DIRECTIONS:

• You need a minimum of 30 hours of tutoring. If one of your students has frequent absences, request a different student as soon as possible. If there is an unexpected absence, you should help another student, but if repeated absences occur, let me and the cooperating teacher know.

• You should plan to work with the same two students twice a week for the semester unless other arrangements have been made.

• Only a very, very, serious emergency should cause you miss a session. If you must miss a session, always call ahead to let the school know you won't be there and to reschedule the time you missed.

• If your student misses a session or if school is canceled, you don't have to make up those sessions. Make a note in your tutoring log when this occurs.

• At the end of the term, the cooperating teacher, counselor, or principal will fill out an evaluation form. In addition to this, your final tutoring report, your tutoring log, and your class contributions will contribute to your grade for this part of the course.

• You don't have to buy a new wardrobe for this experience. Casual attire is fine, but you need to follow the same dress code as the students: no jeans with holes, no sweat pants, no t-shirts promoting beer or rock concerts, etc. Public school students are not allowed to wear baseball caps, use gum or or tobacco, or carry pop cans and coffee mugs, tobacco, or carry pop cans and coffee mugs.

GOALS:

Your tutoring experience is an opportunity

• to understand how students learn so that you might teach more effectively.

• to apply some of the new strategies and insights you are reading about and learning about in this class.

HINTS FOR SUCCESS

• Your success with your students will depend on the relationship you develop with them. They need to trust you. Think about how you'll introduce yourself. Request their help in making you a more effective teacher. Plan to ask them about their interests and be sure to share your interests with them.

• Keep your focus more on the students than on their assignments. It is more important to change their strategies and to improve their confidence than to get one assignment done correctly. Focus on the subject area that is most challenging for each student.

• Keep a positive perspective. You may encounter problems that have taken years to develop. You won't be able to change the situation as much as you might like, but you will make a difference if you are flexible and compassionate.

• Always start with what your students know. If they are missing important background knowledge, take time to teach it before you approach new material.

• When you don't know how to solve a problem, use the opportunity to think aloud and show your students how an experienced problem-solver approaches material he or she doesn't understand.

• Break concepts and problems down into many specific steps to help your students learn. When you can, bring in concrete items--objects, pictures, etc. to help make an important concept clear. Don't forget that what is easy for you is not easy for them.

• Students are likely to test you. Remember not to take this personally. Pay attention to your reactions; learn to lightly set limits and to bring attention back to the task at hand.

• Remember that when you work in the schools, you represent the entire Michigan Tech teacher education program. Your attitude and performance will affect the way the schools receive the MTU students who follow you.

• Try to learn as much from the teachers as possible. When the teachers are available, seek their suggestions and insights. Make an effort to understand their approaches even if at times you don't agree with them. When working with the students, you should never undermine or criticize their teachers.

•. Your relationship with your students should be friendly but professional. If you become aware of serious personal problems that are affecting their academic work, mention this to the teachers you report to. Don't get drawn into difficult matters that are beyond your training and your ability to intervene.

EVALUATION

Attendance

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Attitude

1––––––––––2––––––––––3––––––––––4––––––––––5

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Relationship with student

1––––––––––2––––––––––3––––––––––4––––––––––5

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Effectiveness of tutoring

1––––––––––2––––––––––3––––––––––4––––––––––5

Comment:

 

Professionalism

1––––––––––2––––––––––3––––––––––4––––––––––5

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Overall quality of participation

1––––––––––2––––––––––3––––––––––4––––––––––5

Comment:

 

Grade:

F..................D....................C.....................B...................A