty in achieving academic goals. Some are needed to substitute for the absence of the child 's parents. Some children have behavioral disorders or belong to a huge class that is hard for them to catch up classroom discussions (McGinn, 1999). Tutoring offers children who may be experiencing troubles with their schoolwork a chance to improve their education by receiving special attention that they may not get from a teacher or parent. They encourage kids to move forward and do their best. They are also people that children may look up to as role models. It is a hands-on approach to help children 's learning processes (McGinn, 1999). I am a tutor of math subjects in high school students. I helped them solve their assignments and teach them techniques in solving. A lot of students are having difficulty when it comes to problem solving. Problem solving is not easy at first, but following the right strategies and steps you would arrive to the correct answer. I make sure that I teach my students step by step in solving the problems and guide them in applying the techniques I taught them. As a tutor, I treated my students like my friends and persuade them as much as possible to do their best in their assignments, tests and quizzes. I influence them to overcome the bad influences they may encounter in their lives. I provide them my support as one way to reduce the gap between what students are expected to know and to be able to do (http://www.geocities.com/manav_b_merv/tutorart3.html, 2004). Some researchers describe tutoring as the ideal teaching situation because it involves one-to-one instruction in content and skills selected and presented by the tutor. They claim that one-to-one tutoring presents an excellent opportunity to teach skills, strategies, and content knowledge to a single student. It optimize the impact of a variety of validated instructional practices and techniques, such as direct instruction, tutor modeling of thinking and problem-solving behaviors, scaffolding of support as students practice skills and strategies, and provision of immediate, positive, and corrective feedback (http://www.geocities.com/manav_b_merv/tutorart3.html, 2004). Students are different from one person to the other. Some students can easily grasp the subject, some don 't. In promoting student motivation, we need to have focus mind and clear goals. Here are some tips for promoting student motivation and performance. First, we need to build rewarding opportunities for social interaction. An adult tutor, for instance, can provide support and encouragement that can kindle motivation for a student. Cross-age peer tutoring and informal study group are the other examples of social situations that student may find to be motivating in reviewing academic skills. Second, we connect academic requirements to real-world situations by demonstrating application of knowledge from various academic areas to real-world problems. Third, offer students meaningful choice wherever possible. When students are offered some degree of autonomy and choice in selecting out an activity, they are more motivated to take part in the activity. And lastly, make learning fun! Tutors may use game-like formats to liven up academic material and engage student interest (Wright, 2001). I 've been tutoring for a number of years now. Since then I had no troubles with student motivation and performance. Teaching is like playing, as long as you know the rules of the game you would not get lost. This experience led me to become more motivated in life. It helped me in my communication skills as well as establishing partnerships with my students. This also taught me to interact with different students from different cultures. However, assuming that all after-school tutoring programs will result in the development of skilled and independent learners may be overly optimistic. In reality, some forms of tutoring may be more harmful than helpful. Some students may demonstrate little skill growth and become dependent on their tutors for success. Some report that tutoring works sometimes and under certain conditions. Others have reported that one-to-one tutoring has been an extremely effective intervention. In short, the beliefs about efficacy of tutoring are varied (http://www.geocities.com/manav_b_merv/tutorart3.html, 2004). Tutoring is a helpful tool for kids having difficulty in schools. Tutors are mentors that guide and support students in obtaining their academic goals. However tutoring has an end point. They are not there to answer the assignments or make the projects of the students. They are the one that establishes your skills in studying your lesson. It is not only able to get high grades or able to pass all the requirements needed in school but to teach the children to be independent and to learn the skills they needed in solving or answering the problems they encountered.

References:
McGinn, Shiela. Tutoring In the Community. 1999. 5 March 2004.
The Effects of an After-School Tutoring Program on the Academic Performanceof at-risk Students with LD. 5 March 2004.
Wright, Jim. Encouraging Student Academic Motivation. 2001. Intervention Central. 5 March 2004.

References: McGinn, Shiela. Tutoring In the Community. 1999. 5 March 2004. The Effects of an After-School Tutoring Program on the Academic Performanceof at-risk Students with LD. 5 March 2004. Wright, Jim. Encouraging Student Academic Motivation. 2001. Intervention Central. 5 March 2004.