GUIDELINES FOR TUTORING SESSIONS
ELEMENTARY READING TUTORING SESSIONS; AGES 5-9
In the national service arena, tutoring models range from cross-age to intergenerational
programs. But don’t let the jargon scare you. Instead, think of yourself as an advocate (and
use the following guidelines to create successful sessions)
From ages five through nine, children’s learning focuses on language development, reading
skills, and writing. To become competent readers, children need to develop a range of skills and
strategies for making sense of print. Effective tutoring sessions should be designed to support
the developing literacy skills of the individual learner. The better you know your child, the
easier it will be to plan your sessions. For example, children who need additional support with
phonemic awareness—recognizing the smallest units of sound that make up spoken language—
construct words with magnetic letters. For a child who has difficulty paying attention to print,
select one of the sentences from a book you’ve just read and write each word on a separate
index card. Then have the child reconstruct the sentence. For a child who is not attending to
the meaning of the words, share what you imagined or thought during the reading, and
encourage the child to do the same. In addition, make sure the activities you plan enable the
child to feel positive about the work you do together.
Depending on the focus of your program, specific activities with children will vary. Choose from
the following activities for tutoring sessions (and remember to keep the needs and preferences
of the child in mind when you create your plan of action):
 Read a book aloud to the child. Let the child make the selection.
 Listen to the child reread some familiar or well-loved books. (Repetition is important
at this stage.)
 Introduce a new book and listen to the child read it. First look at all the pictures. This
“picture walk” can help the child make predictions before reading and check those
predictions after reading.
 Write a sentence together about the story and draw a picture depicting the action.
 Write and illustrate a book like one of the books just read. It might have a similar
plot line, setting, or characters. You can share the pen, so that both you and the
child become co-authors and each add to the story.
 Reread a familiar book aloud to the child. Encourage the child to join in on refrains
or favorite parts so that you share the reading experience.
 Play a word game like “I Spy,” in which you describe an object in the room and the
child has to guess what it is. Question: “I spy with my little eye something that is
round and big and white and black and ticks.” Answer: “The clock!”
GUIDELINES FOR TUTORING SESSIONS
 Help children understand and articulate the strategies they used. For example, you
could ask, “What did you do to help yourself when you got stuck?” If the child is
unable to explain, share what you observed.
GUIDELINES FOR TUTORING SESSIONS
TIPS FOR READING ALOUD
Let the child guide your choice of material. Keep individual interests and activities in mind
when bringing books.
Ham it up. Changing your voice or accents when the characters speak or adding sound effects
can add fun and drama to your sessions.
Be patient. A curious child may ask questions while you are reading. These interruptions can
pave the way to critical thinking. Whenever possible, without putting off the child, encourage
independence. Instead of predicting the ending of a story, ask the child, “What do you think will
happen next?”
Pictures speak louder than words. In a group setting, use of Big Books helps ensure that
everyone enjoys the illustrations. (Children will definitely speak up if they can’t see.)
GUIDELINES FOR TUTORING SESSIONS
MIDDLE SCHOOL; AGES 10-13
In the national service arena, tutoring models range from cross-age to intergenerational
programs. But don’t let the jargon scare you. Instead, think of yourself as an advocate, and
use the following guidelines to create successful sessions.
At the middle school level, the reading material a student needs to master is “content rich,”
ranging from word problems to scientific facts. Tutoring sessions may involve deciphering
unfamiliar words, solving problems, and deepening reading comprehension. Cross-age tutoring
and peer tutoring are two models often used successfully for this age group. When the tutor is
an older student, the term cross-age tutoring applies. This type of tutoring takes advantage of
the higher status inherent in age differences. When the tutor is the same age, grade, or
academic status as the student receiving help, that relationship is called peer tutoring.
Generally, both students share similar language and feel freer to express opinions and take
risks. Many programs rely on the parent/volunteer model of tutoring. This model pairs adults
from the community with students in need. In general, these programs require less supervision
than student-to-student pairs.
Whether tutoring sessions last 30 minutes in a gym or an hour in a classroom, educators and
researchers recommend the following overall structure:
 Meet and greet your student.
 Agree on your goal (e.g., division of fractions, writing a descriptive paragraph). This
should be based on student need and/or teacher feedback.
 Discuss ways to approach the assignment or concept.
 Dive in! Address the task at hand.
 Ask your student to summarize the learning.
 Summarize the process and the progress your student has made.
 Discuss what comes next and make plans for the next session.
TIPS FOR WORKING WITH MIDDLE SCHOOL STUDENTS
Encourage critical thinking. Although it may be tempting to tell the student everything you
know about a given subject, resist the urge to do the work yourself. Instead, explain your own
thinking process and help your students build their own academic skills.
Write and write and write some more. Students must write for a variety of purposes, so
additional work on grammar, sentence structure, and punctuation may be needed. A tutor can
harness the power of creativity. In your next session, experiment with poetry or try writing a
screen play.
Teach academic success skills. Many students need explicit instructions on how to organize
material, take notes, and study for tests. A tutor can help a student gain mastery in these areas
by explaining and modeling. Bring your datebook to sessions to show how you organize your
time.
GUIDELINES FOR TUTORING SESSIONS
Become an advocate. In addition to questioning students about schoolwork, making direct
connections with classroom teachers helps you give and receive valuable feedback. Help your
students figure out what to do when they have questions or concerns in class.
Set attainable goals. It is imperative to set goals so that the session stays on task and results in
concrete accomplishments. Reflect on the progress made (and ask the student involved to do
the same!).
GUIDELINES FOR TUTORING SESSIONS
HIGH SCHOOL; AGES 14-18
In the national service arena, tutoring models range from cross-age to intergenerational
prorams. But don’t let the jargon scare you. Instead, think of yourself as an advocate, and use
the following guidelines to create successful sessions.
Assessing, judging, reflecting, debating—these are some of the tasks of the high school student.
In the upper grades, students must write term papers, analyze literature, tackle text books,
study for comprehensive tests, and plot a career path. That’s a tall order! Tutors can help by
making connections between classroom learning and real-life situations and planning a “mode
of attack” for accomplishing larger, seemingly overwhelming, assignments. Try some of these
strategies in your sessions.
GUIDELINES FOR TUTORING SESSIONS
AREA OF STUDENT NEED
POSSIBLE STRATEGY
Learning from textbooks
Teach the SQ3R method (Study. Question. Read.
Recite. Review). Survey the chapter(s) to be
read. Ask questions about the content. Read the
material. Recite answers to questions previously
posed. Review the key points covered in the
chapter.
Analyzing literature
If your students can’t name the important
characters or events in a novel, they may not be
able to talk about larger issues like imagery and
character analysis. Start by clarifying the plot
and move to discussion of character motivation
and theme.
Taking notes
There are many ways to take notes. You can
begin by showing examples of your own
notebooks. Then listen to a short taped lecture
and compare and contrast the notes you both
took. Effective note-taking is highly
personalized, but be sure your student jots
down the main points!
Preparing and studying for tests
Memory, note-taking, reading comprehension,
and time management all play a part in test
preparation. In addition to quizzing students,
you can help them identify strengths and
weaknesses and develop an overall test
preparation plan.
Composing (and editing) writing assignments Teach the writing process. Start by
brainstorming ideas. Then create a basic outline
of the paper. Have your student talk while you
take dictation. Don’t edit rough drafts. Instead,
ask clarifying questions so that your student can
learn editing skills.
Managing Time
Bring several different calendars and show how
to plan for short- and long-term assignments.
Break longer assignments into small,
manageable tasks.
TIPS FOR WORKING WITH HIGH SCHOOL STUDENTS
Be a sounding board. Whether assessing different career paths or contemplating college
GUIDELINES FOR TUTORING SESSIONS
choices, high school students need to discuss the pros and cons of choices to help determine
direction in their lives. Encourage your students to become future-oriented in their thinking.
And respect their individuality and their confidences.
Model the service ethic. Too often, youth feel alienated. Demonstrating ways to become
involved may help them to establish a positive role in their families, schools, and communities.
Don’t be afraid to talk about your own volunteer work.
Know your learner. (And help them to know themselves.) Research and experience show that
individualized learning, tailored to a student’s learning style, can raise self-confidence and skills.
Reading and discussing topics of personal interest help develop the habit of lifelong learning.
Ask for help when you need it. No one expects you to be an expert on everything. Collaborating
on research is much more valuable than launching into a lecture. Simply stating “I don’t know,”
and investigating questions together might give you an opportunity to introduce your student
to the wonders of Internet-based research.
GUIDELINES FOR TUTORING SESSIONS
ADULT LITERACY AND ADULT LEARNERS; AGES 16 TO . . .
In the national service arena, tutoring models range from cross-age to intergenerational
programs. But don’t let the jargon scare you. Instead, think of yourself as an advocate, and
use the following guidelines to create successful sessions.
Tutoring adults differs significantly from tutoring children and youth. Along with vast life
experience, adults may bring considerable anxiety about working on literacy and academic
skills. You may find yourself working to establish trust before you begin to work on building
skills. This blank lesson plan can help you plan sessions:
SAMPLE LESSON PLAN FOR AN ADULT LEARNER IN A GED PREPARATION PROGRAM
 GOAL(S) FOR THE SESSION
Example: reading and writing as part of career exploration project
1. Reading or Academic Topic
Example: read James Baldwin’s essay “A Talk to Teachers”
2. Comprehension or Content Questions and Activities
Example: discuss race relations in educational institutions
3. Word Attack Skills
Example: identify trouble words in the essay and discuss strategies for
deciphering
4. Academic Success Skills
Example: talk about essay form; outline the main points of the essay
5. Writing Activity
Example: outline an answer to the essay question on application for teacher’s
aide
 SUGGESTIONS FOR NEXT SESSION
Example: take the outline created above and write a rough draft in essay form
GUIDELINES FOR TUTORING SESSIONS
 OBSERVATIONS FROM THIS SESSION
Example: completed application (handwriting better!); work on vocabulary building
exercises; great discussion on education and race; full of ideas for writing project
SAMPLE LESSON PLAN FOR AN ADULT LEARNER IN A LITERACY PROGRAM
 GOAL FOR THE SESSION
Example: learn the “rules of the road,” and continue to decipher road signs
1. Reading or Academic Topic
Example: read and understand paragraph on signs from the Driver’s Ed manual
2. Comprehension or Content Questions and Activities
Example: talk about creating a board game involving road signs (e.g., what do
you do when you see this sign . . .)
3. Word Attack Skills
Example: look at words from the passage that “don’t play by the rules of
phonics” (light, sign, high) put them on index cards with a definition and drawing
on one side and the word on the other; add these to the pile of cards already
collected.
4. Academic Success Skills
Example: bring in a highlighter and show how to highlight important points
5. Writing Activity
Example: ask student to narrate a traffic accident while you take dictation
 SUGGESTIONS FOR NEXT SESSION
Example: read back and expand the traffic accident story; quiz on Driver’s Ed manual; bring in road
atlas and plot an imaginary trip (work on recognition of road names)
 OBSERVATIONS FROM THIS SESSION
Example: index cards seem to be helping—work more on word families (light, night,
GUIDELINES FOR TUTORING SESSIONS
fright, might); creative projects are a motivator!
GUIDELINES FOR TUTORING SESSIONS
TIPS FOR WORKING WITH ADULT LEARNERS
Honor experience. Adults learn best when they can integrate prior experience with new
learning. They must collaborate with you on setting goals and choosing activities. Allow adults
plenty of discussion and processing time so they can “bring the old into the new,” for effective
transfer of learning.
Content matters. More and more publishers are producing high-content, low-reading-level
books. After you know what interests your tutee, choose books accordingly. Aligning materials
with interests personalizes the reading process. It may also help an adult learner maintain
motivation.
Make it relevant. These learners have survived without the advantages of high literacy skills.
They can operate without them, so you need to help them see literacy as an important part of
their lives. Read from the voter’s pamphlet, the sports page, a road atlas. Visit the library
together.
Create a supportive learning environment. Carl Rogers, a psychologist, spoke of unconditional
positive regard. He argued that this quality, the ability to accept another person without
judgement, is essential for learning to proceed and change to occur. So, in addition to your
skills, don’t forget to bring sensitivity and respect to the tutoring table.
Practice being flexible. You may need to modify your expectations, both for yourself and those
you tutor. When working with adults, it is essential to meet them where they are. Some days
you may just have to toss your well-planned lesson. Let the learner be your guide!
Record your impressions and observations. Your notes can be a valuable source of information.
Use them to plan activities, chart progress, and provide feedback. In addition, collecting pieces
of work over the course of your tutoring can contribute to a portfolio of work, one that speaks
for itself. Make sure that you discuss progress in the sessions, too.
GUIDELINES FOR TUTORING SESSIONS
ENGLISH LANGUAGE LEARNERS
In the national service arena, tutoring models range from cross-age to intergenerational
programs. But don’t let the jargon scare you. Instead, think of yourself as an advocate, and
use the following guidelines to create successful sessions.
According to the 1990 Census, one in five school-age children live in households where the
primary language is not English. Tutors, therefore, can expect to encounter many English
language learners. In order to meet the needs of culturally (and linguistically) diverse learners,
tutors need well-developed communication skills, sensitivity to individual needs, and a
willingness to initiate links among home, school, and community life. Keep in mind the
following considerations:
 Literacy level in first language
Activities and materials should be age-appropriate and geared to literacy levels.
 Formal education level
Children may need to focus on literacy and academic success skills. Youth may need to focus
on career issues in addition to literacy and academic skills. Adults may need to focus on
work-related concerns and daily living issues in addition to literacy and academic skills.
 First language
Some learners may be fluent in a language similar in structure to English; other learners
may be used to a completely different alphabet. You may need to show your learner the
print conventions of English (e.g., that English books read from left to right and that pages
read from top to bottom).
 Country of origin
Cultural expectations about teachers and education vary widely. What is important in one
culture may seem unimportant in another. Discuss the differences in educational systems
and the role of the teacher. This conversation could result in greater cross-cultural
understanding.
TIPS FOR WORKING WITH ENGLISH LANGUAGE LEARNERS
Watch your language. Speak simply and clearly. Use short, complete sentences in a normal
tone of voice. Use actions and illustrations to reinforce oral statements. Visual aids, prompts,
and facial expressions help to convey meaning. Pointing to the bookshelf while saying, “Please
choose a book,” or picking up a pencil while saying, “Let’s draw a picture of that,” are more
helpful than merely repeating commands. Avoid using slang or figures of speech; they often
confuse learners.
Model correct usage. When English language learners make a mistake or say something that
sounds awkward, they are trying to apply what they know about their first language to English.
Respect the struggle inherent in learning a new language. For example, a student from Mexico
may say, “I lost the bus,” instead of “I missed the bus.” In this case, the student is translating
directly from Spanish, “Perdi el autobus.”
GUIDELINES FOR TUTORING SESSIONS
Value the culture of the learner. Start by asking your students to teach you about the language
and customs of their country of origin. Then try learning a few words in their language.
Ask for help. The number of languages spoken in the United States is astounding. You may be
able to find interpreters who can give you more information about the culture and language of
the students you tutor. Intercultural institutes in the community can help you with cultural
issues. In addition, International Language Banks at some International Refugee Centers have
interpreters who may be able to assist you. Also check with social service organizations in your
community that may deal with immigration issues. The state bar association should have a list
of interpreters able to deal with legal issues.
Encourage conversation. Meaningful interaction will speed progress. Activities like drama and
sports create opportunities for students to interact with fellow students in meaningful ways.
Tutoring sessions can take place anywhere—in a field, in the gym, in a park. Push back from
your desks and move around.
Think of learning a new language as a process. Many English language learners may seem
fluent socially, but they may experience more confusion when tackling complicated academic
tasks. (That’s where you can help!) Have your students make and keep a language journal to
track their efforts to use language in new ways.
GUIDELINES FOR TUTORING SESSIONS
FAMILY LITERACY
In the national service arena, tutoring models range from cross-age to intergenerational
programs. But don’t let the jargon scare you. Instead, think of yourself as an advocate, and
use the following guidelines to create successful sessions.
The goals of family literacy programs vary widely. Some programs seek to raise the literacy
levels of parents who then work with their children. Some try to help parents to increase their
involvement in schools and their interaction with teachers. Some focus on educating parents
about the complexities of the reading process. But, researchers agree the foundation for
children’s reading begins at home. And every family—regardless of literacy levels—can support
children’s interest in books. Depending on the focus of the program and the needs of the
community, the role of the tutor may shift from parent advocate to language instructor. Many
of the suggestions for working with adult and English language learners may apply to family
literacy programs. In addition, these tips may help you to work successfully and respectfully
with families.
TIPS FOR WORKING WITH FAMILIES
Honor the home culture. Attitudes about the importance of reading vary from one household
to the next. Be sensitive to any discrepancies between home and school culture. A good tutor
can help bridge gaps.
Make connections between reading at home and at school. Establishing a lending library helps
to make that connection. You can provide necessary writing materials and shape good library
habits. In addition, you can help families gain the skills they need to negotiate their way
through school. Find as many ways as possible to include the whole family in the
tutoring/learning experience.
Choose appropriate material. Children and adults alike want to see their own experiences
reflected in books. Most libraries have multicultural book lists. Seek these out. If you can’t
locate resources, work together with parents and children to create books that celebrate family
memories. Sharing photo albums is a great way to “cross borders.”
Encourage learning activities at home. Many daily chores and activities foster learning.
Cooking with a parent can strengthen a child’s understanding of sequencing (you have to mix
the batter before you put the cake in the oven). Learning to knit teaches patterns and
repetition. Coloring, painting, and working with small manipulatives helps develop fine motor
skills. Let family members know that the small things they do every day can contribute to their
child’s success in school.
Communicate progress. Tutors who work in family literacy programs may be asked to chart the
progress of adults and their children. It is important to give and receive regular feedback. Be
sure to establish a regular means of communication, whether a weekly phone call or a monthly
meeting. Schedule these at times that are convenient for the family.
Include parents in the planning process. Tutoring sessions will be most effective when program
GUIDELINES FOR TUTORING SESSIONS
goals align with family goals, which may include both literacy and economic self-sufficiency.
Parent representatives provide an important perspective. Invite parents in your community to
serve on advisory boards or steering committees.
GUIDELINES FOR TUTORING SESSIONS
MENTORING
In the national service arena, mentoring models range from career to educational programs.
But don’t let the jargon scare you. Instead, think of yourself as an advocate, and use the
following guidelines to create successful sessions.
Mentoring programs typically pair young people with adult volunteers or older youth who
provide guidance and support. Support ranges from helping with homework to encouraging
female students to enter nontraditional careers. Mentoring programs can be designed for any
segment of the population, but the majority of national service programs focus on school-age
children.
General Types of Mentoring Programs
 Educational
These programs typically focus on improving overall school achievement. Tutoring
and counseling are also provided to raise self-esteem.
 Career
Mentoring programs can provide a new avenue for exploring educational and career
paths. To help students make the transition from school to work, students are paired
with professionals, introduced to role models, and encouraged to visit various work
environments.
 Personal Development
Mentors involved in these types of programs usually focus on reducing high-risk
behaviors, e.g., drug use and truancy. They may intervene at a crisis point in the
student’s life and focus on providing guidance for decision making.
TIPS FOR MENTORS
Maintain regular contact. This cannot be overstated. Consistency is crucial, especially during
the all-important trust-building phase of the relationship. Mentors must be willing to make a
considerable time commitment.
Take the time to develop trust. Many students have not had positive relationships with adults
in the past. Mutual trust and respect are goals to work toward, not a given. Keep your
promises, speak truthfully, state your expectations, and set clear boundaries. In addition,
remember that most youth are very sensitive about being labeled. Avoid using phrases like
“welfare mother,” “juvenile delinquent,” or “abusive families.”
Don’t preach. In working with your protégé, practice active listening and try to be a problem
solver. Offer alternatives instead of answers. The role of the mentor is relatively free of
constraints. It is important to work together to determine activities and define the direction of
the relationship. A mentor is an advocate, friend, role model, sponsor, nurturer, coach. A
mentor is not a parent, therapist, judge, rescuer, authority figure, employer, or bank.
GUIDELINES FOR TUTORING SESSIONS
Identify areas of need. Don’t expect each session to be a confession. Once problem areas are
identified, work to find ways to address those areas of need and give support. Some protégés
may not easily accept help.You can be a strong and committed voice of support. Stay alert to
changing and individual needs.
Access resources. Help your protégé access community resources. Instead of doing the research
yourself, model the process you use when seeking information and service. Then guide your
protégé through a brainstorming process. The Blue Pages of your local phone book are a good
place to start your search.
Debrief with supervisors and peers. Mentoring sessions can be both exhilarating and
frustrating. Find time to share your stories (but take care not to betray confidences). Seeking
the advice of others will help strengthen your communication and problem-solving skills.
GUIDELINES FOR TUTORING SESSIONS
SERVICE LEARNING
In the national service arena, tutoring models range from cross-age to intergenerational
programs. But don’t let the jargon scare you. Instead, think of yourself as an advocate, and
use the following guidelines to create successful sessions.
Simply put, service learning is a philosophy, one that can become integrated into any learning
activity if students are appropriately prepared, engaged in action to aid their communities, and
encouraged to reflect on their experience and celebrate their accomplishments. Service
learning has been defined as the integration of service with academic learning. Every tutoring
session can embrace the ethic of service learning. In art classes, middle school students can
help developmentally-delayed children illustrate books. College students in teacher preparation
programs can translate stories into Spanish and read them to children at a local homeless
shelter. High school students can help recent immigrants pass citizenship tests as part of their
study of U.S. demographics. Ideally, it’s a win-win situation in which the service supports the
learning and the learning supports the service.
TIPS FOR SERVICE LEARNING TUTORING PROJECTS
If you are a student coordinator of a service learning project:
Assess (and then address) community needs. Any tutoring project should be wellgrounded in the particular needs of your community. Send out a survey or meet with
community groups in order to determine how best to serve the community.
Know your neighbors. Most projects are predicated on partnerships between
organizations, partnerships that are mutually supportive. Look at what’s around you.
Are there day care centers or retirement homes in need of help? Are there businesses
that could contribute materials? Don’t be afraid to ask.
If you are providing direct service:
Make connections. Not just within the community but between academic subjects,
imagination and reality, the past and the present.
Use many forms of reflection. Write or draw in your journal. Hold debates with your
peers. Make presentations to your school board. Create a display for your library. In
addition to learning about your community and acquiring skills, you should be learning
something about yourself
Take ownership of your project. This is your chance to contribute. Seize the
opportunity. You’ll be challenged to extend classroom learning into the unpredictable
real world.