Five basic steps for assisting math students:

Step one:
Always look at the problem in the book. Never trust that a student has set it up correctly.

Step two:
Ask student to explain the procedure s/he is using to solve the problem. You can troubleshoot and listen for erroneous logic or incorrect procedures at that time.

Step three:
Reinforce any correct procedures and logic. “This part is done correctly.” Then identify incorrect logic and ask the student to consider what else s/he might try. You can provide a hint, but avoid explanations until after the student has attempted a guess.

Step four:
To check for understanding have the student re-explain the procedure to you instead of asking a yes/no question like, "Does that make sense to you?" and "Do you understand now?"

Step five:
Disengage!
Encourage the student to work the next problem on his/her own, but let him/her know you will check back. Do not get drawn into working the next problem with an insecure student. S/he needs to develop the ability to apply what s/he is learning without your supervision.

Our general approach and attitude:

  • Positive Attitude/Enthusiasm
  • Patience with any question, with student’s pace of learning
  • OK to have periods of silence
  • Refer to their textbooks
  • Encourage Independence
  • Good listening skills are important
  • Relate to the students as equals

Five tips for math tutors

  1. Guide student:
    A math tutor should guide a student through the solution process. Ask the student leading questions that will direct the student towards the correct steps.
    Avoid doing problems for the student.
    If the student cannot get the correct answer and asks for help, the tutor should look at what the student has done and try to locate the error. Then have the student work a similar problem to make sure he/she has grasped the concept or procedure.
  2. Teach Concepts
    Tutoring goal should be to help students become an independent learner. In mathematics, it is important to teach concepts rather than just processes or procedures. For example, the tutor should explain why it is important to follow the order of operations rather than just showing the student how to do it.Understanding the concepts makes remembering the procedures easier.
  1. Encourage Students to Attend Class
    Some students believe getting help from a tutor is a substitute for attending class. Students having difficulty in math must realize time spent with a tutor is additional to classroom time.
  2. Address Math Anxiety
    Tutors will deal with students with varying degrees of math anxiety. Tutors should avoid using phrases such as, "this is easy." Although it is said with the intention to encourage, such phrases can have the opposite effect on a student.
  3. Don't Confuse the Student!
    If the tutor is unsure of a mathematical procedure or concept, check with a math instructor. It is helpful to find out what approach the text or instructor is using on a particular problem. A tutor using the same technique as the text or instructor will reinforce the concept or procedure, whereas using a different approach can confuse the student.

Active (or attentive) listening demonstrates respect by giving the student your full attention. This makes the student feel that they are important. It also communicates actively by using positive nonverbal signals such as eye contact, posture, and body language. Not only should you be conscious of your nonverbal signals but your clients’ as well. Listen carefully to all of the messages being sent. How you act is sometimes as important as what you say. You should create an atmosphere of appearing interested in helping the student. Remember, if you are doing most of the talking, something is wrong.

Paraphrasing communicates accurately what is heard by reflecting and then summarizing. Organizing the tutees’ remarks into one concise statement involves listening completely to the tutees’ own concerns and then summarizing the problem—hopefully providing new light to the tutee.

Some good phrases to use might be:

“What I hear you saying is…”

“It seems to me what you are saying is…”

“You sound…”

“It sounds to me like…”

In order to encourage the student to think, the tutor should avoid questions with a yes or no answer. The tutor must also demonstrate patience. Questions that require thought will take more than the usual 5-10 seconds. While the student is answering the question, the tutor should listen very carefully. The student is demonstrating exactly what he knows at this moment. The tutor should also avoid question like “Do you understand?” or “Is that clear to you?” Make the student demonstrate the concept by either working out another example (if it’s math) or clearly showing he understands a particular writing concept.

Expertise. You are NOT expected to know how to solve every math problem presented. Approach the problem the best way you know how and be able to recognize when you cannot help the tutee any further. In this case refer the tutee to some one else (either another tutor or their instructor).

  • A positive outlook: The belief that things can be changed through action
  • A desire to help others: The willingness to become involved with people at first hand and in depth.
  • Empathy: The ability to feel what another person is feeling
  • An even disposition: Patience, gentleness understanding and fairness
  • An open mind: a willingness to accept other people and their point of view.
  • Initiative: The ability to see what needs to be done and to do something about it
  • Enthusiasm: A liking for your subject, and a wish to share it with others
  • Reliability as a worker: punctual, dependable, steady

Summary of What Students Need:

  • Positive expectations
  • Mutual respect
  • Flexibility
  • Humor
  • Enthusiasm
  • "The Big Picture"
  • Organization
  • Effective communication
  • Acceptance that everyone makes mistakes
  • Applications/reasons for learning
  • Connections between new material and prior knowledge
  • The language of discipline
  • Thinking or wait time before answering
  • Separation of relevant from irrelevant information
  • Techniques for: time management, test taking, relaxing, studying, note taking, organizing, representing, and remembering concepts and their relationships.

Open Ended Questions
Require an explanation rather than a one word answer. They are questions that require more than a “yes” or“no” response. With the proper use usingopen endedquestions can:
• Identify tutee’s strengths
• Identify gaps in tutee’s understanding of a concept
•Give the tutee the leeway to figure out the answer for themselves / Examples:
• Where do you think we shouldstart?
• What are the steps involved in working this problem?
• What will happen if what you said is true? / Tips for Questioning:
1.) Rephrase questions. Try repeating your question in a
slightly different manner
2.) Break your original question into smaller parts
3.) Change the inflection of your voice when repeating the original question
Probing Questions
Probing questions can be used to help the student understand or review a concept. A probing response forces the tutor to listen carefully, and pushes the tutee to thinkand move beyond the first statement. The following are examples of different types of probing questions:
Clarifying: / Examples
Asking a student for more information or meaning, restate. / • Anything else?
• Tell me more.
• Can you be more specific? / • What do you mean by that?
• What's an example of that?
Challenging: / Examples
Asking a student to justify, reflect, or think about an answer. / • What are you assuming?
• How can that be? / • How would you do that?
• Are you sure?
Refocusing: / Examples
Asking the student to relate theanswer to another idea or topic. / • How is that related to ___? / • If this were true, then what would happenif ___?
Prompting: / Examples
Giving a student a hint, or rephrasing a question to help lead to the answer after a student has tried and failed to understand. / • Let me put it another way...Here's a clue
• So what's the first step? / • Remember when we talked about _____?
Requesting Summary: / Examples
Asking for a restatement of what has just been said or learned, in terms of content and process. / • Ok. Now sayback to me what we just discussed. / • Now you teach it to me.
•Summarize the steps for me.
Closed Questions
Closed questions are "inquiring" ones that require only a yes or no response. They limit the response of the tutee.
/ Example
• Do you understand?
Using Silence Effectively
A question does not always elicit an immediate response. If a tutee does not respond right away it takes a good deal of restraint to refrain from swooping in and rescuing them. Silence can be an uncomfortable but necessary aspect of tutoring. When used appropriately it can also help foster a tutee's independence. It takes practice but can be very effective. / Tips for silence:
1). Be patient. Don’tassume that because the tutee has not responded right away that they will not figure it out.
2.)After asking a question or follow up question, or beginning a problem allow at least ten seconds for the student to respond.
3.)Remember that because you as the tutor already understand the information it may take more time for the tutee to figure it out.

We Learn...

  • 10%...of What We Read
  • 20%...of What We Hear
  • 30%...of What We See
  • 50%...of What We See and Hear
  • 70%...of What We Discuss With Others
  • 80%...of What We Experience Personally
  • 95%...of What We Teach Others

William Glasser