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Tutors Chatboard

How do you structure a "typical" tutoring session?

by Lesa

May 24, 2008

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.

Miss Sara 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 conti...See More

May 25, 2008

Lesa ... again 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 ea...See MoreThanks 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.

May 31, 2008

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