The following tips may come in handy during tutoring sessions. Click here for an Acrobat version of these tips.

• Try to start each session by establishing/re-establishing the relationship between you and your students. Bridge the gap between the classroom and tutoring by discussing what has transpired in the classroom (e.g. what is being studied, how do they think they?re doing in class).
• After an initial chat, indicate that it is time to work. If the students want to continue to talk, let them know that you can talk more at the end of the session, then keep your word. If they flatly state that they do not want to do the work, explain calmly and firmly why they need this extra help and then continue.
• Keep your expectation and directions brief. Remember that the students need silent space in which to process information. Too much "teacher talk" can be confusing and interfere with remembering.
• State the purpose of the assignment you will be working on (e.g. to increase reading comprehension, practice spelling/math) and begin.
• Share personal experiences only if you feel they will clarify a concept or provide meaningful background for new material. Be careful not to "preach".
• Praise specific behaviors rather than right answers. For example, you should praise effort, attention and perserverence. Praising right answers, on the other hand, unnecessarily sheds a negative light on wrong answers. You should, however, give clear and immediate feedback for responses, such as "Yes, that's correct" or "No, look at it again."
• If the students begin to make many mistakes, modify the task so that it is easier. For instance, take turns reading aloud or reread an earlier lesson as review.
• If the students become upset by their errors, remind them that mistakes are a part of learning and, in fact, that mistakes provide opportunities for new learning. Allow them to correct some of their own work, then praise them for spotting errors.
• If the students have difficulty with a question, rephrase it, possibly giving two choices for responses. Later, return to that question, which not only reviews but gives an opportunity for a correct response.
• Many students have trouble retaining difficult concepts. Tackle just one part of the total task at a time (e.g. one-third of a spelling list or ten of the nation's states and capitals) and work until the concept is mastered. Quality of learning is more important than quantity.
• If your students begin to feel impatient, frustrated or fatigued, take a break. A simple five-minute rest with deep breathing may re-vitalize them. Try a variety of interventions and let your students know that you are experimenting to find the best way for them to re-charge. Suggest that they use these techniques in the classroom.
• At the close of the session, make a verbal or written list of "Pluses and Deltas" (what went well and what needs to be improved). Set goals for the next session, both academic and process-oriented. Praise the students' efforts, if appropriate.
  
  * Reread these tips periodically for maximum efficiency.