Math Tutoring

One way to attract students’ attention is to write your question on clean paper

Example on Sequencing

Tutoring Method 1: Use different sequencing depending on student learning orientation.

Tutoring Method 2:  Retrieve information from previous classes through appropriate set of questions.

Tutoring Method 3: Write your questions on paper to engage the student in a constructive dialog.

This is one possible conversation between the tutor and the student. The Learning Orientation of this student is about 6 in the scale of 0 to 10. This means that the student is semi-independent.

The student: I do not know how to solve this problem:

3x + (x - 5) = -3(15 – x)

The tutor response: Instead of asking "What do you think the first step would be?" ask something as basic as: “Imagine that you know the solution. what does the solution look like?”  (If you can, use a slight nuance of your voice to intrigue the student.) One way to attract students’ attention is to write your question on clean paper; this will help in many cases, for example, if the student is too nervous or easily districted. 

The student: I really don't know.

The tutor: Ask a more specific question, such as: Do you think that the solution is a number, an expression, or a letter?”  Carefully read the facial expressions of the student.

           The student: Well, the solution should be a x = a number.

                The tutor: Great! This is what we need, to find a value of x for which the equation will be a true statement. Now we want x in one side and all numbers on the other side.

           The student: How can we do this?

                 The tutor: Well, we have two properties: addition and multiplication property. Do you remember these properties?

           The student: I do not recall any of these.

                The tutor: We can derive these properties by working with a simple identity: for example 2 = 2. What will happen to this identity if I add or multiply both sides with a number?

           The student: What do you mean? Give me one example.

               The tutor: For example, add 5 to both side of the identity 2 = 2. ... Thank you. Now, is the result from the left and right side the same?

            The student: Oh, I see. I know what you are saying. Of course, we had this in Arithmetic. Aha, I remember now.

                The tutor: Now, let us use these two properties to solve the equation.

              The student: Oh, I absolutely forgot for our equation. Please don't tell me. I know I can do it now.

             This is only one of many possible scenarios for the same problem. You as a tutor did not even touch the question; you only initiated the right thought process. The level of independence of the student in this scenario is about 6 in the scale of 0 to 10. About 60 to 70 percent of our tutees have level of independence within the range of (4 to 7) . 

• If your sequence of questions is correct, the student will try to reason logically or to continue alone.

• If the student does not show evidence of learning progress, you may try different sequencing.

• Often, tutors do a mini-teach to start the process. The scenario may be modified for students with level of independence between 0 to 3. Just show the students the properties of multiplication and addition, and continue with helping with the solution.

·                     During your first day as a tutor, you may or may not be able to ask essential questions that will help the student to understand the thinking process.  Remember/record the cases and ask other tutors what would be helpful in these cases.