Setting Goals and Planning

Module 4

The tutor will identify ways to set goals and plan prior to the tutoring session.

The tutor will analyze plans for future tutoring sessions while with the client.

The tutor will reflect upon sessions to help in goal setting for the next session.

"If you don't know where you are going, how will you know when you get there?"

Being a good tutor involves analyzing where the client is and deciding on a direction to proceed.  Fortunately, this diagnostic/prescriptive process becomes second nature with experience.  Unfortunately, as it gets easier, some people become less reflective about the tutoring sessions.  It is always important to evaluate each lesson and think about questions such as, "What part of the lesson went well?"  "What could have been better?" "Did some part bomb?" "When was the client most engaged?" "What did I do to have an effect on the time when he was engaged?"   "When did he seem lost?"  "What did I do when he seemed lost and how could I have turned that around?"

Planning for "Walk-in" Clients and Weekly Appointments

Certainly, planning for the tutoring sessions varies as to whether this is a "walk-in" client or someone who has a standing, weekly appointment.  Either way, there are several suggestions that can foster a successful session.

Beginning the lesson:

            Activate and assess prior knowledge, develop background experiences, extend experiences when necessary, introduce vocabulary words and concepts, and help students set purposes for reading. Develop a schema when cultural differences exist.

When tutoring a "walk-in" client, the tutor may not know ahead of time what assistance is desired.  In all cases it is valuable to take time to get to know the client a little, reinforce their decision to come to the Learning Center, and find out the academic concern.  In other words, try to bond with the client along with professionally diagnosing their concerns. (This diagnosis might also include referrals to other areas in the Learning Center or other resources on campus.)

As the session progresses, keep in mind other areas of strengths/weaknesses that arise.  Think about what the appropriate next step is.  Open the door for the client to continue in tutoring; in many cases, this is a need.  Try to make statements like, "An area to address in another session could be…"  "I notice you are really confident with …. but I wonder if you'd like to come back to talk about…."  "Did I hear you express a concern about….?  Down at the ….. desk they offer help with…."  If the client does not want to schedule a weekly appointment, let him know that door is always open.

After the session, reflect on how it went.  Think about the questions listed above and tailor additional questions to the client.  Record keeping varies at the individual desks.  For "walk-ins" a common way to document the session is through a log or journal entry.  This way, anyone could review the notes, understand what transpired, and be prepared to step into a future tutoring session without needless backtracking.  Remember to keep your comments professional and related to the academic tasks.  Again, anyone could read the notes, including the client.  Three examples of forms used to keep records are shown in Charts 1-3 at the bottom of this module.

When meeting with a student who has scheduled a weekly, standing appointment make an effort to establish a comfort level as previously described. Continuously diagnose/prescribe throughout the session.  Jot notes to yourself on goals you might set in the future.  The goals should be short, measurable (if possible), obtainable, sequenced, and mastery should be obvious to the client.

During the lesson:

            Break the material into chunks and set a purpose for reading each section. (Ex. "What do you think will happen? Let's find out," or "Let's read to learn about…") Discuss each section before advancing to the next part.  Involve the student in a creative and personal way during or after reading. Summarize what was read.

            Activities used should be based on the student's interests and needs.  Students should personally construct meaning during this part of the lesson.  Modeling how to study the subject can occur throughout the lesson.  Observe and evaluate the student at this time to determine whether you should go ahead or approach the material in a different manner.  Do you need additional resources or materials?

After the lesson:

            Encourage the student to respond to the lesson in order to reinforce comprehension. Give the student opportunities to apply what was learned to other situations.  Encourage the student to verbalize what was learned and what could be improved.  Use the understandings and ideas gained from the lesson to move to writing, listening, speaking, art or music activities. 

Set next goal:

            Establish the goals for the next lesson as partners. A very important part of tutoring weekly scheduled clients is to use the last five minutes of the session to review and reflect on the session.  Summarize and evaluate what occurred in the session together and set goals for the next session together.   This makes planning easier for the tutor but it models planning for the client and gives the student ownership for the learning process. 

Finally, try to verbally "contract" the student to come in for another session.  Research indicates that for many students significant changes occur around the fifth appointment.  So, encourage the students to participate in several sessions. 

Reflect:

            Evaluate the lesson and reflect on the strengths/weaknesses of the session.  What other strategies could be employed to tap into the student's learning styles?  What occurred as planned?  What could have been better?  What should you "reteach" using a different method? Were the materials appropriate?

Reteach:

Some areas not mastered will need to be retaught by using different words and strategies.  During the session ask the student to link the material to previously known information and restate the information in his own words.  A useful strategy is to switch roles and ask the client to explain or summarize the material with the tutor now being the client. 

Examples of lesson plans are included in Charts 4-6 at the end of this module.  Talk to your coordinator to see which is suggested for your area.

Sometimes a student is unmotivated or doing poorly because they do not have broader college goals.  Undecided majors may wonder why they are in a class or what they are doing in college.  Be aware that the Learning Center has materials from all departments on campus as well as career exploration software.  Additionally, an advisor is available to discuss and administer paper and pencil inventories to help students find a major.  Determining this academic goal may clarify other classroom goals. The Counseling Center can assist students in decision making, also. 

Tutor Quiz 4 - L1

Appendix: Sample Charts