Tips from Charlie: Holiday Gifts
Hi, everyone! Charlie the tutor here with a great holiday tip for all of my fellow tutors.
Have you noticed that around this time of year, people start buying gifts for neighbors, postal workers, babysitters, etc.?
Well, a few years ago I started thinking - why not apply the same festive attitude towards tutees and parents?
For example, this year for many of my tutees (or their parents), I have made up some "gift cards" that offer them 30 free minutes of tutoring during the new year. They can use this card for a quick test prep tutoring session, or apply it to one of our regular tutoring sessions.
For tutees (and parents) I have been working with longer (at least 6 months), I made up cards offering them one full tutoring session for free. I gave them a bit more of a "holiday gift," because I have contracts and long-term professional relationships with these tutees and parents.
I also make sure to hae some festive, holiday pencils and erasers for the kids I tutor. It may be a small token, but the gesture is appreciated by the children and their parents.
I do this mostly because I am a festive guy, and like to show my appreciation for the tutoring business tutees and parents have given me over the past year. I want them to know that I am happy having them as my clients.
Also, by showing my gratitude, I am furthering the loyalty of my clients; I am letting them know that they are appreciated, and offering them an incentive to continue using my tutoring services.
I have been doing this for 2 years, now, and it has worked out great for me. Give it a try, and see how it works for you!
~ Charlie
Monday, December 14, 2009
Thursday, December 10, 2009
Delay in posting!
Hi, readers!
Just wanted to say a quick sorry for the delay since the last ITA Blog post. Apparently the entry I typed up last week disappeared into cyberspace. (side note - remind me not to use the auto-post feature next time :-)
As soon as I hunt the article down on my hard drive, I'll be posting it here - and you won't want to miss it! It is a posting about how to price your tutoring services, so stay tuned!
Micki
Just wanted to say a quick sorry for the delay since the last ITA Blog post. Apparently the entry I typed up last week disappeared into cyberspace. (side note - remind me not to use the auto-post feature next time :-)
As soon as I hunt the article down on my hard drive, I'll be posting it here - and you won't want to miss it! It is a posting about how to price your tutoring services, so stay tuned!
Micki
Tuesday, November 24, 2009
Ask Micki: Sports Tutoring
Question: Hi, Micki. I have a question about possibly tutoring a non-traditional subject.
I coach for a local little league team, and was recently contacted about tutoring a sport (baseball pitching, to be exact), but I have no clue if this is something that falls under the realm of tutoring, if it is possible, how much I should charge, etc. Any advice on this? Thanks!
~ Coach, math tutor, and science tutor from So. Cal.
Answer: You sound like one busy person! I would say, without a doubt, a big resounding YES, go for it! If you are helping someone learn a skill, then I would consider it tutoring - since you have an athlete with a need to learn better pitching techniques, you are acting as a tutor for that skill.
I have talked to a lot of tutors over the past few years who have tutored basketball, the physics of baseball, water polo, ice skating...pretty much every sport under the sun will have potential "tutees" who need to improve their skills.
As far as what to charge, my advice would be to stick with your typical rates, and treat this job exactly like any other tutoring gig. Think of it like this - you'll be the exact same professional, friendly tutor, charging an appropriate rate, except instead of meeting at a table, you'll be meeting on the field.
Good luck, and happy tutoring!
I coach for a local little league team, and was recently contacted about tutoring a sport (baseball pitching, to be exact), but I have no clue if this is something that falls under the realm of tutoring, if it is possible, how much I should charge, etc. Any advice on this? Thanks!
~ Coach, math tutor, and science tutor from So. Cal.
Answer: You sound like one busy person! I would say, without a doubt, a big resounding YES, go for it! If you are helping someone learn a skill, then I would consider it tutoring - since you have an athlete with a need to learn better pitching techniques, you are acting as a tutor for that skill.
I have talked to a lot of tutors over the past few years who have tutored basketball, the physics of baseball, water polo, ice skating...pretty much every sport under the sun will have potential "tutees" who need to improve their skills.
As far as what to charge, my advice would be to stick with your typical rates, and treat this job exactly like any other tutoring gig. Think of it like this - you'll be the exact same professional, friendly tutor, charging an appropriate rate, except instead of meeting at a table, you'll be meeting on the field.
Good luck, and happy tutoring!
Monday, November 9, 2009
Ask Micki: Tutoring a Family Member
Question: Hi, Micki. I have been tutoring for about 9 years, and was just recently asked if I could tutor my 10 year old niece. I know that mixing business and personal life can be disastrous, and I am wondering if saying "yes" to this tutoring gig is a bad idea? Should I avoid working with family?
Thanks for your help!
~ Uncertain Aunt, WI.
Answer: Hi, Uncertain Aunt, thanks for your question! Traditionally, a lot of people say that mixing family and business is a recipe for disaster. I disagree.
I think that tutoring family members can be fun, rewarding, and helpful for the tutee - all of the elements that any of your tutoring sessions have.
Think about all of the older brothers and sisters who help their younger siblings with homework, or parents who successfully homeschool their children. These are both methods of tutoring or teaching that work well.
I had a lot of help from relatives when it came to my homework, and remember turning to my aunt for help with biology, my dad for math, my grandfather for some practical garage skills, etc...all tutoring in their own way. It was fantastic! I learned a lot during the "tutoring," had fun, and was able to spend some time getting to know them better.
The trick to making it work? Laying down a few ground rules and keeping the lines of communication open between you and your tutee.
Let your niece/tutee (and her parents) know that you are excited about working together, that you know that tutoring will be beneficial for her, and that you think it would be a great idea to set up some times for tutoring sessions. Approach the scheduling as a way to fit quality tutoring time in to everyone's busy schedule.
Let your sister know, in a nice, polite way, that you need to keep track of the tutoring appointments (via time sheet) for record keeping purposes.
This will also help avoid any billing pitfalls in the future if you are being paid for your tutoring. If all else fails, tell her that it is a requirement for your business budget and taxes that you account for income and time scheduled.
Yes, they are family, but treating your tutoring business like a business is an easy way to keep the tension out of the scenario.
Being too casual with your tutoring schedule or record keeping could lead to problems, so treat your niece/sister like any other client when it comes to paperwork. Trust me on this, I found out the hard way!
When the time comes for your first tutoring session, sit down with your niece and let her know what you'll be going over, what you expect her to do, what she can expect of you as a tutor, etc. Use kid friendly terms, but lay out the rules and the groundwork for a successful tutoring relationship.
Last of all - have fun, and enjoy the one-on-one "aunt time" you get to spend with your niece!
Good luck, and happy tutoring!
Thanks for your help!
~ Uncertain Aunt, WI.
Answer: Hi, Uncertain Aunt, thanks for your question! Traditionally, a lot of people say that mixing family and business is a recipe for disaster. I disagree.
I think that tutoring family members can be fun, rewarding, and helpful for the tutee - all of the elements that any of your tutoring sessions have.
Think about all of the older brothers and sisters who help their younger siblings with homework, or parents who successfully homeschool their children. These are both methods of tutoring or teaching that work well.
I had a lot of help from relatives when it came to my homework, and remember turning to my aunt for help with biology, my dad for math, my grandfather for some practical garage skills, etc...all tutoring in their own way. It was fantastic! I learned a lot during the "tutoring," had fun, and was able to spend some time getting to know them better.
The trick to making it work? Laying down a few ground rules and keeping the lines of communication open between you and your tutee.
Let your niece/tutee (and her parents) know that you are excited about working together, that you know that tutoring will be beneficial for her, and that you think it would be a great idea to set up some times for tutoring sessions. Approach the scheduling as a way to fit quality tutoring time in to everyone's busy schedule.
Let your sister know, in a nice, polite way, that you need to keep track of the tutoring appointments (via time sheet) for record keeping purposes.
This will also help avoid any billing pitfalls in the future if you are being paid for your tutoring. If all else fails, tell her that it is a requirement for your business budget and taxes that you account for income and time scheduled.
Yes, they are family, but treating your tutoring business like a business is an easy way to keep the tension out of the scenario.
Being too casual with your tutoring schedule or record keeping could lead to problems, so treat your niece/sister like any other client when it comes to paperwork. Trust me on this, I found out the hard way!
When the time comes for your first tutoring session, sit down with your niece and let her know what you'll be going over, what you expect her to do, what she can expect of you as a tutor, etc. Use kid friendly terms, but lay out the rules and the groundwork for a successful tutoring relationship.
Last of all - have fun, and enjoy the one-on-one "aunt time" you get to spend with your niece!
Good luck, and happy tutoring!
Friday, October 30, 2009
Ask Micki: Late for tutoring sessions
Question: Hi, Micki. I have a tutee (I'll call him Harry) who I have been tutoring now for over a year. He's a great guy, pays attention during our calculus tutoring, and has just been a model tutee except for one thing...recently he has been late showing up for tutoring sessions.
At first, Harry was a minute or two late, but now he shows up for every tutoring session (2 per week) *at least* 15 minutes late. The problem is that I have another tutoring appointment right after his, and I don't want to be late because of Harry's tardiness.
What can I do? I probably should have done something earlier - it has been going on for about 3 months, and I'm kind of worried that it may be too late to fix things.
Thanks for your help!
Signed,
a slightly frustrated tutor in Rhode Island.
Answer: Hi, thanks for your question!
First of all, have no fear - it is never too late to fix a problem! Especially since it sounds like you two have a great tutor / tutee relationship; that should make it much easier to talk to "Harry" about how your tutoring sessions are going.
This kind of problem is all about communication. Sit down for a few minutes with Harry before the tutoring session starts, and figure out why he is always running late.
Has he been putting in extra hours at work? Maybe he is taking part in an activity that ends too close to your tutoring start time. Maybe he took a new job further from home, and has been getting stuck in traffic. The best way to figure out what's up is to ask Harry about his schedule.
I would avoid saying anything confrontational (why ruin a great tutoring relationship?), and focus on how you two can fix the scheduling issue.
Mention that you have another tutoring appointment, need to leave on time, and don't want to short change Harry on any of his calculus tutoring.
Also, keep in mind that it may be time to change things and rearrange when and where you two meet for tutoring.
If Harry is having trouble getting to the tutoring sessions because of work, or school, maybe you could reschedule to another day or time. If he is getting stuck in traffic, maybe you two could meet halfway someplace and work there - he'd be on time, and you could leave from the meeting place to make it to your next tutoring appointment on time.
Whatever the situation may be with Harry's schedule, you two should have no trouble working it out as long as you keep your dialogue open, friendly, and non-confrontational. Think of this like a calculus problem you may encounter during tutoring - if you two patiently work on this together, the solution will be easy to find!
Good luck, and as always, happy tutoring!
At first, Harry was a minute or two late, but now he shows up for every tutoring session (2 per week) *at least* 15 minutes late. The problem is that I have another tutoring appointment right after his, and I don't want to be late because of Harry's tardiness.
What can I do? I probably should have done something earlier - it has been going on for about 3 months, and I'm kind of worried that it may be too late to fix things.
Thanks for your help!
Signed,
a slightly frustrated tutor in Rhode Island.
Answer: Hi, thanks for your question!
First of all, have no fear - it is never too late to fix a problem! Especially since it sounds like you two have a great tutor / tutee relationship; that should make it much easier to talk to "Harry" about how your tutoring sessions are going.
This kind of problem is all about communication. Sit down for a few minutes with Harry before the tutoring session starts, and figure out why he is always running late.
Has he been putting in extra hours at work? Maybe he is taking part in an activity that ends too close to your tutoring start time. Maybe he took a new job further from home, and has been getting stuck in traffic. The best way to figure out what's up is to ask Harry about his schedule.
I would avoid saying anything confrontational (why ruin a great tutoring relationship?), and focus on how you two can fix the scheduling issue.
Mention that you have another tutoring appointment, need to leave on time, and don't want to short change Harry on any of his calculus tutoring.
Also, keep in mind that it may be time to change things and rearrange when and where you two meet for tutoring.
If Harry is having trouble getting to the tutoring sessions because of work, or school, maybe you could reschedule to another day or time. If he is getting stuck in traffic, maybe you two could meet halfway someplace and work there - he'd be on time, and you could leave from the meeting place to make it to your next tutoring appointment on time.
Whatever the situation may be with Harry's schedule, you two should have no trouble working it out as long as you keep your dialogue open, friendly, and non-confrontational. Think of this like a calculus problem you may encounter during tutoring - if you two patiently work on this together, the solution will be easy to find!
Good luck, and as always, happy tutoring!
Thursday, October 15, 2009
Ask Micki: Tutoring Website
Question: Hi, Micki. I have a question about advertising my tutoring via the web. I was thinking of setting up a website for my tutoring services, but am not sure how to get people to it. Any words of wisdom on how to get the word out about my (upcoming) tutoring site? Thanks!
~ Charlie, a tutor from Redlands, CA
Answer: Hi, Charlie - thanks for the great question!A lot of people, both tutors and other professionals, struggle with this. Here are 5 ways that you can make your tutoring website a success!
1. Get the word out the old fashioned way: business cards and word of mouth. Make sure that your tutoring site URL is listed on every piece of paper that leaves your hands (business cards, letterhead, etc). That way, when people need a tutor, they can look down at your card, and easily locate your site. Word of mouth is also a powerful way to get noticed. Tell *everyone* you know about your spiffy new site. Friends, family, and clients are great places to start - after all, you never know who those people may know!
2. Focus on Search Engine Optimization (SEO) and keywords. No, I don't mean using the words "tutor" and "tutoring" every other word. The trick to keywords is using them naturally in the text while still making sure that the words show up often. Also, keep in mind that there may be other variations on your chosen words, and you'll want to include them, too. For example, "tutors" and "tutoring" may also be listed as "learning specialist," or "homework helper." Use as many relevant keywords as you can related to tutors and tutees, and web crawlers will have no trouble finding your site!
3. Submit your tutor services site to places like Google. Submit your URL to a few search engines, and you will get noticed faster. You are trying to get your site noticed, so why not make it easier for people to search for you?
4. Start a tutoring blog. A tutoring or learning blog can be a great way to drive traffic to your tutor site. After all, you will be offering people valuable (and entertaining) information relevant to tutoring, and you will be including a lot of tutor relevant keywords, too! Plus, writing about what you do is great way to learn more about it - keep up the life long learning, and both you and your tutees will benefit!
5. Offer easy ways for others to spread the word. Include "tell a friend" buttons, offer promotional tutoring discounts for referrals, and think of ways to get other people excited about your site. Keeping people coming back, and having loyal customers talk about your site, is a great way to get repeat visits.
Good luck and, as always, happy tutoring!
~ Charlie, a tutor from Redlands, CA
Answer: Hi, Charlie - thanks for the great question!A lot of people, both tutors and other professionals, struggle with this. Here are 5 ways that you can make your tutoring website a success!
1. Get the word out the old fashioned way: business cards and word of mouth. Make sure that your tutoring site URL is listed on every piece of paper that leaves your hands (business cards, letterhead, etc). That way, when people need a tutor, they can look down at your card, and easily locate your site. Word of mouth is also a powerful way to get noticed. Tell *everyone* you know about your spiffy new site. Friends, family, and clients are great places to start - after all, you never know who those people may know!
2. Focus on Search Engine Optimization (SEO) and keywords. No, I don't mean using the words "tutor" and "tutoring" every other word. The trick to keywords is using them naturally in the text while still making sure that the words show up often. Also, keep in mind that there may be other variations on your chosen words, and you'll want to include them, too. For example, "tutors" and "tutoring" may also be listed as "learning specialist," or "homework helper." Use as many relevant keywords as you can related to tutors and tutees, and web crawlers will have no trouble finding your site!
3. Submit your tutor services site to places like Google. Submit your URL to a few search engines, and you will get noticed faster. You are trying to get your site noticed, so why not make it easier for people to search for you?
4. Start a tutoring blog. A tutoring or learning blog can be a great way to drive traffic to your tutor site. After all, you will be offering people valuable (and entertaining) information relevant to tutoring, and you will be including a lot of tutor relevant keywords, too! Plus, writing about what you do is great way to learn more about it - keep up the life long learning, and both you and your tutees will benefit!
5. Offer easy ways for others to spread the word. Include "tell a friend" buttons, offer promotional tutoring discounts for referrals, and think of ways to get other people excited about your site. Keeping people coming back, and having loyal customers talk about your site, is a great way to get repeat visits.
Good luck and, as always, happy tutoring!
Sunday, October 4, 2009
Ask Micki: Do tutoring/learning contracts work?
Question: Hi, Micki. I am pretty new to the world of math and science tutoring and was wondering whether I should bother with a learning contract. Do they work, or is it a waste of time?
Thanks!
Joe, a math and science tutor from Northern California.
Answer: Hi, Joe - thanks for the great question! I've been hearing quite a bit about learning and tutoring contracts lately, and I happen to think that they can be a great tool for your tutoring sessions.
A tutoring or learning contract is basically an informal document that the tutor and tutee (and/or tutee's parents) sign. It is a written promise that the tutor will provide stellar tutoring, and that the tutee will put in his or her best effort, do all of the tutoring assignments, be at the tutoring sessions on time, participate in the tutoring sessions, etc.
Essentially, it helps keep the tutee accountable for learning the material, taking an active role in the tutoring sesisons, and giving 100% at each tutoring session. It also (from the tutee's point of view) keeps the tutor accountable for providing the best tutoring possible.
Some people also choose to incorporate the business contract (i.e. pay rate, when the tutor will be paid, etc.) into the learning contract, but I choose not to do this.
In my opinion, it is a better idea to keep the business contract separate from the learning contract. The tutoring/learning contract should be all about learning, not clouded by business details.
It is also a great idea to make a copy of the contract so that you, your tutee, and (if needed) your tutee's parents all have the document to reference at a later date.
There are some great learning contracts available in the ITA Resource Bank, so take a look around, and try using one of these great tools out at your next tutoring session!
Good luck and, as always, happy tutoring!
Thanks!
Joe, a math and science tutor from Northern California.
Answer: Hi, Joe - thanks for the great question! I've been hearing quite a bit about learning and tutoring contracts lately, and I happen to think that they can be a great tool for your tutoring sessions.
A tutoring or learning contract is basically an informal document that the tutor and tutee (and/or tutee's parents) sign. It is a written promise that the tutor will provide stellar tutoring, and that the tutee will put in his or her best effort, do all of the tutoring assignments, be at the tutoring sessions on time, participate in the tutoring sessions, etc.
Essentially, it helps keep the tutee accountable for learning the material, taking an active role in the tutoring sesisons, and giving 100% at each tutoring session. It also (from the tutee's point of view) keeps the tutor accountable for providing the best tutoring possible.
Some people also choose to incorporate the business contract (i.e. pay rate, when the tutor will be paid, etc.) into the learning contract, but I choose not to do this.
In my opinion, it is a better idea to keep the business contract separate from the learning contract. The tutoring/learning contract should be all about learning, not clouded by business details.
It is also a great idea to make a copy of the contract so that you, your tutee, and (if needed) your tutee's parents all have the document to reference at a later date.
There are some great learning contracts available in the ITA Resource Bank, so take a look around, and try using one of these great tools out at your next tutoring session!
Good luck and, as always, happy tutoring!
Friday, September 25, 2009
Tips from Charlie: Learning Tools
I used to think that tutoring was all about using my own knowledge and my tutee's textbook.
Then I started tutoring younger kids and it changed the way I tutored forever.
Kids can be great to work with. They are enthusiastic (most of the time), are honest about what they do and don't know, and have a very different way of learning...they also, like myself, have shorter attention spans than most grown adults!
I started realizing that my tutoring sessions with kids were just not as exciting and full of zest as they could be. So, I sat down and did some thinking. What did I respond to at a younger age? What bored me? What got me enthusiastic about learning?
The answer, as it turns out, was using learning tools during our tutoring sessions.
Learning tools can turn a drab tutoring session into an exciting learning opportunity!
I used simple experiments to tutor the concepts of electricity and chemistry. I brought games and activities that showcased the exciting world of math. I dug out my old microscope and brought simple slides to go over biology concepts and make them more interesting.
In other words, any tutoring tool I could get my hands on (that related to the subjects I tutored), I brought with me to tutoring sessions.
The results were amazing, and I noticed that not only was I getting more excited learners, but I was getting happier parents. One mom told me that I was the only person who had managed to get her son excited about science. He had hated the subject before our tutoring had started.
An unexpected benefit to this new technique were the referrals I was getting from other parents. I was known as the fun tutor who could actually get kids to learn boring subjects. I was honored, and thrilled to have the "title."
So, if you are looking for a way to spice up your sessions, thrill parents, and garner referrals, look no further than tutoring and learning tools!
~ Charlie
Wednesday, September 16, 2009
Ask Micki: Dr. Jekyll and Mr. Hyde Tutee
Question: Hello, Micki. I'm having a small problem that I am hoping you could help me with. My tutee, I'll call him Charlie, is a really friendly guy normally. We are actually friends at our university (we're freshmen), and I tutor him in Calculus on the weekends.
The problem is, during our tutoring sessions, Charlie is a totally different person. He gets really defensive when he doesn't know the answer to a question, criticizes the way I try to help him, is generally cranky, and sometimes he outright lies about knowing how to do a problem even when he really doesn't.
I don't know what to do. We're pretty good friends outside of the tutoring sessions, so it is kind of an awkward situation.
Thanks for your help!
~ Anonymous Math Tutor from Lansing, MI
Answer: Hi, there, Anonymous Math Tutor - sounds like an awkward situation, without a doubt!
First off, if the situation is really bad, and it is truly uncomfortable tutoring Charlie, it may be best to look elsewhere for a tutee. Dropping a tutee is difficult, but can become necessary if the sessions are uncomfortable to the point of being unproductive.
Some personalities mesh wonderfully in friendship, but not so well professionally.
That being said...Believe it or not, I've heard of this happening quite a bit with friends who start tutoring together. The thing is your friend/tutee is feeling kind of self-conscious right now because he is, essentially, admitting that you may know a bit more about math than he does.
He's putting himself out there and accepting help, not an easy thing for some people to do.
Charlie may also be having a tough time separating the business side of his life (tutoring sessions) with the personal side of his life (your friendship).
Add to that the fact that he is probably a little apprehensive about his class, new environment, grades, etc., and you can see how the situation may be a bit more tense than your usual tutoring sessions.
The good news is that practically every one I have talked to who has had this problem has told me that it just takes time and patience for the situation to take care of itself.
Be patient with Charlie, let him know that he is doing a great job, ask him about his class outside of your usual tutoring sessions, and let him know that you understand how difficult Calculus can be.
Most of all, stay friendly and professional during tutoring, and eventually you and Charlie will have a much better tutoring relationship.
Good luck, and as always, happy tutoring!
The problem is, during our tutoring sessions, Charlie is a totally different person. He gets really defensive when he doesn't know the answer to a question, criticizes the way I try to help him, is generally cranky, and sometimes he outright lies about knowing how to do a problem even when he really doesn't.
I don't know what to do. We're pretty good friends outside of the tutoring sessions, so it is kind of an awkward situation.
Thanks for your help!
~ Anonymous Math Tutor from Lansing, MI
Answer: Hi, there, Anonymous Math Tutor - sounds like an awkward situation, without a doubt!
First off, if the situation is really bad, and it is truly uncomfortable tutoring Charlie, it may be best to look elsewhere for a tutee. Dropping a tutee is difficult, but can become necessary if the sessions are uncomfortable to the point of being unproductive.
Some personalities mesh wonderfully in friendship, but not so well professionally.
That being said...Believe it or not, I've heard of this happening quite a bit with friends who start tutoring together. The thing is your friend/tutee is feeling kind of self-conscious right now because he is, essentially, admitting that you may know a bit more about math than he does.
He's putting himself out there and accepting help, not an easy thing for some people to do.
Charlie may also be having a tough time separating the business side of his life (tutoring sessions) with the personal side of his life (your friendship).
Add to that the fact that he is probably a little apprehensive about his class, new environment, grades, etc., and you can see how the situation may be a bit more tense than your usual tutoring sessions.
The good news is that practically every one I have talked to who has had this problem has told me that it just takes time and patience for the situation to take care of itself.
Be patient with Charlie, let him know that he is doing a great job, ask him about his class outside of your usual tutoring sessions, and let him know that you understand how difficult Calculus can be.
Most of all, stay friendly and professional during tutoring, and eventually you and Charlie will have a much better tutoring relationship.
Good luck, and as always, happy tutoring!
Sunday, September 6, 2009
Ask Micki: Tutee who won't pay
Question: Hi, Micki. I've been tutoring a high school student who had been failing his French class. Although I was very clear with his parents that I could not guarantee that he would achieve the B grade the wanted him to get, but now that the class is over and he got a C, they don't want to pay me. What do I do?
Answer: Sorry to hear about the recent payment recent problems with your tutee. Unfortunately I had the same thing happen to me about 10 years ago, and this is how I handled it. I was contacted by a set of parents, to help their daughter, we'll call her Christine, in her Writing class. Much like your own tutee, she was failing, and she needed to pass in order to maintain her GPA and stay on the Volleyball team.
With only a month left in the semester, I knew I had my work cut out for me. Christine was an eager tutee, and we managed to bring her grade up to passing (she just missed getting a B). I was very happy for her, but when I sent the bill, her parents said that they would pay me half of my usual rate, since Christine had been put on probation with her Volleyball team.
I arranged to meet with them, and we talked through the problem in person. After a lot of negotiation, they agreed to pay the full amount, and agreed to take Christine on for tutoring the next semester, so she didn't fall behind so badly.
It was this experience that taught me to use tutoring contracts whenever I take on a new tutee, so that they have a very clear idea of what they can expect from our tutoring sessions, as well as the outcome they can expect.
Another quick tip for you - arrange a payment schedule with your tutee (or the responsible party), and be sure to get written confirmation of your hours each time you tutor. The tutoring log is a similar to what I've always used, since it has the tutee's initials on each line next to the date, start, and stop times. It didn't help in the situation I had with Christine, since her issue was about the grade, but it has helped in other cases, when tutees disputed the hours.
Good luck and, as always, happy tutoring!
Answer: Sorry to hear about the recent payment recent problems with your tutee. Unfortunately I had the same thing happen to me about 10 years ago, and this is how I handled it. I was contacted by a set of parents, to help their daughter, we'll call her Christine, in her Writing class. Much like your own tutee, she was failing, and she needed to pass in order to maintain her GPA and stay on the Volleyball team.
With only a month left in the semester, I knew I had my work cut out for me. Christine was an eager tutee, and we managed to bring her grade up to passing (she just missed getting a B). I was very happy for her, but when I sent the bill, her parents said that they would pay me half of my usual rate, since Christine had been put on probation with her Volleyball team.
I arranged to meet with them, and we talked through the problem in person. After a lot of negotiation, they agreed to pay the full amount, and agreed to take Christine on for tutoring the next semester, so she didn't fall behind so badly.
It was this experience that taught me to use tutoring contracts whenever I take on a new tutee, so that they have a very clear idea of what they can expect from our tutoring sessions, as well as the outcome they can expect.
Another quick tip for you - arrange a payment schedule with your tutee (or the responsible party), and be sure to get written confirmation of your hours each time you tutor. The tutoring log is a similar to what I've always used, since it has the tutee's initials on each line next to the date, start, and stop times. It didn't help in the situation I had with Christine, since her issue was about the grade, but it has helped in other cases, when tutees disputed the hours.
Good luck and, as always, happy tutoring!
Wednesday, August 26, 2009
Ask Micki: How to help a young tutor get excited about fractions
After answering my most recent question about getting a tutee more enthusiastic about math sessions, I was inspired to keep the positive vibes going and answer this question that deals with the same sort of topic...enjoy!
Question: Hi, Micki. I am working with a really bright little girl who just started the first grade and is working with fractions for the first time. We're going to be going over them during our next few sessions and I was hoping you might have some suggestions for how to make them more fun than they are right now. I'm thinking black print on a boring white page is just not as exciting as it could be. Thanks!
Answer: Thanks for the great question! I love fractions for kids because there are so many great ways to make them a lot more fun.
Pizza, for example, is a great way to work with fractions. Having a mathematical pizza party is always a winner - just get a few pictures of different pizzas and cut them up into various fraction pieces. Then, have your tutee mix and match how much of each type of pizza he or she wants.
This exercise also works for slightly older tutees as they begin adding or subtracting fractions - the tutee takes various slices and adds them up as he or she "orders."
Technically even multiplication or division works. For division, give your tutee a set number of pizza slices and determine how many party goers need to be fed. For multiplication, determine the number of "guests" and figure out how much pizza you'll need if each person wants one slice, two slices, etc.
You could do the same with cake, pie, or anything else that is bright, fun, and can be segmented into pieces.
Good luck and, as always, happy tutoring!
Question: Hi, Micki. I am working with a really bright little girl who just started the first grade and is working with fractions for the first time. We're going to be going over them during our next few sessions and I was hoping you might have some suggestions for how to make them more fun than they are right now. I'm thinking black print on a boring white page is just not as exciting as it could be. Thanks!
Answer: Thanks for the great question! I love fractions for kids because there are so many great ways to make them a lot more fun.
Pizza, for example, is a great way to work with fractions. Having a mathematical pizza party is always a winner - just get a few pictures of different pizzas and cut them up into various fraction pieces. Then, have your tutee mix and match how much of each type of pizza he or she wants.
This exercise also works for slightly older tutees as they begin adding or subtracting fractions - the tutee takes various slices and adds them up as he or she "orders."
Technically even multiplication or division works. For division, give your tutee a set number of pizza slices and determine how many party goers need to be fed. For multiplication, determine the number of "guests" and figure out how much pizza you'll need if each person wants one slice, two slices, etc.
You could do the same with cake, pie, or anything else that is bright, fun, and can be segmented into pieces.
Good luck and, as always, happy tutoring!
Sunday, August 16, 2009
Ask Micki: Adding zest to your tutoring sessions
Question: Hi, Micki. I have a question about encouraging my tutee to be more excited about the subject matter we're working with during our sessions.
I absolutely love tutoring, and my tutee and I get along wonderfully. He's a bright kid, funny, and pays close attention to the math that we go over together.
The thing is, I feel bad that he is so bored by math, and would love to be able to make things more interesting for him. Just for a little background, he loves music, soccer, and guitars. Thanks!
Answer: Great question! I'm always happy to get emails from people who love what they do, and get along well with their tutees.
Even better, you're going above and beyond the call of tutoring duty to make the material jump off the page for your tutee. Good for you!
Now, how to get him more enthusiastic and involved in math?
The good news is that your tutee likes music! That is good news because a lot of music relies on math, right down to the quarter and half notes used to compose tunes. So, definitely go with that interest. Find articles about math and music being related, put together music related problems, and try to tie the two subjects together whenever you can.
As for his other interests - soccer and guitars - those can work, too. Make up some problems using soccer lingo or guitar talk. Trigonometry that deals with shadows on a soccer field, algebra that focuses on guitar-centric word problems...pretty much anything that even mentions his favorite hobbies can be useful in peaking interest in a less exciting subject.
You can also come up with some games that fuse his hobbies with mathematics. A music worksheet that deals with fractions, for example. These games work especially well with younger tutees, but if you can find some more sophisticated, complex games they would also work for older tutees.
And don't forget about short breaks. Even the sharpest mind can reach overload status pretty quick after staring at the same material for hours on end. Try to take a few short breaks in between problems. Let your tutee know that he's doing a great job, talk about school, and get away from the hardcore math for a minute or two.
Good luck and, as always, happy tutoring!
I absolutely love tutoring, and my tutee and I get along wonderfully. He's a bright kid, funny, and pays close attention to the math that we go over together.
The thing is, I feel bad that he is so bored by math, and would love to be able to make things more interesting for him. Just for a little background, he loves music, soccer, and guitars. Thanks!
Answer: Great question! I'm always happy to get emails from people who love what they do, and get along well with their tutees.
Even better, you're going above and beyond the call of tutoring duty to make the material jump off the page for your tutee. Good for you!
Now, how to get him more enthusiastic and involved in math?
The good news is that your tutee likes music! That is good news because a lot of music relies on math, right down to the quarter and half notes used to compose tunes. So, definitely go with that interest. Find articles about math and music being related, put together music related problems, and try to tie the two subjects together whenever you can.
As for his other interests - soccer and guitars - those can work, too. Make up some problems using soccer lingo or guitar talk. Trigonometry that deals with shadows on a soccer field, algebra that focuses on guitar-centric word problems...pretty much anything that even mentions his favorite hobbies can be useful in peaking interest in a less exciting subject.
You can also come up with some games that fuse his hobbies with mathematics. A music worksheet that deals with fractions, for example. These games work especially well with younger tutees, but if you can find some more sophisticated, complex games they would also work for older tutees.
And don't forget about short breaks. Even the sharpest mind can reach overload status pretty quick after staring at the same material for hours on end. Try to take a few short breaks in between problems. Let your tutee know that he's doing a great job, talk about school, and get away from the hardcore math for a minute or two.
Good luck and, as always, happy tutoring!
Wednesday, August 12, 2009
Ask Micki: Question from a writing tutor
Question: Hi, Micki. My question is regarding not doing your tutee’s homework. I am a writing tutor and a lot of my tutees want to “go over” papers they have written prior to turning them in. I get the feeling that some of them want me to review their work and correct it for them. I don’t want them turning in my work, but I still want to help them with their paper. Do you have any suggestions?
Thanks,
Alfred N.
Answer: Hi, Alfred. Thanks for your question. What you are describing is a very common scenario for writing tutors; I've even run across the problem myself from time to time. Here is a technique that is used regularly by seasoned writing tutors:
Read through your tutee’s paper and make mental notes on any common or recurring errors made.
Put the paper aside and address each error one at a time.
Discuss any rules or techniques for dealing with the particular error. Have your tutee practice the new skill, and when you are convinced that they are ready, move on to the next problem area.
Finally, return to their paper, but this time, have them read it, identify any errors that you previously addressed, and suggest corrections to their paper.
This technique allows you to identify and address a tutee’s weaknesses, while at the same time allowing them to take responsibility for their own work.
Good luck, and as always, happy tutoring!
Thanks,
Alfred N.
Answer: Hi, Alfred. Thanks for your question. What you are describing is a very common scenario for writing tutors; I've even run across the problem myself from time to time. Here is a technique that is used regularly by seasoned writing tutors:
Read through your tutee’s paper and make mental notes on any common or recurring errors made.
Put the paper aside and address each error one at a time.
Discuss any rules or techniques for dealing with the particular error. Have your tutee practice the new skill, and when you are convinced that they are ready, move on to the next problem area.
Finally, return to their paper, but this time, have them read it, identify any errors that you previously addressed, and suggest corrections to their paper.
This technique allows you to identify and address a tutee’s weaknesses, while at the same time allowing them to take responsibility for their own work.
Good luck, and as always, happy tutoring!
Thursday, July 30, 2009
Ask Micki: Math Tutee
Question: I have been tutoring my tutee in Algebra 1 for a while now, and it just seems like he is really having trouble getting the concepts. We'll work on things, and by the next session he has forgotten pretty much everything we covered the week before. I have no clue what to do about this!
Answer: This can be a pretty frustrating scenario or both you and your tutee. Here are the steps that I followed when I came across this problem just last year. The results were phenomenal, and my tutee was doing much better within 2 weeks:
1. Make sure that your tutee isn't over his or her head. Maybe the material is too advanced, or the class is moving too quickly. Have a friendly, non-threatening talk with your tutee and find out how the class is going. Ask how he or she feels about the material. You may even want to talk to the parents to make sure that everything is going well for their child in school.
2. If the class is moving at a comfortable pace, and your tutee is relatively confident with the material, it may just be a problem with knowledge retention.
Have your tutee work on a few problems every night. Trust me, this method works best when you provide rewards upon the completion of a worksheet or problems from the textbook. Don't think of it as a bribe, think of it as a reward for going above and beyond the homework (something that few kids actually want to do with their free time!).
Doing a few extra problems every night will help the knowledge stay fresh in your tutee's head.
3. Find ways to make the material relevant to your tutee's interests. I once tutored a kid whose whole life was basketball. He loved it. So, from then on, our lessons focused on basketball themes, or related to basketball. It made a huge difference in the attention he paid to the tutoring.
4. Let the tutee know that learning is a process, and he or she doesn't need to learn everything all at once. A little understanding and encouragement in your tutoring sessions can go a long way in boosting your tutee's confidence and pushing him or her to try a little harder with the material.
Good luck, and happy tutoring!
Answer: This can be a pretty frustrating scenario or both you and your tutee. Here are the steps that I followed when I came across this problem just last year. The results were phenomenal, and my tutee was doing much better within 2 weeks:
1. Make sure that your tutee isn't over his or her head. Maybe the material is too advanced, or the class is moving too quickly. Have a friendly, non-threatening talk with your tutee and find out how the class is going. Ask how he or she feels about the material. You may even want to talk to the parents to make sure that everything is going well for their child in school.
2. If the class is moving at a comfortable pace, and your tutee is relatively confident with the material, it may just be a problem with knowledge retention.
Have your tutee work on a few problems every night. Trust me, this method works best when you provide rewards upon the completion of a worksheet or problems from the textbook. Don't think of it as a bribe, think of it as a reward for going above and beyond the homework (something that few kids actually want to do with their free time!).
Doing a few extra problems every night will help the knowledge stay fresh in your tutee's head.
3. Find ways to make the material relevant to your tutee's interests. I once tutored a kid whose whole life was basketball. He loved it. So, from then on, our lessons focused on basketball themes, or related to basketball. It made a huge difference in the attention he paid to the tutoring.
4. Let the tutee know that learning is a process, and he or she doesn't need to learn everything all at once. A little understanding and encouragement in your tutoring sessions can go a long way in boosting your tutee's confidence and pushing him or her to try a little harder with the material.
Good luck, and happy tutoring!
Friday, July 10, 2009
Ask Micki: Annoying tutee
Question: Hi, Micki. My question is about how to work with an annoying tutee. I don't want to sound like I'm complaining, but one of my tutees is, well, really irritating.
A few examples: last week we had a 2:00 pm session scheduled. I got there at 2:00, but according to his watch, I was 3 minutes late. He said that, at the end of the session, he wanted a partial refund for the missing time.
On another occasion, he got angry at me because he had received a B on his last exam. He said that, since I was tutoring him, he should have received at least an A-; of course, he wanted some kind of refund for his trouble.
I am seriously thinking of dropping him as a client, because every one of our sessions together seems to leave me incredibly frustrated. What do I do?
Signed,
Ellen - a frustrated tutor in CA
Answer: Sorry to hear about your tough time - this tutee doesn't sound like too much fun to be around.
Unfortunately, there have been an increasing number of people who use the current economy as an excuse to abuse and intimidate businesses and freelancers (including tutors) into giving them refunds even when they are not legitimate. The current economy seems to be a gateway for people who feel entitled to everything under the sun and see no problem with making ridiculous demands.
Sorry to rant, but this is one of my pet peeves, and one that I have seen way too much of recently.
If you feel like you want to work this out with your tutee, sit down and have a quick talk with him about your expectations for the sessions, how perfect grades aren't guaranteed, how learning the material is just as important as the grade, how learning the material will gradually increase his grade point average over time, etc. Get his input on how he thinks things are going.
It would also be a good idea to mention that, while you can't refund minutes from a session, you would be more than happy to stay a bit longer to make up the time.
If none of this works, and you are still having problems with him, I would suggest dropping him from your client list.
People like him are stressful to work with, and in the long run your energy would be better spent finding new (better) clients, developing learning materials for your existing customers, etc.
Don't let this bad tutee get you down! There are plenty of wonderful tutees out there just waiting for a great tutor.
Good luck, and as always, happy tutoring!
A few examples: last week we had a 2:00 pm session scheduled. I got there at 2:00, but according to his watch, I was 3 minutes late. He said that, at the end of the session, he wanted a partial refund for the missing time.
On another occasion, he got angry at me because he had received a B on his last exam. He said that, since I was tutoring him, he should have received at least an A-; of course, he wanted some kind of refund for his trouble.
I am seriously thinking of dropping him as a client, because every one of our sessions together seems to leave me incredibly frustrated. What do I do?
Signed,
Ellen - a frustrated tutor in CA
Answer: Sorry to hear about your tough time - this tutee doesn't sound like too much fun to be around.
Unfortunately, there have been an increasing number of people who use the current economy as an excuse to abuse and intimidate businesses and freelancers (including tutors) into giving them refunds even when they are not legitimate. The current economy seems to be a gateway for people who feel entitled to everything under the sun and see no problem with making ridiculous demands.
Sorry to rant, but this is one of my pet peeves, and one that I have seen way too much of recently.
If you feel like you want to work this out with your tutee, sit down and have a quick talk with him about your expectations for the sessions, how perfect grades aren't guaranteed, how learning the material is just as important as the grade, how learning the material will gradually increase his grade point average over time, etc. Get his input on how he thinks things are going.
It would also be a good idea to mention that, while you can't refund minutes from a session, you would be more than happy to stay a bit longer to make up the time.
If none of this works, and you are still having problems with him, I would suggest dropping him from your client list.
People like him are stressful to work with, and in the long run your energy would be better spent finding new (better) clients, developing learning materials for your existing customers, etc.
Don't let this bad tutee get you down! There are plenty of wonderful tutees out there just waiting for a great tutor.
Good luck, and as always, happy tutoring!
Tuesday, July 7, 2009
Ask Micki: Tutoring referrals
Question: Hi, Micki. I have a question about something that recently happened with someone I was tutoring in Chemistry. I had just met my tutee, and about halfway through our first tutoring session, I realized that the areas of tutoring he was having trouble with were math related.
After we tried to work out a formula for about 10 minutes, I realized that a math tutor would really be necessary for him if he was going to understand Chemistry (and get the B+ or higher that he wanted). My question: How do I go about mentioning this, recommending a tutor, etc? Thanks!
Chem Tutor from West Chester, PA
Answer: Hi Chem Tutor. Good question, and something that a lot of tutors face. Especially those tutors in the science subjects since they deal with topics that rely heavily on math - as you know, math is not the easiest subject for a lot of students, and can affect their science grades. So, good for you being such a great tutee and recognizing that your tutee needs additional help!
I would recommend having a list of names and contact info for tutors in other subject areas. Keep the list with you when tutoring. You never know when it might be needed. I know that I’ve used mine on more than one occasion. If you don’t know other tutors try recommending sources, such as TutorNation.com, that will help tutees and parents locate appropriate tutors in their area.
A local college can also prove to be a good referral resource. Many tutors working at college tutoring centers like to work after school as private tutors. A quick visit or call to the tutoring center just might result in some nice referrals.
However you choose to handle this situation, know that the goodwill gesture of taking that extra tutoring step will be appreciated by your tutee. Good luck, and happy tutoring!
After we tried to work out a formula for about 10 minutes, I realized that a math tutor would really be necessary for him if he was going to understand Chemistry (and get the B+ or higher that he wanted). My question: How do I go about mentioning this, recommending a tutor, etc? Thanks!
Chem Tutor from West Chester, PA
Answer: Hi Chem Tutor. Good question, and something that a lot of tutors face. Especially those tutors in the science subjects since they deal with topics that rely heavily on math - as you know, math is not the easiest subject for a lot of students, and can affect their science grades. So, good for you being such a great tutee and recognizing that your tutee needs additional help!
I would recommend having a list of names and contact info for tutors in other subject areas. Keep the list with you when tutoring. You never know when it might be needed. I know that I’ve used mine on more than one occasion. If you don’t know other tutors try recommending sources, such as TutorNation.com, that will help tutees and parents locate appropriate tutors in their area.
A local college can also prove to be a good referral resource. Many tutors working at college tutoring centers like to work after school as private tutors. A quick visit or call to the tutoring center just might result in some nice referrals.
However you choose to handle this situation, know that the goodwill gesture of taking that extra tutoring step will be appreciated by your tutee. Good luck, and happy tutoring!
Wednesday, June 24, 2009
Ask Micki: What to do about a lazy tutee?
This question was sent in by an anonymous tutor who is having problems motivating his tutee to learn.
Question: Hi, Micki. I have been tutoring for about 3 years now (mostly high school math), and have had nothing but great experiences. That is, until 2 weeks ago.
Two weeks ago I encountered, perhaps, one of the laziest tutees on earth! I started tutoring a 16 year old boy in basic statistics, and he really needs the help. His parents have already expressed their concern, and have given me the task of raising his grade from a D- to an A...in the next 4 weeks...yeah...Since it is a summer school course, and time was of the essence, we scheduled appointments for two days each week.
First, I talked to his parents and let them know, realistically, what could be done with his grade in only 4 weeks of tutoring. They understood, and were still happy for the tutoring help - they really just want him to pass the course with a decent grade. No problem, there!
But as soon as my tutee and I had our first tutoring session together, I knew it would be challenging (to say the least). He frequently gets up to "grab a sports drink," zones out while I'm talking, switches on the television, and even had the nerve to answer a phone call from his friend right in the middle of our tutoring session.
He is just not interested in learning or tutoring. What do I do with him? He's driving me crazy!
(from Anonymous)
Answer: Hi, Anonymous! You have a great question for me, and one that-I'm sure-has been asked by many frustrated tutors over the years. In fact, I remember asking myself this question a decade ago when I tutored a challenging tutee.
First of all, you did the right thing by talking to your tutee's parents about the situation, and I'm pretty sure that they know that the problem with their son's grades lies in his lazy attitude towards schoolwork.
As for your tutee: it sounds like it is important to start over with him. Lay out the tutoring rules again, and get him into a more learning friendly environment.
Try the following tips - I am sure they will help your tutoring sessions immensely.
1. Have a quick talk with your tutee about how important it is to minimize distractions so that he can get the most out of each tutoring session. Try to avoid coming across as a disciplinarian. Just be really upfront about the fact that he needs to learn this stuff to pass the class. If he knows how important the tutoring is, he may perform better.
2. Get rid of the distractions. I once had a tutee that was so distracted by the phone ringing, that it was almost as if he couldn't help himself from jumping up and answering it at least 10 times every time I tutored him.
So, we removed our tutoring session from the distraction. He and I began tutoring at the local library and, on occasion, the high school classroom. His concentration, and grades, skyrocketed! (usually by the time you have completed this step, you have a brand new, studious tutee on your hands)
3. Offer small tutoring session rewards. Maybe if the two of you get through a set number of math problems, or concepts, you can offer up a small gift card at the end of the month. This also works if you leave him with extra problems to try in between your sessions - if he finishes your worksheet, he gets some sort of "prize"!
4. Talk to the parents. Let them know that their son is having difficulty concentrating during the tutoring, and that it could impact his grades. They most likely have a good idea of what would motivate, and distract, their son, and may be able to offer you some great insight and suggestions for your future tutoring sessions. At the very least, this makes them aware of the problem and lets them know that it is not the tutor's fault that the tutee isn't performing.
5. Speak with the teacher. Is he not paying attention in class because he is goofing off, or is he genuinely having difficulty with the material. Let the teacher know that you are his tutor, and that you are concerned with his progress. It may even be necessary for him to be in lower level class at this point in time.
Whatever happens, good luck and happy tutoring!
Question: Hi, Micki. I have been tutoring for about 3 years now (mostly high school math), and have had nothing but great experiences. That is, until 2 weeks ago.
Two weeks ago I encountered, perhaps, one of the laziest tutees on earth! I started tutoring a 16 year old boy in basic statistics, and he really needs the help. His parents have already expressed their concern, and have given me the task of raising his grade from a D- to an A...in the next 4 weeks...yeah...Since it is a summer school course, and time was of the essence, we scheduled appointments for two days each week.
First, I talked to his parents and let them know, realistically, what could be done with his grade in only 4 weeks of tutoring. They understood, and were still happy for the tutoring help - they really just want him to pass the course with a decent grade. No problem, there!
But as soon as my tutee and I had our first tutoring session together, I knew it would be challenging (to say the least). He frequently gets up to "grab a sports drink," zones out while I'm talking, switches on the television, and even had the nerve to answer a phone call from his friend right in the middle of our tutoring session.
He is just not interested in learning or tutoring. What do I do with him? He's driving me crazy!
(from Anonymous)
Answer: Hi, Anonymous! You have a great question for me, and one that-I'm sure-has been asked by many frustrated tutors over the years. In fact, I remember asking myself this question a decade ago when I tutored a challenging tutee.
First of all, you did the right thing by talking to your tutee's parents about the situation, and I'm pretty sure that they know that the problem with their son's grades lies in his lazy attitude towards schoolwork.
As for your tutee: it sounds like it is important to start over with him. Lay out the tutoring rules again, and get him into a more learning friendly environment.
Try the following tips - I am sure they will help your tutoring sessions immensely.
1. Have a quick talk with your tutee about how important it is to minimize distractions so that he can get the most out of each tutoring session. Try to avoid coming across as a disciplinarian. Just be really upfront about the fact that he needs to learn this stuff to pass the class. If he knows how important the tutoring is, he may perform better.
2. Get rid of the distractions. I once had a tutee that was so distracted by the phone ringing, that it was almost as if he couldn't help himself from jumping up and answering it at least 10 times every time I tutored him.
So, we removed our tutoring session from the distraction. He and I began tutoring at the local library and, on occasion, the high school classroom. His concentration, and grades, skyrocketed! (usually by the time you have completed this step, you have a brand new, studious tutee on your hands)
3. Offer small tutoring session rewards. Maybe if the two of you get through a set number of math problems, or concepts, you can offer up a small gift card at the end of the month. This also works if you leave him with extra problems to try in between your sessions - if he finishes your worksheet, he gets some sort of "prize"!
4. Talk to the parents. Let them know that their son is having difficulty concentrating during the tutoring, and that it could impact his grades. They most likely have a good idea of what would motivate, and distract, their son, and may be able to offer you some great insight and suggestions for your future tutoring sessions. At the very least, this makes them aware of the problem and lets them know that it is not the tutor's fault that the tutee isn't performing.
5. Speak with the teacher. Is he not paying attention in class because he is goofing off, or is he genuinely having difficulty with the material. Let the teacher know that you are his tutor, and that you are concerned with his progress. It may even be necessary for him to be in lower level class at this point in time.
Whatever happens, good luck and happy tutoring!
Friday, June 19, 2009
Change is in the air for the ITA blog!
Just a quick entry to let you all know that the ITA blog is undergoing some exciting changes.
After receiving a lot of email requests, and doing quite a few interviews, we have decided to entrust most of the blog postings to 2 of our resident ITA experts.
Of course, there will still be postings by the staff here at ITA, but a lot of our posts will be from these two fantastic contributors:
So who are they?
- Micki Henson has been a tutor for 15 years and tutors a wide variety of subjects and age groups, from adult ESL to grade school mathematics. Micki will be handling our new ITA Blog feature known as, "Ask Micki," an advice column that tackle all of the questions that come to us every week. She can be reached at MHenson@itatutor.org.
- Charlie Ryan has been tutoring for nearly 10 years now and specializes in mathematics, computers, and engineering. Charlie will be the blog contributor who discusses tutoring as a business, session tips and techniques, and tutoring issues in general. He can be reached at CRyan@itatutor.org.
We are very excited about these recent changes and hope that you will be, too!
And if you have any questions or comments, please feel free to email us or ask away on Twitter.
After receiving a lot of email requests, and doing quite a few interviews, we have decided to entrust most of the blog postings to 2 of our resident ITA experts.
Of course, there will still be postings by the staff here at ITA, but a lot of our posts will be from these two fantastic contributors:
So who are they?
- Micki Henson has been a tutor for 15 years and tutors a wide variety of subjects and age groups, from adult ESL to grade school mathematics. Micki will be handling our new ITA Blog feature known as, "Ask Micki," an advice column that tackle all of the questions that come to us every week. She can be reached at MHenson@itatutor.org.
- Charlie Ryan has been tutoring for nearly 10 years now and specializes in mathematics, computers, and engineering. Charlie will be the blog contributor who discusses tutoring as a business, session tips and techniques, and tutoring issues in general. He can be reached at CRyan@itatutor.org.
We are very excited about these recent changes and hope that you will be, too!
And if you have any questions or comments, please feel free to email us or ask away on Twitter.
Tuesday, June 9, 2009
Guest Post: Problems with Parents
This is a great guest post sent to us by a tutor who wishes to remain anonymous. It is all about dealing with the difficult parents of a tutee.
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Hi readers,
I've decided to submit this post anonymously for obvious reasons (I don't want to get involved in the parents reading this, etc.). It is a post that deals with the reality of tutoring high school mathematics, and the pitfalls that come with a teens difficult parents.
My tale starts out like any normal tutoring session. I showed up at my tutee's home, a nice suburban brick house, on a sunny Saturday afternoon.
I rang the bell and a tired looking 16 year old girl, I'll call her June (name obviously changed), answered the door. After making my way inside, we sat down and went through the usual introductions. I found out that she played volleyball, which she enjoyed, and that she was very worried about her algebra grade.
Unfortunately, during this 10 minute conversation, June's parents interrupted about 5 times. Not to introduce themselves, or offer some insight into their daughter's difficulties with her math class, but to remind her to "study fast - you have practice in 2 hours."
I was shocked and knew that there was a definite problem.
Throughout our hour long session, we were interrupted repeatedly, at least a dozen times, by June's parents.
June's mom stopped the session twice to ask about volleyball equipment, her dad interrupted us to talk about the upcoming game in 3 weeks, and there were other interruptions that ranged from carpool questions to discussions about "gearing up for the scouts that might be at the game next month."
By the end of the tutoring session June looked as frustrated as I felt and it was clear that nothing had been accomplished during the session.
I knew that we had 9 more tutoring sessions planned, but I also knew that they would be useless if the tutoring session conditions stayed the same. So I started thinking about what to do next.
Should I talk to the parents and risk confrontation? Should I suggest we meet elsewhere? I didn't want to create any tension or uneasiness, I just wanted to give June a chance to learn.
So, after a few minutes of though, I mustered up the courage to talk to her mom and dad. I let them know that June definitely needed help with her algebra, but that she was a bright young woman who seemed very capable of quickly learning the concepts.
I also asked if it would be all right to move our future tutoring sessions to the local library so that we would have access to all of the math books we could possibly need and a quiet place to study.
To my relief, June's parents said that library tutoring sessions would be fine with them, provided that they could be scheduled around practice and games. I was thrilled - I knew that we would have a much better chance of math class success if June was given an opportunity to concentrate.
So, for the next session June and I met after school at her local public library. The session went great, June picked up all of the concepts we went over, and by the end of the semester she had improved by an entire letter grade!
Now that she will be entering her Junior year of high school, we have planned regular tutoring sessions at the library. June is still a star volleyball player, but now she is a star math student as well!
-------------------------------------------------------------------------------------------------
Hi readers,
I've decided to submit this post anonymously for obvious reasons (I don't want to get involved in the parents reading this, etc.). It is a post that deals with the reality of tutoring high school mathematics, and the pitfalls that come with a teens difficult parents.
My tale starts out like any normal tutoring session. I showed up at my tutee's home, a nice suburban brick house, on a sunny Saturday afternoon.
I rang the bell and a tired looking 16 year old girl, I'll call her June (name obviously changed), answered the door. After making my way inside, we sat down and went through the usual introductions. I found out that she played volleyball, which she enjoyed, and that she was very worried about her algebra grade.
Unfortunately, during this 10 minute conversation, June's parents interrupted about 5 times. Not to introduce themselves, or offer some insight into their daughter's difficulties with her math class, but to remind her to "study fast - you have practice in 2 hours."
I was shocked and knew that there was a definite problem.
Throughout our hour long session, we were interrupted repeatedly, at least a dozen times, by June's parents.
June's mom stopped the session twice to ask about volleyball equipment, her dad interrupted us to talk about the upcoming game in 3 weeks, and there were other interruptions that ranged from carpool questions to discussions about "gearing up for the scouts that might be at the game next month."
By the end of the tutoring session June looked as frustrated as I felt and it was clear that nothing had been accomplished during the session.
I knew that we had 9 more tutoring sessions planned, but I also knew that they would be useless if the tutoring session conditions stayed the same. So I started thinking about what to do next.
Should I talk to the parents and risk confrontation? Should I suggest we meet elsewhere? I didn't want to create any tension or uneasiness, I just wanted to give June a chance to learn.
So, after a few minutes of though, I mustered up the courage to talk to her mom and dad. I let them know that June definitely needed help with her algebra, but that she was a bright young woman who seemed very capable of quickly learning the concepts.
I also asked if it would be all right to move our future tutoring sessions to the local library so that we would have access to all of the math books we could possibly need and a quiet place to study.
To my relief, June's parents said that library tutoring sessions would be fine with them, provided that they could be scheduled around practice and games. I was thrilled - I knew that we would have a much better chance of math class success if June was given an opportunity to concentrate.
So, for the next session June and I met after school at her local public library. The session went great, June picked up all of the concepts we went over, and by the end of the semester she had improved by an entire letter grade!
Now that she will be entering her Junior year of high school, we have planned regular tutoring sessions at the library. June is still a star volleyball player, but now she is a star math student as well!
Monday, June 1, 2009
Starting a Tutoring Business
Whether the economy is good or bad, freelance tutoring businesses always seem to do well. Tutoring is a great choice for a home business because you get to help students achieve their goals, work hours that are convenient for you, and it is a business that has low overhead and start up costs.
Besides learning the basics of good tutoring, practically all you will need to start a tutoring business is passion for the profession and some general office supplies. Here's what I used to get started last year. Typically, I carry all of this in one messenger bag so that it is always convenient for me to grab as I head out to new sessions, or potential clients' homes.:
1. ITA Certificate
I have my ITA certificate copied so that I can take it with me to my interview sessions when I am getting to know my potential client(s). By showing my certificate to my tutees, or for younger tutees their parents, I am able to show off my credentials - that I have learned how to tutor and that I have trained to be the best tutor available.
2. Timesheets
I always keep these in my bag so that I can fill them out and have them initialed by my tutee (or the tutee's parent) on site immediately after the session ends. This eliminates any potential billing issues down the road.
3. Paper
I always take lots of scratch paper with me. I primarily tutor math and programming languages and my tutee and I go through a lot of paper.
4. Pencils
I can never have too many pencils with me. They allow a little flexibility during the session, since mistakes can be easily erased and the problem can be attempted again without blotches of ink intimidating my tutee.
5. Learning activities
I have developed some activities for different age groups so that, no matter who I am tutoring, there is something fun and engaging for us to do if the session starts to get a bit stale. I have also used some of the activities on the site in the resources section.
6. Laptop (optional)
Because I tutor computer programming, I always have my laptop in my messenger bag. However, if you tutor something that doesn't require laptop, I definitely wouldn't bother bringing it with you.
As far as supplies, that is about it!
But where do you tutor? What do you charge? And how do you get clients?
As far as where I tutor - I choose to go to the tutor's homes. This is more convenient for them, and I have never had anyone suggest another location. My friend, on the other hand, is an ESL tutor who typically only tutors at the local schools and libraries. He finds that many of his tutees are most comfortable with this option. It is important to communicate with your tuttee (or tutee's parents) to determine the best place for your sessions to take place. If your tutee is more comfortable at a local library, then by all means, tutor him or her at the local library. online tutoring is another option that is growing increasingly popular, but I don't have experience with this form of tutoring session...not yet anyway!
When it comes to charging, this is a bit more difficult to answer. Different tutors charge different prices depending not only on their geographic area, but also their subject area expertise. A math tutor in Manhattan, NY will most likely be able to charge more than a history tutor in small town Tennessee. This is not to say that there aren't exception to the rule, but in general, these are the two aspects that will influence session fees. I charge between $35-$40 per hour for both math and computer sessions. My ESL tutor friend charges between $25-$35 per hour, depending on the situation. In the small town where he lives, he charges at the low end of the scale. When he tutors in the nearby college town, on the other hand, he raises his rates a bit. Check out some tutors in your area to get an idea what they are charging. Then, price your services accordingly.
Now on to the part that a lot of people dread - getting new clients. The first thing you'll want to do is establish what I like to call "paper credibility." That is, credentials and other experience that you can write down and show to potential customers. Like I said just above, I always take my tutor training certificate so my clients know that I have been trained in the art of tutoring. I also take along a quick resume that details some past clients, my areas of expertise, how long I have been a tutor. I have also been fortunate enough to have a few of my past clients agree to be contacted by potential clients - in other words, I have references!
I also make sure to get the word out that I am a tutor looking for business. I tell friends, family, even strangers. You never know who will need tutoring...or who will know someone who needs tutoring. I also make up flyers and put them up (with permission) at local colleges, high schools, stores, etc. I also had some luck hanging flyers on front doors.
In addition to the flyers, I also made up some simple brochures to leave out in various offices (again, with permission) and other areas with decent foot traffic. Some of my best customers have come from the local school that allowed me to place some brochures in their main office. This particular school acted as an umbrella school for the local homeschool group and I was ambushed with calls from excited parents who needed my help.
As you can see, the possibilities are practically endless, and you are only limited to your marketing imagination. Give yourself time, watch your business grow, and good luck!
-----------------------------------------------------------
Jill G. is a certified tutor from Texas who specializes in math and computer tutoring.
Besides learning the basics of good tutoring, practically all you will need to start a tutoring business is passion for the profession and some general office supplies. Here's what I used to get started last year. Typically, I carry all of this in one messenger bag so that it is always convenient for me to grab as I head out to new sessions, or potential clients' homes.:
1. ITA Certificate
I have my ITA certificate copied so that I can take it with me to my interview sessions when I am getting to know my potential client(s). By showing my certificate to my tutees, or for younger tutees their parents, I am able to show off my credentials - that I have learned how to tutor and that I have trained to be the best tutor available.
2. Timesheets
I always keep these in my bag so that I can fill them out and have them initialed by my tutee (or the tutee's parent) on site immediately after the session ends. This eliminates any potential billing issues down the road.
3. Paper
I always take lots of scratch paper with me. I primarily tutor math and programming languages and my tutee and I go through a lot of paper.
4. Pencils
I can never have too many pencils with me. They allow a little flexibility during the session, since mistakes can be easily erased and the problem can be attempted again without blotches of ink intimidating my tutee.
5. Learning activities
I have developed some activities for different age groups so that, no matter who I am tutoring, there is something fun and engaging for us to do if the session starts to get a bit stale. I have also used some of the activities on the site in the resources section.
6. Laptop (optional)
Because I tutor computer programming, I always have my laptop in my messenger bag. However, if you tutor something that doesn't require laptop, I definitely wouldn't bother bringing it with you.
As far as supplies, that is about it!
But where do you tutor? What do you charge? And how do you get clients?
As far as where I tutor - I choose to go to the tutor's homes. This is more convenient for them, and I have never had anyone suggest another location. My friend, on the other hand, is an ESL tutor who typically only tutors at the local schools and libraries. He finds that many of his tutees are most comfortable with this option. It is important to communicate with your tuttee (or tutee's parents) to determine the best place for your sessions to take place. If your tutee is more comfortable at a local library, then by all means, tutor him or her at the local library. online tutoring is another option that is growing increasingly popular, but I don't have experience with this form of tutoring session...not yet anyway!
When it comes to charging, this is a bit more difficult to answer. Different tutors charge different prices depending not only on their geographic area, but also their subject area expertise. A math tutor in Manhattan, NY will most likely be able to charge more than a history tutor in small town Tennessee. This is not to say that there aren't exception to the rule, but in general, these are the two aspects that will influence session fees. I charge between $35-$40 per hour for both math and computer sessions. My ESL tutor friend charges between $25-$35 per hour, depending on the situation. In the small town where he lives, he charges at the low end of the scale. When he tutors in the nearby college town, on the other hand, he raises his rates a bit. Check out some tutors in your area to get an idea what they are charging. Then, price your services accordingly.
Now on to the part that a lot of people dread - getting new clients. The first thing you'll want to do is establish what I like to call "paper credibility." That is, credentials and other experience that you can write down and show to potential customers. Like I said just above, I always take my tutor training certificate so my clients know that I have been trained in the art of tutoring. I also take along a quick resume that details some past clients, my areas of expertise, how long I have been a tutor. I have also been fortunate enough to have a few of my past clients agree to be contacted by potential clients - in other words, I have references!
I also make sure to get the word out that I am a tutor looking for business. I tell friends, family, even strangers. You never know who will need tutoring...or who will know someone who needs tutoring. I also make up flyers and put them up (with permission) at local colleges, high schools, stores, etc. I also had some luck hanging flyers on front doors.
In addition to the flyers, I also made up some simple brochures to leave out in various offices (again, with permission) and other areas with decent foot traffic. Some of my best customers have come from the local school that allowed me to place some brochures in their main office. This particular school acted as an umbrella school for the local homeschool group and I was ambushed with calls from excited parents who needed my help.
As you can see, the possibilities are practically endless, and you are only limited to your marketing imagination. Give yourself time, watch your business grow, and good luck!
-----------------------------------------------------------
Jill G. is a certified tutor from Texas who specializes in math and computer tutoring.
Thursday, May 21, 2009
Time Cards
If you are like most tutors, your main focus is probably on your tutoring sessions; communicating with your tutee, being able to present a problem in clear steps, and making sure that your tutee is able to improve in whatever subject he or she needs tutoring.
If these are the kinds of thoughts that are your main focus, congratulations! You are undoubtedly a great tutor.
But now I'd like to talk about another important, often overlooked, aspect of tutoring sessions - the time card.
I’ve always hated paperwork. It seems like a waste of time that could be spent on more worthwhile things. But a tutor’s time card is probably one of the more valuable parts of any tutoring business.
Besides lending an air of professionalism when working with tutees, a well designed time card can assist in billing, help with future appointments, and maintain good customer relations.
I like to use a time card that includes the following:
1) Date of session
2) Subject tutored
3) Tutee name
4) Start/stop times of the session
5) Tutee/parent initials
Date and start/stop times are pretty obvious. Both my tutees and I need this info for billing purposes. Subject helps me remember what I worked on with a particular tutee. In fact, I tutor a few tutees in more than one subject. In those cases, the subject info is especially useful to both of us. I like having session time so that my tutee and I can verify that the stop-start calculation was correct. Tutee/parent initials adds some proof that the tutoring actually occurred as logged.
Although I’ve never had a problem, I’ve had a few friends who have had issues with tutees regarding a particular tutoring session or the times. Including the initials on the time card helps to avoid any billing issues that may otherwise arise.
When it is time to bill my tutees I total up the session times, multiply by my hourly rate, and send a copy to the tutee.
One last thing. I only include one tutee per time card. Otherwise the billing scheme doesn ’t work. By doing these things, I have always had an easy time with billing, and with balancing the books. Keep track of everything that happens during a session, use the time card methods listed above, and soon you will be on your way to a well organized tutoring business.
If these are the kinds of thoughts that are your main focus, congratulations! You are undoubtedly a great tutor.
But now I'd like to talk about another important, often overlooked, aspect of tutoring sessions - the time card.
I’ve always hated paperwork. It seems like a waste of time that could be spent on more worthwhile things. But a tutor’s time card is probably one of the more valuable parts of any tutoring business.
Besides lending an air of professionalism when working with tutees, a well designed time card can assist in billing, help with future appointments, and maintain good customer relations.
I like to use a time card that includes the following:
1) Date of session
2) Subject tutored
3) Tutee name
4) Start/stop times of the session
5) Tutee/parent initials
Date and start/stop times are pretty obvious. Both my tutees and I need this info for billing purposes. Subject helps me remember what I worked on with a particular tutee. In fact, I tutor a few tutees in more than one subject. In those cases, the subject info is especially useful to both of us. I like having session time so that my tutee and I can verify that the stop-start calculation was correct. Tutee/parent initials adds some proof that the tutoring actually occurred as logged.
Although I’ve never had a problem, I’ve had a few friends who have had issues with tutees regarding a particular tutoring session or the times. Including the initials on the time card helps to avoid any billing issues that may otherwise arise.
When it is time to bill my tutees I total up the session times, multiply by my hourly rate, and send a copy to the tutee.
One last thing. I only include one tutee per time card. Otherwise the billing scheme doesn ’t work. By doing these things, I have always had an easy time with billing, and with balancing the books. Keep track of everything that happens during a session, use the time card methods listed above, and soon you will be on your way to a well organized tutoring business.
Tuesday, May 19, 2009
Integrity and Ambition
Wow, what a strange day it has been.
I just received an email from someone who not only had a sour attitude towards the learning process, but surprisingly thought that ITA was going to provide him with a certificate...without any additional work on his part.
Apparently this gentleman, I will call him Eric* (name obviously changed) thought that he would pay a fee and receive an ITA certificate without any additional effort.
After a polite response to Eric*, I suddenly was hit with an epiphany. There are likely a lot of people out there who want to show that they earned a certificate even after they have put in no time or effort.
That is completely in opposition to the whole philosophy of tutoring.
Imagine telling your tutees that they don't need to do their homework, or put in the extra time learning concepts - they can simply write you a check and you can instantly produce a stack of A+ papers for them.
That would be cheating. It would be academic cheating, and you would be cheating your tutee out of the learning experience. Definitely not fair.
So, to Eric*, best of luck in your future endeavors.
To the rest of you ITA trainees - thank you!
Thank you for having the integrity, and the ambition, to stick with a program that may be a bit of work, but will show your tutees that you are dedicated to the tutoring profession.
I just received an email from someone who not only had a sour attitude towards the learning process, but surprisingly thought that ITA was going to provide him with a certificate...without any additional work on his part.
Apparently this gentleman, I will call him Eric* (name obviously changed) thought that he would pay a fee and receive an ITA certificate without any additional effort.
After a polite response to Eric*, I suddenly was hit with an epiphany. There are likely a lot of people out there who want to show that they earned a certificate even after they have put in no time or effort.
That is completely in opposition to the whole philosophy of tutoring.
Imagine telling your tutees that they don't need to do their homework, or put in the extra time learning concepts - they can simply write you a check and you can instantly produce a stack of A+ papers for them.
That would be cheating. It would be academic cheating, and you would be cheating your tutee out of the learning experience. Definitely not fair.
So, to Eric*, best of luck in your future endeavors.
To the rest of you ITA trainees - thank you!
Thank you for having the integrity, and the ambition, to stick with a program that may be a bit of work, but will show your tutees that you are dedicated to the tutoring profession.
Setting Tutoring Goals
Goal setting is an important part of the tutoring process. It is a practice that not only helps the tutee realize what he or she needs to accomplish, but it also helps you lay out your session time.
Having goals that you and your tutee agree upon can mean the difference between aimless wandering through a subject, and a clear path towards an achievable accomplishment. Trust me, sessions always go more smoothly, and more successfully, if there are goals established ahead of time.
So how do you get started? And how do you keep the momentum going once the goals have been met?
Here are 5 easy steps towards creating, meeting, and maintaining goals during tutoring sessions.
Step 1) Define the goals.
During your first tutoring session together, list 2-5 goals that both of you agree can be accomplished in a set amount of time. This may be 5 goals to meet by the end of the semester, or 2 goals that can be met in one month's time.
The trick to this is to make sure that the goals are realistic and achievable. You don't want to set goals that are impossible to reach - this will leave your tutee feeling frustrated and will make your sessions a lot less enjoyable.
An example of a goal list may look a little something like this:
a) Learn how to add and subtract fractions by the end of the semester.
b) Get a B+ or better on my next test (test will be in 5 weeks).
c) Raise my class grade.
Step 2) Put together a quick list of how each goal will be met.
Will your tutee put in an extra 20 minutes of homework time every night? Will your tutee form a study group at school, or do a few extra exercises from the book? The trick to step 2 is to make your tutee accountable outside of your tutoring sessions together. Make sure that he or she knows that tutoring is just one part of the puzzle, and that a bit of extra work (besides the tutoring) might be needed to raise his or her grades.
3) Assess your tutee's goal progress every few weeks.
I have found that by looking over my tutee's goals every 2 weeks, I can get a good idea of whether or not things are moving in the right direction. If my tutee is on the right path towards grade improvement, and is putting in the extra effort, then I offer praise and encourage my tutee to keep up the great work.
If I notice that my tutee is struggling a bit with the extra work, or that he or she doesn't seem to be taking the goals seriously, I still offer support and encouragement. I make sure that my tutee knows that every small step will eventually lead to success even though the goal may seem far away at the time.
4) Sometimes a tutor needs to redefine and make some changes.
If a goal winds up being a little out of reach for my tutee, sometimes I will reassess the situation, and my tutee and I will redefine the goal. For example, my tutee may want an A in his or her class, but I realize that an A is just not possible by the end of the semester. Sometimes the points just do not add up, and earning an A on the final may only be enough to move the tutee up to a B+.
In this case, I encourage my tutee to work hard and strive for the A on the final. Earning a B+ is still a great improvement on the original grade for the class, and this has now become a much more achievable goal.
5) Remember to encourage.
Whether or not goals are met, encouragement and support are important elements in any tutoring session. Your tutee needs to know that his or her work is not going unnoticed, and that there are benefits to the extra effort. A quick, "Great job on that last test," or a "Don't worry about it, we'll do some extra work on fractions and your next test will be even better," can go a long way in making a tutee feel like continuing his or her learning efforts.
Goal setting, and goal meeting, are key aspects of the tutoring session. Goals benefit both tutors and tutees and can make sessions go from tolerable to enjoyable. Give these steps a try and watch your tutee take on the new tutoring challenges with pride. For even more information about goal setting, check out your ITA textbook!
Having goals that you and your tutee agree upon can mean the difference between aimless wandering through a subject, and a clear path towards an achievable accomplishment. Trust me, sessions always go more smoothly, and more successfully, if there are goals established ahead of time.
So how do you get started? And how do you keep the momentum going once the goals have been met?
Here are 5 easy steps towards creating, meeting, and maintaining goals during tutoring sessions.
Step 1) Define the goals.
During your first tutoring session together, list 2-5 goals that both of you agree can be accomplished in a set amount of time. This may be 5 goals to meet by the end of the semester, or 2 goals that can be met in one month's time.
The trick to this is to make sure that the goals are realistic and achievable. You don't want to set goals that are impossible to reach - this will leave your tutee feeling frustrated and will make your sessions a lot less enjoyable.
An example of a goal list may look a little something like this:
a) Learn how to add and subtract fractions by the end of the semester.
b) Get a B+ or better on my next test (test will be in 5 weeks).
c) Raise my class grade.
Step 2) Put together a quick list of how each goal will be met.
Will your tutee put in an extra 20 minutes of homework time every night? Will your tutee form a study group at school, or do a few extra exercises from the book? The trick to step 2 is to make your tutee accountable outside of your tutoring sessions together. Make sure that he or she knows that tutoring is just one part of the puzzle, and that a bit of extra work (besides the tutoring) might be needed to raise his or her grades.
3) Assess your tutee's goal progress every few weeks.
I have found that by looking over my tutee's goals every 2 weeks, I can get a good idea of whether or not things are moving in the right direction. If my tutee is on the right path towards grade improvement, and is putting in the extra effort, then I offer praise and encourage my tutee to keep up the great work.
If I notice that my tutee is struggling a bit with the extra work, or that he or she doesn't seem to be taking the goals seriously, I still offer support and encouragement. I make sure that my tutee knows that every small step will eventually lead to success even though the goal may seem far away at the time.
4) Sometimes a tutor needs to redefine and make some changes.
If a goal winds up being a little out of reach for my tutee, sometimes I will reassess the situation, and my tutee and I will redefine the goal. For example, my tutee may want an A in his or her class, but I realize that an A is just not possible by the end of the semester. Sometimes the points just do not add up, and earning an A on the final may only be enough to move the tutee up to a B+.
In this case, I encourage my tutee to work hard and strive for the A on the final. Earning a B+ is still a great improvement on the original grade for the class, and this has now become a much more achievable goal.
5) Remember to encourage.
Whether or not goals are met, encouragement and support are important elements in any tutoring session. Your tutee needs to know that his or her work is not going unnoticed, and that there are benefits to the extra effort. A quick, "Great job on that last test," or a "Don't worry about it, we'll do some extra work on fractions and your next test will be even better," can go a long way in making a tutee feel like continuing his or her learning efforts.
Goal setting, and goal meeting, are key aspects of the tutoring session. Goals benefit both tutors and tutees and can make sessions go from tolerable to enjoyable. Give these steps a try and watch your tutee take on the new tutoring challenges with pride. For even more information about goal setting, check out your ITA textbook!
Friday, May 8, 2009
Why Tutoring?
"Why Tutoring?" I have been asked this on more than one occasion by friends and family.
Some of them are curious, others are just making conversation, and still others are telling me that I should have chosen a more traditionally defined "high powered career." You see, I do not work a traditional 40 hour week job. Since I freelance, I work varying hours (anywhere from 5-45 per week), from varying locations.
Every time I am asked, my answer to all of these people is always the same - I chose tutoring as a career so I can do what I love and help others. Simple as that.
A lot of children dream of being doctors, firefighters, or veterinarians, but I cannot remember a time when I didn't want to be a tutor. I would help classmates out during lunch period, tutor my brothers with their math, and help my best friend with his book reports. Whoever needed tutoring help, I was thrilled to provide what knowledge I could in the subject.
Interestingly, I never wanted to be a teacher; I preferred the one-to-one interaction with my tutees that tutoring offered me. I am also addicted to the rewarding feeling that I get when someone understands a new concept for the first time.
After college, when I made a conscious decision to make freelance math tutoring my career, I knew I was making a decision that would allow me to do the kind of work I was passionate about, even after I hit retirement age.
It may not be a traditional 40 hour per week career path, but it is a path that I am enthusiastic about and very proud of - every day is a new chance to help someone succeed in the educational world. That, combined with working for myself, makes tutoring a dream career!
------------------------------------------------------------------------------------------------------------------
For the last 12 years, Brian has been a freelance math tutor who specializes in helping tutees grapple with the basics of elementary math concepts. He has recently completed ITA training and can be reached at BL@itatutor.org.
Some of them are curious, others are just making conversation, and still others are telling me that I should have chosen a more traditionally defined "high powered career." You see, I do not work a traditional 40 hour week job. Since I freelance, I work varying hours (anywhere from 5-45 per week), from varying locations.
Every time I am asked, my answer to all of these people is always the same - I chose tutoring as a career so I can do what I love and help others. Simple as that.
A lot of children dream of being doctors, firefighters, or veterinarians, but I cannot remember a time when I didn't want to be a tutor. I would help classmates out during lunch period, tutor my brothers with their math, and help my best friend with his book reports. Whoever needed tutoring help, I was thrilled to provide what knowledge I could in the subject.
Interestingly, I never wanted to be a teacher; I preferred the one-to-one interaction with my tutees that tutoring offered me. I am also addicted to the rewarding feeling that I get when someone understands a new concept for the first time.
After college, when I made a conscious decision to make freelance math tutoring my career, I knew I was making a decision that would allow me to do the kind of work I was passionate about, even after I hit retirement age.
It may not be a traditional 40 hour per week career path, but it is a path that I am enthusiastic about and very proud of - every day is a new chance to help someone succeed in the educational world. That, combined with working for myself, makes tutoring a dream career!
------------------------------------------------------------------------------------------------------------------
For the last 12 years, Brian has been a freelance math tutor who specializes in helping tutees grapple with the basics of elementary math concepts. He has recently completed ITA training and can be reached at BL@itatutor.org.
Resources for Writing Tutors
As a writing tutor, I’m always looking for ways to liven up my tutoring sessions. Let’s face it, when it comes to writing, there are a lot of rules and exceptions to learn. Pretty dry stuff!
I often use colorful handouts. They are visually more exciting than hand written notes, plus my tutees can keep them for future reference. But even my handouts get stale over time. It really doesn’t matter how cool they look. Ultimately, they are just more material for my tutees to read and memorize. There is nothing engaging about a paper handout.
Enter technology. Except for word processing software on computers, I’ve never been a big fan of technology. I generally find myself spending more time trying to figure out how to use it rather than actually using it. I’d rather do things the old fashion way and save myself the frustration. Well that all changed, at least as far as my tutoring goes, a couple of months ago.
I was talking with another writing tutor about her views on handouts. I was hoping for some fresh ideas and she gave me a great one: Grammar Bytes. It is a website that covers tons of writing topics.
Examples and explanations are presented along with interactive practice questions. For some reason my tutees prefer the web over paper handouts. In fact, I now regularly use this site to motivate tutees to familiarize themselves with a topic before we meet! It is a lot more productive.
Grammar Bytes can be found at: http://www.chompchomp.com/exercises.htm.
I’m now on the lookout for more of these kinds of resources!
~ Katie M.
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Katie is a certified tutor and has been tutoring writing for over 10 years. Her work load spans generations, from elementary school students to elderly ESL tutees. Thanks, Katie, for this fantastic contribution to the ITA blog!
I often use colorful handouts. They are visually more exciting than hand written notes, plus my tutees can keep them for future reference. But even my handouts get stale over time. It really doesn’t matter how cool they look. Ultimately, they are just more material for my tutees to read and memorize. There is nothing engaging about a paper handout.
Enter technology. Except for word processing software on computers, I’ve never been a big fan of technology. I generally find myself spending more time trying to figure out how to use it rather than actually using it. I’d rather do things the old fashion way and save myself the frustration. Well that all changed, at least as far as my tutoring goes, a couple of months ago.
I was talking with another writing tutor about her views on handouts. I was hoping for some fresh ideas and she gave me a great one: Grammar Bytes. It is a website that covers tons of writing topics.
Examples and explanations are presented along with interactive practice questions. For some reason my tutees prefer the web over paper handouts. In fact, I now regularly use this site to motivate tutees to familiarize themselves with a topic before we meet! It is a lot more productive.
Grammar Bytes can be found at: http://www.chompchomp.com/exercises.htm.
I’m now on the lookout for more of these kinds of resources!
~ Katie M.
-------------------------------------------------------------------------------------------------------------------
Katie is a certified tutor and has been tutoring writing for over 10 years. Her work load spans generations, from elementary school students to elderly ESL tutees. Thanks, Katie, for this fantastic contribution to the ITA blog!
Thursday, May 7, 2009
Tutoring Does Not Equal "Homework Service."
A common misconception about tutoring is that it is a way to “get your work done” by a tutor. Nothing, however, could be further from the truth when dealing with a well-trained tutor.
Simply put, active learning is learning by doing. The job of any tutor is to focus the responsibility of learning on the tutee. Ideas, concepts, relationships, and processes are stressed over individual problems.
The ultimate goal is to turn the tutee into an independent learner by developing their general problem solving and study skills.
Although specific example problems are often used by tutors, working through a tutee’s actual homework assignment is not good tutoring.
Typically, a well trained tutor will address the skills and process needed to solve the types of problems in the homework, using similar problems. On occasion, the tutor may even allow the tutee to tackle one of their homework problems while they sit back and observe. In this way, the tutor can assess the tutee’s progress and determine if they are prepared to succeed on their homework.
To sum up, tutees are responsible for their own homework. Tutoring is simply a way for students to get the skills necessary to ultimately succeed on their own. If a tutee starts pressuring you into doing his or her homework, it's time to put the pencils down and talk about tutoring session goals (i.e. not being a homework service)!
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The International Tutoring Association (ITA) stresses “active learning” as part of its web-based Training and Tutor Certification program. Become a stellar tutor today with ITA.
The International Tutoring Association (ITA) stresses “active learning” as part of its web-based Training and Tutor Certification program. Become a stellar tutor today with ITA.
Wednesday, May 6, 2009
Welcome to the ITA Blog!
Well, we finally did it!
We put together our blog.
And it is all thanks to you!
We put together our blog.
And it is all thanks to you!
Months ago you may remember us asking for submissions. Well, we received an unbelievable number of great tutoring stories (horror stories and success stories), resource materials, tips, and techniques. Without you, this blog wouldn't be possible. So thanks to you all, and remember to keep those submissions coming!
Obviously, since this is our first post, our blog isn't very full yet. However, over the next few months, we will be adding loads of great tutoring information, including some of our best essays.
With the training, evaluations, and everything else that goes with running ITA we are really crunched for time, however, we promise to do our absolute best to update regularly, so make sure to check back often!
Send all submissions to info@itatutor.org and remember to use the subject heading: SUBMISSION FOR BLOG
This will also be the place to come when you want to know what's new with ITA!
Tuesday, May 5, 2009
Archived Entries
ARCHIVED
"What's New at ITA" from the old ITA site
August 10, 2006
Exciting changes are in store for ITA!
We are currently in the process of adding a host of resources for you to use during your tutoring sessions (i.e. activities resources with learning activities). Most of what we have collected so far has been activities for K-6 grade tutees.
So, we're putting a call out to all of you! If you have a particular study technique or activity that you use during your sessions, send it over to us!
If we use it, we'll make sure to post your name (unless you'd prefer to remain anonymous) on the resources page along with a copy of the activity/technique...In other words, your brilliance will go down in tutoring history!
April 30, 2006
The conferences were a success!
We attended and presented at both ACTLA and NTA conferences and we were a hit! Good news for us and good news for you...Why? Because the more well known we are in the tutoring world, the more recognized and respected your certification will be in the real world!
February 26 , 2006
We have added a new link on the navigation bar, to make it easier for tutees to submit evaluations online.
January 28, 2006
Due to popular request, you will now be able to see a breakdown of how each test was graded. What this means is that after you take each test, you will see your overall score, as well as how many of the four possible points you earned on each question.
January 27, 2006
We have been invited to, and will be presenting at, the NTA (National Tutor Association) conference in Costa Mesa. Our presentation will be about web-based tutor training and ITA. We will again have an informational vendor booth, so if you're in the area, feel free to stop by!
January 11, 2006
This coming April holds exciting things for ITA!
We have been invited to, and will be presenting at, the ACTLA (Association of Colleges for Tutoring and Learning Assistance) conference in San Francisco. In addition to the presentation, we will also be hosting an informational vendor booth so that we can continue to spread the word about ITA!
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