Below is some general guidance on how to give tuition sessions, including potential tutee anxieties, notes on encouraging tutees to contribute and a self-evaulation checklist to ensure your sessions run smoothly.
Encouraging tutees to contribute
Many people can be nervous when learning in a one-on-one environment for the first time. It is critical to be patient with them, and build their confidence through encouragement and praise. Your ultimate goal is to help the tutee become comfortable and confident in the subject, even if they occasionally make mistakes.
Potential tutee anxieties
- Your tutee may struggle to express exactly what they are looking to gain from lessons, and may doubt their ability to achieve their goals. It is essential to agree on realistic targets based on what they are ultimately hoping to achieve. If a tutee finds it difficult to articulate what they are aiming towards, avoid the kind of 'why' questions that can make someone feel on the spot.
- Your tutee may feel obliged to defer to you. Your tutee may be a little intimidated: you should try to encourage them to express their opinions to build confidence. One-to-one sessions, whilst very useful because of their intensity may also be a little overwhelming to someone who is not used to being in the spotlight.
- Your tutee may see you as an assessor. This is a difficult perception to overcome, especially if you're coaching your tutee towards an exam. The key here is to be open, friendly, to encourage the tutee's confidence and to make your style of teaching non-confrontational. Be careful that a tutee does not feel unable to express their lack of confidence in fear of incurring your wrath!
- Your tutee may be confused as to how to work together with a tutor in a lesson, having never had a one-to-one before. Whilst some people may quickly take the lead and specify what they want from lessons, others will be unsure and will look to you to establish a power dynamic. Here, informal feedback is essential so you are aware if the tutee feels they are not getting what they need.
Encouraging tutees to contribute
Tutees are more likely to engage when:
- They feel comfortable around you
- You show them respect and support, especially when they make mistakes
- Learning is seen as a co-operative exercise, not a confrontational one
- You both agree upon realistic and achievable tasks
- They are encouraged to contribute, not just to be lectured to
- Feedback is frequent so communication breakdowns do not occur
- They are presented with open-ended questions that are not too 'leading'
- Regularly giving supportive, constructive feedback
- Encouraging broader or deeper focus
- Correcting misunderstanding in a non-confrontational way
Feedback on tutees' skills/abilities
- Link feedback to specific positives/mistakes
- Comment on use of particular skills
- Be encouraging and friendly!
Balancing tutor/tutee contributions
- Review how often you intervene
- Balance feedback with space
- Encourage quiet tutees, but don't overpower them
To determine how your tutee feels the lessons are progressing, ask open ended questions such as these:
- What has been the most significant thing you've learned today?
- Do you have any questions after today's lesson?
If you have any homework for the tutee, spend time discussing how they should tackle it. Remember: the tutee may not have time to do extensive exercises, or indeed may not have the inclination to do so! Homework density must ultimately be decided on their terms.
Avoid spelling out the answer to an unresponsive tutee. Instead, try framing the question in a different way. Give some encouragement: tutees can become disheartened and cease trying if they think their efforts are futile. Re-evaluate the task you are setting them and make sure it's manageable.
As you work with more clients you may wish to start self-evaluating to remember what worked/what didn't, in addition to any client feedback you've received on the site. Below is some food for thought to help your introspection:
|How well did I .....?||Very Well||Satisfactory||Could Be Better|
|Prepare for the session|
|Get the session underway (establish aims, etc)|
|Ask questions and prompt the tutee|
|Handle the tutee's comments and questions|
|Respond to the tutee as an individual|
|Keep the focus on the main topic|
|Help sustain tutee interest|
|Provide help when tutees encountered difficulties|
|Ensure key points were drawn out|
|Bring things to a close and set out homework|
New to Tutoring?
If you are new to tutoring you are welcome to register with First Tutors to attract potential clients. During the registration process you will be asked to declare which subjects you wish to teach, how much you will charge and to tell new tutees about your approach. You will also be required to submit two references and some information for an ID check.
Choosing your subject
We urge new tutors to think carefully about which subjects they offer and the level to which they feel they can comfortably offer lessons. We invite tutees to give feedback about their tutors, so that the tutor benefits from positive recommendations. Obviously, if you are teaching a subject that you are not terribly confident in, this feedback may not be so positive! We recommend you focus on your strengths and build your reputation upon them, instead of being a jack-of-all-trades.
Your first lesson with a new tutee counts for a great deal. But before you even get this far, make sure your new tutee has a positive view of you. When a tutee chooses you, reply as soon as you can, even if it is to reject the enquiry. If you've arranged lessons, and your details have been exchanged, follow this up a quickly as you can! Tutees are often anxious when seeking a tutor and will look to commence lessons as soon as possible. Not keeping an appointment, showing up late or arriving ill-prepared are all ways to lose a tutee before you've even started!
Below are some resources that you may find useful while beginning tutoring:
Children's Errors in Mathematics: Understanding Common Misconceptions in Primary Schools (Teaching Handbooks Series)
11+ Practice Papers Multiple-choice Verbal Reasoning: Contains 4 Tests - 11A, 11B, 11C, 11D (Letts 11+ Practice Papers)
Public Liability & Professional Indemnity Insurance
Following enquiries from our members, we are delighted to introduce Alan Boswell Group as our recommended insurance broker for private tutors seeking liability insurance. Please find details of their policy below. Enquiries regarding the policy should be directed to Alan Boswell directly as we are not properly qualified to advise on the product itself. We do hope that some of you may find this useful.
The Alan Boswell Group has considerable expertise in arranging bespoke insurance products for the teaching profession. They have been established for many years growing to become one of the largest independent Insurance Brokers in the UK and are committed to providing the highest possible quality of service.
Examples of the cover we can provide?
Here are a few examples of the cover they can provide:
- Cover for your personal liability as a result of your negligence for injury or damage to pupils and their property whilst being taught in your own home.
- Cover for damage to property or injuries caused to others by your negligence whilst teaching in their home.
- Cover for failure to provide adequate tuition services or errors in your selection of curricula or coursework.
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