Re: How do you structure a "typical" tutoring session?

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Thanks for your response.

I am struggling the most with a boy who is going into the 8th
grade who, believe it or not, *WANTS* to be tutored (LOL) in
order to keep up with his math, etc. I have borrowed a 7th
grade math textbook from a principal friend of mine, and aside
from going through lessons, I'm lost as what to do. I come
from the early childhood side normally where I don't want to
use a lot of worksheets, etc., but I may not have a lot of
other options. He likes to work on the computer, but he can do
that at home, without me around, and without his folks paying
me a fee....you know? I don't think that's necessarily the
best use of our time together.

Any idea would be great!
Thanks,
lesa

On 5/25/08, Miss Sara wrote:
> Hi Lesa!
>
> I've visited a few times, but this is my first post
> here.
>
> I've tutored younger kids and the "big kids." When I
> introduce something new with my younger students, I like to
> read him/her one or two stories to introduce the topic.
> Then I use that as a bridge to what I am going to teach my
> student.
>
> If you are continuing something, just pick up where you
> left off. It's best to verbally re-introduce the
> information, especially if it's something new.
>
> A lot of my students end up being younger ones: I work
> for a special education organization that does NCLB-based
> tutoring. Therefore, I don't have much control over my
> caseload. (I can control the number of students I have.)
>
> If you have any more questions, feel free to email me.
> You can reach me by clicking on my name up top.
>
> Good luck!
>
>
>
> On 5/24/08, Lesa wrote:
>> Just curious ... would like to see how others structure
>> their sessions, in general. I am always looking for ways
>> to 'tweak' my activities.
>>
>> I work primarily with elementary-age students. It seems
>> that primarily folks looking for tutoring do so in Math
>> and/or Reading, so I generally begin my sessions with
>> about 15 minutes of review/drill (i.e., math facts, sight
>> words, some type of review activity; then 30 minutes of
>> focused activity on specific skills; then last 15 minutes
>> in some type of learning game to support skills on which
>> we are working. For the younger elementary student, I use
>> a lot more of the focused activity as learning games also.
>>
>> I would love to hear how others structure their time.
>>
>> Thanks so much.

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