Steps in the Typical Tutoring Session

1. Greeting/climate setting
   • A good start is half the work. Friendly, positive, welcoming.
   • In a group setting arrange chairs so that all can see and give input.
   • In one-on-one tutoring:
     • Sit side by side with the student. "You are an ally, not an authoritarian figure."
     • Give the student control of the paper or project. It's his work, not yours. He should handle the pen.
     • Have reference materials, pencil, paper, textbooks, and notes available.
2. Identification of task
   • Don't be too eager; listen to what the client says he thinks he needs.
   • Ask follow-up questions to help focus what the client knows or doesn't know.
     "I need help with my writing."
     "What part of the writing process is giving you trouble?"
   • You might end up accidentally working in an area the client doesn't really need help with.
3. Breaking the task into parts
   • Anything learned usually has many steps; help lead the client to sort out those steps and suggest the priority. "What are those three things you want to do today?"
4. Identification of thought processes which underlie the task
   • If you just do the problem for the student, or provide an answer, you are not helping the student figure out a strategy for doing it himself.
   • Help your client make use of the information sources they already have: the textbook, class notes, handouts, workbooks. "Now, where do you think we can find information on reducing a complex equation like that?"
5. Set the agenda for the session
   • "We have 40 minutes more to go...what do you think we should work the most on?"
   • Give the client the chance to say what they want to cover.
   • Stick to the agenda, but allow some flexibility.
6. Addressing the task
   • Get going with the task: you now have a direction and a task to do.
7. Client summary of content
   • Look for the "light bulb effect" and get out of the way.
   • To make sure it's not a "fake" "light bulb effect", ask your client to restate what he thinks he knows.
   • Restatement of the information helps move it from short term to long term memory.
8. Client summary of the underlying process
   • "Now tell me how you got that answer." "How would you apply this to a similar problem? What are the steps?"
9. Confirmation
   • This is the point at which to make thoughtful evaluation, perhaps a little praise. "Good, we got through all the conjugations today."
10. What's next?
11. Planning the next session
    • While you are suppose to encourage students to become independent of you, if the student needs your further help, now would be a good time to nail that next appointment.
12. Closing and goodbye