First Sessions
Where should you meet your student for the first time?
A) parking lot
B) lobby
C) in the room you'll be tutroing
B) Lobby
Where could you find the phone number of a new student so you can call them to schedule?
Clarity
[Student-->contact]
Which is preferable:
- schedule regular weekly sessions (same time, day, and location) from the beginning of tutoring
- schedule the first session to see if it's a good fit, then wait for them to schedule more sessions with you
regular weekly sessions
Typically, the most transferable learning comes from:
A) listening B) note-taking
C) watching D) practicing
D) practicing
This postulate indicates that line segment length summation works as numerical summation: parts sum to the whole
Segment addition postulate
Name 2 strategies to help make a good first impression
- have a positive disposition
- use names (e.g. "Hi, are you here for Kevin? You must be Jenny and Maison, nice to meet you)
- use open body language
- Before clients arrive, set up the space you intend to use (e.g. computer ready, paper, calc)
Who does the Academic plan help in what way(s)?
- parents know the plan
- get parent on the same page in terms of realistic goals
- having a plan written out makes lesson planning easier for the tutor
True or False
You should aim for 60 minute sessions with high school students
FALSE
90 minute sessions are ideal for most high schoolers
60 minute sessions are appropriate when attention span, availability, or finances prevent 90 minutes
How would your approach differ with:
Addy hasn't had to study before Alg II, and says her grade suffers from "random mistakes on tests and a picky teacher"
Perfectionist Bobby's 1st B+ in HS is in Alg II. They feel the class is moving too quickly and fear looking stupid in and drawing attention in class.
- Addy could use more test review and test prep, let's see is there's a pattern in how she's loosing points. She could also probably use more review from previous years.
- Bobby could benefit from more review of recent topics. Looking at upcoming content could also be good, so they can feel more prepared for class.
name 2 content gaps that could lead a student to solve the following problem incorrectly:
-3(x - 8)
- distribution
- multiplication
- multiplication with negatives
- variables
If your student came to their first session completely empty handed, how would this adjust your plan?
- spend more time gathering information
- using more online worksheets (because no textbook)
- figure out what would be helpful for them to bring next time, and discuss the benefits
What do you include in an Academic Plan?
- what you've been working on
- academic issues or specific areas needing improvement
- specific plan to address the student's issues
WHEN you come across a problem where you don't know how to find the answer, what can you do?
- validate that, "wow, this IS a really difficult problem! I can see why you had trouble with it!"
- Eventually, you'll need to move on! Email a coworker for help & keep your student updated
What can you do if you get the feeling your student isn't understanding?
- break it down into smaller steps
- ask if they have any questions
- ask them to explain it back to you
- ask them to define relevant words
Name 2 types of proofs in geometry
- 2 column
- paragraph
- flowchart
- proof by contradiction
Name 2 important things to do in a first session
- establish raport
- set goals
- make sure PGF is complete
- confirm next session
Which of the following is least appropriate to do while in the same room as your student?
A) clarity notes B) student survey
C) thank you card D) assign homework
B) student surveys
unless they ask you to stay in the room, if you're asking a student to evaluate you, leave the room for a few minutes while they do so
What can you do when your student is all caught up?
- review previous challenging content
- look ahead to the next unit
- work on challenge problems relating to current or recent content
- talk about study plans and test strategies
Name 2 observations you could make that would prompt you to ask the student if they want a break?
- student is unusually easily distracted
- student is responding much less
- student mentions they're hungry
- student looks frustrated and overwhelmed
Name 2 methods to factor a quadratic
-quadratic formula
-the 'X' method / factoring by grouping
-the box method
-difference of squares
Name 2 student behaviors that can indicate content gaps / underlying misconceptions
- less assistance = less accuracy
- they struggle with a verity of topics, often getting several problems wrong
- "I hate fractions"
- their accuracy struggles even when comprehension improves
Name 2 things you can look for or ask about that would help you write a comprehensive Academic Plan
- content gaps
- confidence and rebound time with mistakes
- strengths
- grades/syllabus
- goals
Describe a situation that would warrant a follow up call or email to the parents
- student showed significant improvement
- student has a big test coming up and they would benefit from adding an extra session with you before the test
- you're having difficulty finding what their grades are, when certain assignments are due, etc.
What are 2 observations you could make in session that would indicate you should change your approach?
- student is disengaged with closed body language
- student responses are unusually short or don't indicate understanding
- Student says they are "confused" or "lost"
Name 2 errors that wouldn't give your student the correct answer because of what they plugged in their calculator
- not converting units before plugging in values
- mismatched or missing parenthesis
- using the minus sign where they needed the negative
- error in handwriting translation