I have seen myself progress as a tutor over the course of the semester so much that it is horrifying. Initially, I was extremely worried that I would not have any idea what to do when a client came and that he/she would know more than I would. However, after one or two meetings, I saw myself gradually improve as a tutor into one that may be the best in the world.
I have decided to analyze myself according to the evaluation form from UNC Greensboro in explaining myself and proving that I may actually be a decent tutor ( but actually not the best in the world). In terms of attendance, I arrived at every meeting on time (which is fifteen minutes early in my book) ready to work and with a knowledge of what the student was coming in to work on. I have probably skipped 4 intramural games for tutoring and have not been able to go on my cross country runs on most days. While it may be frustrating at the time, I try to keep my attitude positive and optimistic at all times. I will admit, there have been one or two times when I’ve just wanted to get the heck out of there and rest because I’d been so overwhelmed with work…being an INB major is not easy. However, for the majority of the time, I try to crack jokes while still being efficient in allowing the student to learn. My belief is that you cannot learn without a positive working environment.
In terms of approachability, I am friendly and relaxed most of the time, but I do always maintain good eye contact with my client. Although he/she may find it awkward, I view it as a necessary step towards his/her learning process, for it shows that I am interested, paying attention, and dedicated to helping. As a result, I feel that all of my clients have felt comfortable with my methods. I will admit there have been times where I have led the session and did not foster independence, but that has occurred rarely. As I mentioned earlier, my goal is to create a positive work environment. If I am loaded with my own work and projects and papers, it is likely that this will be difficult. However, I try to do whatever I can to maintain that positive attitude and allow my client to learn by taking risks and learning from doing, not from me doing it for him.
I always support and encourage my clients. I hate to see anyone struggle in a subject, and as a result, I do absolutely everything I can in order to allow them to succeed. If someone gets a question wrong or has no idea what to do, I do not insult them or let them feel down. I will usually even make a comment like, “Oh yeah I never got this concept either…it’s tough.” When the student answers a question correctly, I am always sure to compliment the effort he/she put forth in doing so, especially when I can see that solving the question really boosted his/her confidence.
My weakest trait as a tutor would fall into the active learning category. In statistics, it is very similar to mathematics: either you know it or you don’t. While this is a very bad belief (for tutors especially), it MIGHT be true. However, whenever I have seen one of my clients not know how to start a problem, I will tell him to get his book or notes out and find a practice problem. This is where my belief of learning by doing comes into play. That’s how I have always worked, and that’s when I’ve done my best learning. Doing example problems is undoubtedly the best method of learning something. You learn from experience. Therefore, when I have a client who has no idea what’s going on, I will tend to lead him through the problem and lecture him rather than letting him do it through my lead. This especially occurs when I am in a bad mood due to a long day of schoolwork. While this may be a very bad concept as a tutor, it is beneficial that I have been able to target my weakness, for I can now practice on improving it.
Whenever I finish a problem with a student, I always verify his/her knowledge by asking him/her to repeat it or to do another similar problem. I can only remember one occasion where I failed to do this, and it was because I had an INB meeting I had to attend in ten minutes. By modeling how to find the answer, whether it be through definitions or equations, I allow my client to see that equation and know when/how to use it. This is the key to ECO 221, a stats class. There are so many equations that it is critical to know when to use which one. By modeling the information and asking the client to do an example problem once he/she has learned the equation, I feel that I truly let my client learn.
As I’ve mentioned earlier, the first thing I do when performing a practice problem with a client is tell him/her to get out the class notes or book. I ALWAYS incorporate learning skills instruction/handouts. I myself am an addicted note-taker…that’s how I learn. I scribble down everything and look over it later and learn it. This has resulted in the trend of me encouraging my clients to do the same thing…but it is simply recommendation. One client even came in later and told me that he began taking notes based on what he saw in my notebook…he got an A on his quiz and said it was the least he’s ever had to study because it was so efficient. By using these notes and books, scaffolding is that much easier. With the notes in front of you, it is easy to break down something difficult into small steps, a key concept in ECO 221. Once you have done the problem with the notes, I will then encourage a client to do another similar problem without the notes in front of him. This is the learning by doing concept which I stress so much.
While my tutoring methods may be different, I still feel that they are very efficient. I have never had a client who complained about my approach, and I have seen most of them achieve the grades which they desire. However, I have realized that there is still room for improvement. Maybe I will be able to expand on these skills in China in the Fall 2008 semester, for the concept of collectivism (working in groups) is prevalent in their society. Who knows…I may come back an even better tutor…then I’d be able to claim myself as the best in the world.
