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:
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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.
3. 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.
4. 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.
5. 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).
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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:
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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 using open
ended questions 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:
Tips for Questioning:
• Where do you think we should
1.) Rephrase questions. Try
repeating your question in a
start?
slightly different manner
• What are the steps involved in
working this problem?
• What will happen if what you said 2.) Break your original question
into smaller parts
is true?
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 think and move beyond the first statement.
The following are examples of different types of probing questions:
Examples
Clarifying:
Asking a student for more
information or meaning, restate.
• Anything else?
• Tell me more.
• Can you be more specific?
that?
• What's an example of
that?
Examples
Challenging:
Asking a student to justify, reflect,
or think about an answer.
• What do you mean by
• What are you assuming?
• How can that be?
• How would you do that?
• Are you sure?
Examples
Refocusing:
Asking the student to relate
• How is that related to ___?
the answer to another idea or topic.
Requesting Summary:
what would happen if ___?
Examples
Prompting:
Giving a student a hint, or
rephrasing a question to help lead
to the answer after a student has
tried and failed to understand.
• If this were true, then
• Let me put it another way...Here's a
• Remember when we
clue
• So what's the first step?
talked about _____?
Examples
Asking for a restatement of what
has just been said or learned, in
terms of content and process.
• Ok. Now say back to me what we just • Now you teach it to me.
discussed.
• Summarize the steps for
me.
Closed Questions
Closed questions are "inquiring"
ones that require only a yes or no
response. They limit the response • Do you understand?
of the tutee.
Example
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’t assume 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...
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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