TUTORING BEST PRACTICES

Written by Rita Cobb ♦ Edited by DJ Atanasoff & Javier Rosado ♦ Updated 4/2021

Contents
 Learning Objective
 Introduction
 Overview
 The Role of the Tutor
 Displaying Friendly Affect
 Use the Socratic Method
 Bloom's Taxonomy
 Scaffolding
 Encourage Independence
 Active Communication/Listening
 Positive Reinforcement
 Maintain Positive and Clear Communication
 Conclusion
 References
 Cheat Sheet

Learning Objective
Upon completion of this module, you will be familiar with the skills and techniques necessary to
ensure Learners have a positive and productive tutoring experience.

Please note: The content of this module aligns with the Effective Practices of the ACTLA 2019
Online Tutoring Standard of “Meaningful Engagement” - “To ensure quality interaction between
tutor and students, tutors should apply online learning strategies that increase collaboration
and participation.”

Introduction
Each tutoring session can be a unique experience, potentially as varied as the Learners
themselves. While every session has its own nuance, there are underlying skills and techniques
you should employ to successfully navigate each session. This training module will identify and
explain the best practices you should apply in every interaction with a Learner.
 Overview
Research has shown that there are specific techniques that make for successful tutoring. These
are identified as best practices that relate to attitude, behavior, communication patterns,
knowledge, and structure (Grogan, 2011; MacDonald, 2000).

An awareness of the role of the Tutor helps in understanding tutoring best practices:

Displaying a
friendly affect

Exercising active
listening and Applying the
positive Socratic Method
reinforcement

Encouraging
Utilizing levels of
independent
Bloom's
learning with
Taxonomy
scaffolding

The Role of the Tutor

What does a Tutor do?
 Helps the Learner understand problems and concepts, but is not a teacher who
lectures on subject matter or provides complete course explanations
 Guides the Learner to understand principles of grammar and mechanics, but is not
an editor who turns the writing of the Learner into perfect copy in Standard English
 Guides the Learner to solve problems and complete academic work, but does not
give answers to questions or do the work for the Learner (May & Harris, 2012)
 Shows empathy for the Learner's emotional problems and stresses, but is not a
psychologist or counselor who deals with emotional issues and gives advice
 Encourages a Learner by pointing out accomplishments and praising gains in
understanding, but does not give lavish and/or generalized praise
 Displaying Friendly Affect
Customer service demeanor
We establish an environment that welcomes Learners. Keep in mind, asking for help can be
difficult for some people. Also, some Learners might have difficulty with the English language or
with using the chat area and other aspects of technology.

 Put the Learner at ease. The first few minutes of contact are the most important for
rapport. Greet Learners by name and give them your full attention. Sometimes light
humor will also help (Idoux, 2012).
 Make tutoring pleasant. Create an inviting atmosphere for learning. Remember that
the Learner may be under stress to finish an assignment or have experienced
academic failure (Grogan, 2011). You don't want to add to that distress. Make
learning fun!
 Show empathy. Showing that you understand and appreciate how a Learner is
feeling will go a long way to creating an open atmosphere for learning.
 Encourage Learners to interact. Give feedback and encouragement. Positively assess
the work done during the session. The Learner should do most of the talking, not the
Tutor. Encourage the Learner to return for another session.

Customer
Service
Put the Encourage
Learner at Learners
ease to interact

Make
Show
tutoring
empathy
pleasant

Every time a Learner visits NetTutor, they are welcomed, greeted by name, and given excellent
customer service:

 Tutor: Hi Sam, my name is Kelley. Welcome to NetTutor! How can I help you today?
 Learner: [Responds]
 Tutor: Yes, I’d be happy to help you with that. Where shall we begin?
 Use the Socratic Method
Help the Learners help themselves
What is the “Socratic Method”?
● Critical thinking comes from asking questions.
● One question should lead to another question until a greater understanding is reached.

Applying the Socratic Method

Often, a Learner can't verbalize what they don't know, but they can tell you what they do know.
That will start the dialogue and lead to an understanding of the problem area.

For persuasive papers and research projects that need to show logical progression of ideas,
Learners need to understand their assumptions and their conclusions. For many papers, the
Learner is expected to show critical thought. The Tutor can use questions to help the Learner
understand what that means.

 “Can you provide examples of…?”

 “What would be a counter argument to...?”
 “What are the implications of…?”
 “What would that mean for…?”

With the exception of entreating questions (can/could you…), questions should be open-ended,
as much as possible, not able to be answered with a “yes” or a “no” (MacDonald, 2000).

 “Could you elaborate on...?”

 “What did you mean by...?”
 “Where shall we begin?”
 “Which part would you like to focus on?”

Support for the Practice

"Focus on giving Learners questions, not answers ... model an inquiring, probing mind by
continually probing into the subject with questions" (Paul & Elder, 1997, para. 1).
The Tutor needs to ask probing questions to assess a Learner's needs, to clarify meaning and
tasks, and to stimulate critical thought (May & Harris, 2012).

Bloom's Taxonomy
The difference between reciting a fact and understanding it
What is Bloom’s Taxonomy?
Originally published in 1956 by a group of psychologists from the University of Chicago led by
Benjamin Bloom, Bloom’s Taxonomy is defined as "a classification system used to define and
distinguish different levels of human cognition—i.e., thinking, learning, and understanding"
(“Bloom’s Taxonomy”, 2014, para. 1).

The categorization was refined into the following:

 Remember - Recall or retrieval of previous learned information

 Understand - Comprehending meaning and interpreting information
 Apply – Application of a concept in a new situation
 Analyze – Separation of material into components, organizing and distinguishing
material
 Synthesize – Building a pattern from diverse elements, forming a whole from parts
 Create – Making new judgments from a combination of ideas

Create
Synthesize
Analyze
Apply
Understand
Remember

The system of Bloom's taxonomy makes several basic assumptions:

 Mastery of any topic proceeds along levels of knowledge.

 Learning begins at the base – Remembering information.
 Learners build up to the highest level, Create (or Evaluate).
 Each level forms a foundation for the next level.

Scaffolding
Moving a Learner from one category to the next
What is scaffolding?

Visualize the scaffold, like one used as a temporary support in building construction. Similarly,
scaffolding in education enables the Learner to gradually accomplish educational tasks. With
the use of various scaffolding tools and techniques, you can guide the Learner to build upon
their own knowledge and accomplish their goals. This supports independent learning.
Scaffolding tools
● examples and models
● referrals (perhaps to Learner services or libraries)
● class notes
● audiovisual supports
● textbooks and course materials
● video lectures

There are also specific techniques that act as scaffolding supports. For example:
● breaking a project or task into smaller components that can be more easily understood
● guiding the Learner to verbalize thinking as the task is completed
● concrete prompts, clarifying questions, or offering tips in problem solving

Support for the Practice

“In education, scaffolding refers to a variety of instructional techniques used to move Learners
progressively toward stronger understanding and, ultimately, greater independence in the
learning process” (“Scaffolding”, 2015, para. 1).
Once “Learners are able to complete or master the task, the scaffolding is gradually removed or
fades away—the responsibility of learning shifts from the instructor to the Learner”
(“Scaffolding”, 2015, para. 1).

Encourage Independence
Let the Learner lead
In most situations, the Learner should do most of the talking. Tutors may have a tendency to
lecture or share too much knowledge, often because they are interested in making their points.

Take every opportunity to encourage the independence of the Learner. The more the Learner is
doing the talking, the more likely there is movement toward active independent learning.

The goal of every tutoring session is for the Learner to always develop autonomy.

Try to be aware of that moment when the Learner is ready to learn independently. That tells
you the tutoring session was a success.

To help the Learner become an independent learner, we empower the Learner to co-navigate
the tutoring session.

During a session, the Tutor might refer a Learner to their book or notes, share helpful
resources* or offer praise.
 *Important notes regarding the use of outside sources in sessions:

 No direct copying from other sources

 Content from sources should be paraphrased
 Do not provide links as a sole explanation

Outside sources may be a resource to the Tutor, but they should never be directly copied.

At the end of a session, the Learner should be able to share what was covered in their own
words and take what they have learned to work independently.

 Tutor: You have learned some great techniques for creating a stronger paper by
integrating your research and using proper in-text citations. If you were going to tell
someone else how to do this, what would you say to them?
 Learner: [Responds]
 Tutor: Yes, that is a good summary. It seems like you have a better understanding of
the concepts we've discussed. You will want to take some time to review this
information and apply it to your assignment. If you still have a question after revising
your work, feel free to return for a live session at your convenience. I certainly enjoyed
working with you one this project and wish you success with your paper.

Active Communication/Listening

Give your
full
attention

Active
Listening
Repeat the
Ask
substance
clarifying
of the
questions
message
Show the Learner you’re engaged
What is active listening?
● Active listening is a communication technique where the listener…
○ repeats back to the speaker what the speaker said.
○ does not add anything to what they heard; just paraphrases or restates it as
clearly and completely as they can.
○ confirms what was heard and confirms the understanding of both parties.

It is critically important to be clear about what the Learner is saying (Grogan, 2011).
Techniques of active listening, such as restating the idea or reflecting the emotional component
of the communication, help to assess and develop a plan for the session. By repeating back the
substance of the communication, the Tutor immediately will be able to clarify any confusions of
meaning.
 [Learner is well into their paper but feels insecure with its organization]
 Tutor: You have been working on this paper a long time, but you don't feel sure that
you are on the right track, is that right? Could you try to explain what is making you
feel that way?

During on-line tutoring sessions, the Tutor should avoid any long period of silence, but it is
imperative the Tutor to be patient enough to allow the Learner time to think and respond.

Positive Reinforcement
Make sure the Learner knows where they succeeded
Some Learners have a problem, and they need help getting “unstuck.” Many Learners are
anxious and have had difficulty with academic assignments. Apply the following points to
encourage the Learner, increasing the likelihood they’ll return for additional help in the future:
● Use frequent encouragement and positive reinforcement.
● Point out something genuinely good.
● Be as specific as you can.
● Focus on concrete behavior.

Paper reviews
● Paper reviews have a “Strengths” section that points out what the Learner did well in
the paper. It is only after positive remarks that the “Suggestions” are given.
● Throughout the paper review, the Tutor includes positive remarks in the margin of the
paper. The review points out suggestions as well as excellent work.
○ “You have used effective examples and analysis to support your thesis. The
paper has extensive elaboration and clear organization. Each paragraph has
one main idea and the body paragraphs develop the supporting points of your
thesis. If you add summary sentences to the body paragraphs to reconnect to
the thesis, there will be even more unity.”
Providing sincere positive feedback helps give the Learner a sense of progress, and words of
praise help make tutoring sessions more enjoyable! Your reinforcement will build the Learner's
confidence for the next step of learning.

Support for the Practice

Consider that many of these Learners have had repeated difficulties with their school work and
are struggling to achieve academic goals (Grogan, 2011).

Maintain Positive and Clear Communication

Clarity is critical to understanding
Clear communication begins with you. Tutors meet the Learner where they are with non-
judgmental, positive communication. To that end, try to lead by example:
● Be consistent in using proper grammar, spelling, and correctly formed sentences.
● Provide specific information rather than very general statements.
● As part of maintaining a pleasant and positive learning environment, give negative
feedback gently (use “softening” strategies).
○ “You seem to be having some trouble with subject – verb agreement. I'll be
happy to go over the basic rules in this session, and I'll give you some links for
more information and examples. We can take this step by step. Shall we
begin?”

Some words and phrases to use are:

● “I can help you with that.”
● “That is a good start.”
● “Yes, you are on the right track.”
● “You are making excellent progress with this.”

As a session comes to an end, you will want to increase the positive communication and
encourage independent progress suggesting a return session whenever desired. Let the
Learner know that you enjoyed working with them and you wish them success with their work.

Conclusion
Tutoring can rarely be a “one-size-fits-all” approach. However, with these best practices in
mind, and taking into consideration the role of the Tutor, you can apply these strategies in
every Learner interaction. The Socratic Method helps encourage critical thinking; the learning
levels of Bloom’s Taxonomy and scaffolding encourage independent learning; and using active
listening, friendly affect, and positive communication and reinforcement throughout your
tutoring sessions ensures each one is a helpful and constructive experience for the Learner.
References
Bloom's taxonomy. (2014). The glossary of education reform. Retrieved July 28th, 2020, from
https://www.edglossary.org/blooms-taxonomy/

Grogan, J. (2011). The appreciative tutor. Journal of College Reading and Learning, 43(1), 80-88.
https://files.eric.ed.gov/fulltext/EJ961153.pdf

Idoux, M. (2012). Setting goals for the tutoring session: Evaluating tutees' needs. In K. Agee & R.
Hodges (Eds.), Handbook for training peer tutors and mentors (pp. 288-291). Cengage
Learning.

MacDonald, R. (2000). The master tutor: A guidebook for more effective tutoring (2nd ed.).
Cambridge Stratford, Ltd.

May, M, & Harris, J. (2012). Clarifying goals for a tutoring session. In K. Agee & R. Hodges (Eds.),
Handbook for training peer tutors and mentors (pp. 281-284). Cengage Learning.

Paul, R. & Elder, L. (1997, April). Socratic teaching. The foundation for critical thinking.
https://www.criticalthinking.org/resources/articles/socratic-teaching.shtml

Scaffolding. (2015). The glossary of education reform. Retrieved July 28th, 2020, from
https://www.edglossary.org/scaffolding
 Cheat Sheet – Tutoring Best Practices

The Role of The Tutor

•Tutoring is not teaching. The goal is to help the Learner work independently.
•A Tutor also acts as a cheerleader of sorts for the Learner, offering encouragement and
empathy when the Learner is frustrated or otherwise stuck.
•The Learner should do most of the talking. The Tutor should take every opportunity to
encourage the independence of the Learner.

Displaying a Friendly Affect

•Customer service demeanor should be used. Strive to be professional yet pleasant, putting the
Learner at ease.

The Socratic Method

•The Socratic Method involves using questions to make the Learner think critically about the
material, as well as what they know and don't know.
•Utilize open-ended questions to help the Learner engage with their work. An open-ended
question is a question that cannot be answered with a yes or a no. Entreating questions
(can/could you…) are fine.

Bloom's Taxonomy

•Bloom’s Taxonomy is a categorization method that identifies where a Learner is in their

learning.
•The categories begin with Remember, followed by Understand, Apply, Analyze, Synthesize, and
Create.

Scaffolding

•Scaffolding means providing support to enable a Learner to move from one category to the
next (i.e. from Remembering to Understanding).
•Some ways to scaffold include using examples and models, referring to materials, and breaking
a task into smaller components.

Active Listening

•Active listening involves repeating back what the Learner said in a different way to confirm that
the Tutor understood what the Learner was trying to say.
•Be sure to ask clarifying questions if there is any misunderstanding.

Communication and Positive Reinforcement

•Be specific instead of general when possible, and use correct grammar and spelling to the best
of your ability (except in a case where it might impede the Learner’s understanding).
•Rather than just pointing out what is wrong, be sure to let the Learner know what they are
doing right, ideally with concrete and specific encouragement.