LVA Publications



This chapter presents some of the most common questions tutors ask�both before, and during, their training. The chapter addresses the questions of:

DOES TUTORING MAKE A DIFFERENCE?

  • One-to-one approach addresses the needs of the child
  • Tutoring provides a �scaffold� for learning
  • Tutoring provides additional opportunities for the child to learn and practice skills and concepts from the classroom
  • Effective tutoring programs coordinate and support the tutor�s efforts
HOW OFTEN SHOULD I TUTOR EACH WEEK?

HOW MANY WEEKS SHOULD I TUTOR?

WHERE SHOULD MY STUDENT AND I MEET?

HOW DO I CHOOSE A BOOK?

  • Discover what the child likes
  • Find books that are �reader-friendly�
  • Make friends with the children�s librarians at your local library
WHAT DOES �AGE-APPROPRIATE� MEAN?

WHAT IF THE CHILD I�M TUTORING DOESN�T SPEAK ENGLISH?

HOW DO I KNOW WHERE TO START WITH MY STUDENT?

  • Informal assessment
HOW DO I PLAN LESSONS AND KEEP RECORDS?
  • The portfolio
  • The elements of a lesson
    – Greeting
    – Reading
    – Comprehension check
    – Skills
    – Writing
    – Reading for pleasure
SUMMARY

Chapter Two
Common Questions

This chapter presents some of the most common questions tutors ask before they begin or during their tutoring. Read the chapter and then, as you read through the rest of the book, you may want to return here from time to time as the need arises. This chapter has a heavy research basis; if you want to explore some of the ideas here, the Works Cited section in the Appendices should provide you with a starting point. The question not addressed here is how to deal with a child with learning differences. Chapters Three and Four infuse discussion of exceptionalities throughout.



Help a Child cover    A Letter from Marsha Tait
Chapter 1    Chapter 2    Chapter 3     Chapter 4    Chapter 5
What the Experts are Saying...     How to Order