How to Begin
Welcome to America Reads
You will receive detailed, in-depth information about tutoring practices at your respective schools during the school-specific, reading training session. But, we want to give you a head start. Here are some helpful hints to get you going.
The first tutoring session is very important; it sets the tone for student learning as a positive, rewarding relationship between you and the child. During the first session, spend some time sharing a little personal information. This sharing will put you both more at ease and will lay the foundation for a working relationship that extends beyond educational support to also include necessary emotional support for the child.
- You may want to discuss the following questions: How many brothers and sisters do you have? What do you like to do on weekends? What is your favorite sport, animal, color, etc.?
- You and the child could each draw a picture of your family or other personal interests and then share what the pictures mean with each other.
- The student may want to show you his/her school; let him/her take you on a tour. (Make sure to approve it with your supervisor.)
Using Your Own Judgment: You don’t have to follow a program or set of rules precisely. If you feel a child is becoming anxious, distracted or bored, change direction, take a brief break, play a game, or talk to each other and share experiences. (Should this happen too often however, talk to your supervisor or the child’s teacher about overcoming ongoing difficulties.)
Set Behavioral Boundaries Early: It is difficult to backtrack to establish a constructive tutoring environment. The children with whom you will be working often lack consistent, individual attention in their lives and may initially “test” you. Remember: they do not need a buddy, they need a role model and mentor. The following are some effective tips for working with children:
- A well-planned routine. If activities are structured, restlessness is less likely to occur.
- Sitting next to your student, not across the table from him/her. An understanding of sharing and control develops as a result.
- Setting limits. Know the limits established by the school and then individually set your own limits with your student. Children respect limits when they have a part in developing them. Be consistent; stick to the agreed upon limits.
- Tutor example and approval. A calm, orderly, happy tutor will inspire reciprocal feelings in his/her student. A low, quiet voice creates an atmosphere of control. A genuine smile is one of the most effective disciplinary controls.
- Change of pace. When signs of misbehavior are observed, a change of activity will often circumvent the developing problem.
- Eye-to-eye contact. If the child appears to be losing control, eye-to-eye contact may bring about a positive reaction.
- Joking. A gentle, teasing manner can “make light” of a potentially bad situation.
- Public praise. Nothing is better than being sincerely praised in front of one’s peers. Children start consciously comparing themselves to each other in the first grade. Many of the children you will tutor may feel that they are not as smart as their classmates, so make a point of frequently recognizing them for their efforts.
- Consequences for behavior. Sometimes it is best to let the child experience reasonable consequences of his/her specific behaviors. This way, he/she learns you are consistent and will not be as likely to repeat the offense. Always follow through with consequences.
- Discipline. Nothing is worse than feeling humiliated in front of one’s peers. Should a child need disciplinary action, try not to do it in front of other children.
- Intervention. If you feel overwhelmed by a child’s attitude or behavior, consult your supervisor. A teacher or staff member needs to intervene when you feel you cannot adequately handle a situation; it is better for you and the child.
It’s the best way to create a positive learning experience for you and your student.
