In Class 2/5/19: The Steps of the Tutoring Session

Keep these steps in mind for scaffolding a tutoring session’s beginning, middle, and end. Supplement these tips with Fitzgerald and Ianetta’s tips in Chapter 3 (pp. 68-79).

• Focus
  • Greet your client with warmth and enthusiasm, and for the non-germaphobes among you, a handshake. Give the student your name. Help them feel at ease with a question about how their day is going or how they’re enjoying their classes this semester. 
  • When you take your seats at the tutoring table, ask the student about the nature of the assignment: What kind of assignment is it? When is it due? How far along in the writing process are you? What are the requirements? Do you have the assignment sheet and/or course syllabus with you?
  • Specifically ask the student what they are there to work on that day because they might have a particular reason. When they don’t, you have to do a little more work—oftentimes, students say that they’re visiting for general assistance.
• Facilitation
  • The questions you asked in the Focus part of the session will guide your approach and sometimes, the effectiveness of the session depends heavily upon the student’s level of engagement and preparation. 
  • Some common methods to use during the tutoring appointment:
    • Reading the student’s paper out loud to them, or having them read out loud to you. (Always check in on the student’s comfort level.)
    • Reviewing the assignment sheet.
    • Brainstorming activities.
    • Utilizing Collaboratory handouts/resources.
    • Talking through the students ideas while taking notes.
    • Reviewing professor’s comments on a paper.
    • Remember that each student, and each tutoring situation, are different. Keep our readings from this semester in mind as you try out varying techniques for engaging the student in the session.
  • Things to avoid:
    • Tutors should NOT be writing on students’ papers, or doing the typing for them on their laptops. We are there to tutor; we are NOT a grading or editing service.
    • Tutors should NOT be overdoing it. Appointments are only 30-45 minutes in length and should not attempt to perfect students’ papers. Make sure the student understands that at the beginning of the session, especially if you feel a second (or third etc.) tutoring session is necessary for the student.
    • The appointment should NOT be quiet. (…Well, most of the time.) Tutors should be adept at putting forth probing questions and encouraging the writer to improve upon their own work. However, keep cultural differences or emotional health concerns in mind, and make sure that you are not “bullying” the student into talking.
    • The appointment should NOT be ten minutes in length. (…Well, most of the time. See a pattern here?) Sometimes the student will only have one or two questions, but the tutor should always try to capitalize on the scheduled time by offering some ideas on other things to work on.
• Finish 
  • After completing your Facilitation, draw the appointment to a close by reminding the student of the time, and asking them if they have any last questions.
  • If they do not, offer a brief summary of what you’ve gone over during the appointment.
  • Ask the student if they would like you to send a report of your session to their professor (for possible extra credit, a class requirement, etc.). If they would like you to do so, get the professor’s contact information.
• Future
  • Hopefully, your student understands that writing is a process and that they should continue to work on their skills even after they submit the assignment you worked on together. Most of the time, though, students aren’t thinking about all that. Make sure that you remind them that they can come back for as many appointments as they’d like. 
  • Offer to help them make a follow up appointment for the same assignment (if it needs more work).
  • Ask them what other writing assignments they have coming up, and offer to help them make an appointment for any of those.