Module 16

Working with Groups

• The tutor will compare group tutoring to individual one-on-one tutoring.
• The tutor will review basic guidelines for successful group tutoring.
• The tutor will identify skills needed to conduct a group session.

Analyzing Group Tutoring

Group tutoring has many advantages.  In an academic world where competition with one's fellow students creates dislike and distrust, group tutoring offers cooperation and understanding.  Group tutoring helps students share techniques for learning and so promotes independence. 

Some tutors may encounter situations where small group tutoring is more effective.  Group tutoring is more challenging but can be rewarding for all involved.  It requires many management skills of the tutor.  It also requires a more conscious leadership role on the part of the tutor.  The primary advantage of group tutoring is the potential for the sharing of a variety of views and information.  Groups demonstrate cooperative attitudes and work skills in contrast to individual tutoring, which is more self-centered in nature.  Students' own work, memory and understanding is validated and reinforced when they are able to help others.  The group setting is limiting in the amount of personal attention which can be provided depending on the size of the group. 

Below is a table comparing one-on-one tutoring to group tutoring.

ONE ON ONE TUTORING                             GROUP TUTORING 

-Time allows the individual student                    -Time per student is restricted
  to ask questions

-Student is instructed at his/her level                  -Multiple abilities and background   and pace                                                            of students complicate the level and
                                                                          pace of instruction

-Student must actively participate in                    -Non-participation by some
  the session                                                         students can occur

-Session objectives are established                     -Session objectives must be
  to the individual student needs                            designed for the general needs of
                                                                           the group

From Research to Practice

Ross B. MacDonald (1993) did research on group tutoring techniques.  In interviewing and observing experienced tutors, he developed five categories related to group tutoring.  Each of these categories is identified and discussed below.

1. Tutor and Tutee Roles and Group Cohesion

Articulating a common task and clarifying roles can help the members of a group work together and accomplish the tasks the tutor desires for them.  Often there are members of a group that will take on the role of "leader", "devil's advocate", or "mediator".  To be effective, the tutor may need to define the activity and assign the roles to the members of the group.  This may help the group to function effectively and lessen conflicts.

2. Identifying Students' Needs

You may approach a situation where you have a group of clients, all from the same section of the same course, having different needs.  One student may need help reviewing for a test while another needs help understanding a concept in a specific section.  If this occurs, the tutor may need to split the group into two groups at the start of the tutoring session.  The tutor can then move between the groups in a prearranged way.  Having these two groups will allow the students to feel the tutor is addressing their specific needs.

3. A Workable Plan and Time Line

MacDonald found that many tutors do not form a plan for what to do within the allotted tutoring time leading to frustration for the tutor.  If a plan was developed, it was not communicated clearly to the students who are supposed to help make the plan work.  Successful group interaction is dependent on planning for a group meeting, applying appropriate formats to accomplish group goals, and having alternative procedures for group problem solving.  It is the tutor's responsibility to make sure a reasonable plan is formulated and explicitly understood by all participants.

4. Jumpstarting

Tutors can benefit from developing a repertoire of techniques for keeping tutoring groups on track and bringing them back on track when they drift off.   At the beginning of group tutoring sessions, tutors can identify the tasks and point out the academic disadvantages of utilizing tutoring time for social purposes.  Tutors can pre-assign specific tasks to students thereby leading students to attend to those tasks rather than to social concerns.  Tutors can also work with group members to define outcomes for the session in relation to the amount of time available. 

5. Floor Management

Managing the floor has to do with facilitating each person's opportunity to speak and their corresponding obligation to listen to and learn from each other.   Often one or two students do most of the talking resulting in having only their needs and concerns addressed.  The tutor can influence this by calling on the less talkative, by directing questions specifically to them, and by telling group members at the outset of the tutoring session that it is important that participants share the floor and listen carefully. 

Reference: 

MacDonald, R.B. (1993). Group tutoring techniques: From research to practice. Journal of Developmental Education, 17(2), 12-18. 

Basic Group Tutoring Guidelines- Items to Consider

• Arrange seating and notes in a way that encourages interaction and visibility.  You need to stand or sit where all students in the group can see and hear you.  Be conscious of your eye contact throughout the session.
  
• Respect all questions or responses by students, no matter how basic.
  
• Stress with your group confidentiality.
  
• Provide direction, not dictatorship.  Keep in mind you are a resource for students and their learning.  Your role is to facilitate their learning process.
  
• Guide the conversation, but remember to limit how much you talk.
  
• Encourage participation.  However, don't allow individuals to dominate participation or discussion.  Try to involve everyone in the learning activity.  Consciously, but slowly, draw shy students into the flow of conversation.
  
• Provide varied types of positive reinforcement to all students in the group.
  
• Encourage interaction by having students answer each other's questions.
  
• Do not interrupt student answers.  Group tutors should provide a comfortable environment for practicing. 
  
• Keep the session on topic and moving at the appropriate pace for the group's abilities.  Try to avoid irrelevant arguing or repetition. 
  
• Ask open-ended, probing questions.  Be patient waiting for responses to your questions.  Waiting for students to respond allows high level thinking to occur.  Rephrase questions if they do not yield comments.  Do not always clarify questions with an explanation.
  
• Take a vote instead of giving a blanket yes or no response.
  
• At the end of the session, provide some sort of closure.  You could summarize the ideas presented in the session.  You could ask students what they learned during the session, what they still need clarification on, or what they would like to cover in the next session.

Tutor Quiz 16 - L3