• Start with vocabulary
• Make sure the tutee understands all associated terminology
• Have the tutee summarize what you have said
• Quiz the tutee on information you have covered together.
• Ask the tutee if he/she understands
• Ask probing questions
• Have the tutee draw a diagram of the topic(s) covered (if appropriate).

Drawing and Diagrams

For a visual learner, tactile learners (see learning styles for more information), or for certain types of content fields like science, drawing or diagramming may be the best way to convey information.

For example, it is much easier to understand a drawing of carbon dioxide than an explanation of carbon dioxide.  Visual learners will need to see what you are describing.  For tactile learners, have the tutee build the model or diagram himself/herself.  The act of building the model will reinforce learning.

Use Reinforcement

Your tutees will need you to notice their successes as well as their mistakes.  That's where reinforcements come in.  When using reinforcements, make sure to reinforce improvement without over-exaggerating the student's gain.  The more specific you are about the gain, the better.

Some examples:

• Verbal
  • "Good job on___!"
  • "You are really doing much better with_____!"
  • "I like the way you did___" 
  • "You have really been working hard at this.  I am proud of your effort."
  • "All right." 
• Nonverbal
  • Use facial expressions-smile, look surprised
  • Nod your head
  • High-five or give the thumbs up sign

Reinforcements help the tutee have a sense of accomplishment, provide a reward, and give tutees an incentive to do more. After all, you noticed!

Other tips to keep in mind:

• Aid the tutee in finding other resources and developing appropriate study strategies to help when you are not there.
• By allowing the tutee to have control of the learning process, you encourage independent learning
• Guide the direction of your tutees thinking; don't do it for them

 

Auditory Learning	Tactile/Kinesthetic Learning	Visual Learning
Encourage them to explain the material to you, as if they were the tutor	Encourage them to pick up the book as they are reading or talking	Let them take notes during the tutoring session
Ask them to read explanations out loud.	Have them write while they are reading or talking	Use a blackboard or notepaper for both of you to write questions and answers
		Encourage the use of highlighting
	Advise them to sit near the front of their classroom and to take notes.  This will keep the student focused.	Use graph paper to help them create charts and diagrams that demonstrate key points.
Advise them that when they are learning new information, state the problem out loud. Reason through solutions out loud.	Advise them to spend extra time in any labs offered.	Have them use mnemonics, acronyms, visual chains, and mind maps.
Ask the student to say words in syllables	Encourage them to use the computer to reinforce learning using their sense of touch.	Advise them to use the computer to organize materials and to create graphs, tables, charts, and spreadsheets.
		Ask the student to organize the material
Encourage them to make up and repeat rhymes to remember facts, dates, names, etc. Make sure they go over all important facts aloud	Have them write lists repeatedly.	Use visual analogies. Use photographs.
Advise the student to join or create a study group, or to get a study partner.	Advise them to exaggerate lip movements in front of a mirror	Use visual metaphors.
To learn a sequence of steps, write them out in sentence form, and then read them out loud.	Ask them to stand while they explain something to you	When you ask them to explain something, suggest they do so by writing the explanation down
Ask the student to use mnemonics and word links	Ask them to use rhythm (beats) to memorize or explain something	Ask them to make flashcards, and then use them during the session/s. The act of writing (the cards) and viewing them doubles their comprehension.
Involve the student in a discussion of the material	As the student is explaining something, have the student point to the subject matter in the book, on the board, etc., while reading it out loud	Use illustrations
	Make flashcards for each step in the procedure. Put the cards in order until the sequence becomes automatic