This content highlights effective instructional strategies in a tutoring setting, emphasizing proactive guidance, clear communication, and consistent reinforcement of habits to prevent student frustration and maximize learning.
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Okay, so it looks like you did 10 pages last time.
Do you want to make that your goal for today?
Okay.
All right, so let's take a look at your warm ups.
So let's go ahead and do our times two warm up. So show me how you would do number one.
Um, it says count by two, so it'd be zero, two...
Perfect!
So it looks like we're doing finding fractional parts.
So show me how you'd do number one.
I found 1/3 of 24.
Perfect. All right, go ahead and finish the rest of that page for me, okay?
I did a Mastery Check!
All right, it looks like you weren't supposed to
do this Mastery Check today since you already did fractional parts,
so we're going to have to redo this Mastery Check next time.
Aww!
Because the instructor did not look in the student's binder
before setting a page target,
the student did a Mastery Check she wasn't supposed to and was frustrated.
Always check the upcoming pages in the PK section before setting a page target!
Okay, looks like you did five pages last time.
Do you want that to be your goal today?
Sure.
Okay, and what do you want your other goal to be?
I want my goal to be understanding my homework. It's pretty hard.
Yeah? Well remember,
we have to finish your Mathnasium work first before we're able to do homework.
Okay.
All right, so let's look at number one here. How do you - how are we going to do that?
Well first I'm going to see... greatest common factor is four.
Awesome! All right, go ahead and try number two
for me and I'll be back to check on you in a minute.
Nice.
Long division takes forever! I'm never going to get to my homework today!
Because the instructor did not look in the student's binder
before setting a page target, she created an unrealistic goal for the student and
the student became frustrated when he wasn't able to meet the goal.
Always check the upcoming pages in the PK section before setting a page target!
Do you know how to do this page?
Yeah.
Great, go ahead and finish it and I'll come back and check on you.
What are you working on?
I'm working on fractional parts.
All right, do you know how to do this page?
Yeah, I think so.
Hang on, we've got to try this page again.
What?!
Because the instructor asked the student a yes or no question ("do you
know how ?") instead of an open-ended question ("how are you going to?"),
the student thought she knew how to do the page
but instead got it all wrong and was frustrated.
Always ask "how are you going to do number one?" instead!
Do you know how to to do this page?
Yeah.
All right, go ahead and work on it. I'll be back.
Okay.
All right, what are you working on?
I have to figure out what's 10 - -4.
All right, good job. I'll come back and check on you .
Hey, what's going on? I asked you to finish this page!
I don't know how to do this page. It's too hard.
Because the instructor asked the student a yes or no question ("do you know how?")
instead of an open-ended question ("how are you going to?"),
the student said she knew how to do it but was wrong
and ended up not doing anything. This is frustrating for the instructor.
Always ask "how are you going to do number one?" instead!
Thank you.
Hang on, we need to try this page again.
Because the instructor let the student hand her a completed page,
she was distracted by it and started grading it immediately instead of
asking the student to explain how she would start the next page.
The student got the page all wrong and was frustrated.
Always prioritize teaching the next page before grading anything completed!
All right, let's slow down. We need to take a look at some of these.
Are you serious?
Because the instructor took the completed page out of the paperclip
as soon as the student put it, in she was distracted by it and started grading immediately
instead of asking the student to explain how he would start the next page.
The student got the page all wrong and was frustrated.
In addition, the instructor is now behind on correcting worksheets.
Always prioritize teaching the next page before grading anything completed!
Why didn't you get started on the next page?
Oh, I don't know how to do this page.
Because the instructor took a completed page out of the paperclip
as soon as the student put it in,
she was distracted by it and started grading immediately instead
of asking the student to explain how he would start the next page.
The student did not know how to get started and sat doing nothing,
which is frustrating for both the student and the instructor.
Always prioritize teaching the next page before grading anything completed!
Where does the page go when you're done with it?
Well the other instructors never make me put it in the paperclip.
Well it helps me, so whenever
you finish a page can you please put it in the paperclip?
How come I can't just give it to you?
Because instructors have not been consistent as a team
about requiring students to use the paperclips for completed pages,
it is not a habit, so this student had to be reminded and was argumentative about it.
Help students form the habit of using the paperclips,
just like taking out their game plan and card when they sit down,
to avoid the frustration of constant reminders and arguments.
All right, so which one are you working on on this page?
This one.
Okay, how are you going to do [unintelligible] 75?
30 [unintelligible] and 2 and a half.
Good.
7 and 1 half.
Good. Okay, what about the next one?
34 and 1 half.
Good. All right, go ahead and keep working on them and I'll come back and check on you.
Okay.
Oh my goodness! When did you finish all these pages?
Because the instructor did not reinforce that the student should use the paperclip
for completed pages, the student was able to complete several pages
without the instructor noticing. He may have made mistakes on those
pages that need to be corrected, and the instructor is now trying
to catch up with him, rather than proactively guiding him.
Require students to put their completed page in the paperclip every time so you
will always have a visual clue that they are about to move on to something new!
Okay, how are we going to do number one?
Well first I have to figure out what one 7th is, so one 7th of 56 is 8,
and then I have to figure out what 5 7ths is, so I do 8 times 5 is 40.
Awesome! You got this. Go ahead and keep working.
Okay.
All right, what are we doing over here?
Subtracting integers.
Oh! So how would you do this one?
I got -7. Okay. Go ahead and keep working.
I asked you to keep working!
I did! I did one problem.
Because the instructor gave a vague instruction instead of a specific task,
the student did not do much work while she was gone.
Now the instructor is frustrated by the lack of work,
and the student is frustrated because he feels like he followed her instructions.
Always give the student a specific goal when you leave, like finishing the page
or the next several problems, so you can hold them accountable to that task.
All right, how are we going to do number one?
Well, I have to find the unit price so I have to divide 297 by 9 and this is what I get.
Great. Go ahead and keep working
and I will be back to help you with the other problems.
Okay.
Ooh, factors. How are you doing this?
All right, you keep working and I'll be back to check on you in a minute.
Oh! It looks like these bottom questions are a little bit different than these ones.
Because the instructor gave a vague instruction instead of a specific task,
the student kept working past the point of needing more instruction
while she was gone
and was frustrated about needing to redo the bottom part of the page.
Always be proactive by looking at the page before giving the student a specific task,
and let them know ahead of time if they should stop when they get to a certain
point or remind them that the instructions
change part of the way through. This will save both of you frustration.
Hey, how was your day today?
Pretty good.
How'd your soccer game go?
It was really good! We won, we got to go to the playoffs.
Wow, that's really cool! Let's go ahead and take a
look at your pages so we can figure out your page target for today.
All right, so we have unit prices, greatest common factor,
number machines. This fractional parts page might take a while. And
then we also have a Mastery Check, but we can't do this one today
because you'll already have done that same thing today.
So what do you want your page target to be?
Three.
How about we try to get four pages done today.
Okay.
And what do you want your goal to be today?
Umm... I don't know.
Well, how about we try to finish your card,
because it looks like you only have four or five stamps left.
Okay, that sounds good.
Okay. All right,
let's go ahead and get started on this page.
So we have nine hair ties for a total of $2.97. How would you figure that out?
Well, you have $2.97, so you have to divide that by 9
so that you get the price of each one.
Perfect! All right, go ahead and keep working on this page and when
you're finished I'll come back and help you with the next one, okay?
Okay.
All right, so how did you do number one on this page?
Okay, well I started listing...
In this segment, the instructor looks at the pages in the student's binder with her
before setting a page target and proactively lets her know to skip
a Mastery Check she shouldn't work on. He also doesn't accept a page target that
seems too low, and when the student doesn't have an idea for a goal,
he suggests one that will motivate her.
He starts working with the student on her first page
by asking her to explain how to do a problem,
and because she is able to do this correctly,
he gives her the specific task to finish the whole page before he comes back.
Perfect.
All right, so how would you do number one?
I don't know.
Well, we're trying to find the greatest common factor. So what that means
is we're looking looking for a common factor, so it has to be something that,
a factor that both of these numbers have and by greatest it means just
the biggest one. So first we're going to see if there's any numbers we can divide
both 28 and 42 by. So what numbers can we divide both of those by?
Two.
Perfect. So we're going to divide both of them by two and what do we get?
14 and 21.
Now, can we divide those numbers by anything?
Mhm.
What can we divide them by?
Seven.
Perfect, and then what are we left with?
Two and three.
All right, so can we go any further now?
No.
Right, we're done. So to find our greatest common factor,
we're going to take all the common factors we found on the left
and we're going to multiply them all together to make the greatest
common factor. So what would that get you?
14.
Perfect. All right, now show me how you would do number two.
We have 40 and 64, and I know that two goes into both of them,
and you have 20 and 32. And then I know four goes into those and then
I have five and eight. So then these two are the common factors, so I have eight.
Perfect. All right,
go ahead and do the next three questions and then I'll come back to check, okay?
Mhm.
In this segment, the instructor ignores the completed page
to make sure the student is able to get started on the next page,
rather than leaving her to sit and do nothing.
He also proactively makes sure the student has understood
his direct teaching explanation
by asking her to explain how to do another problem on the page,
and because the student struggled to start this page on her own,
he gives her a smaller task to accomplish before coming back to check on her.
Perfect. Half of 61 is 30 and a half.
All right, how did you do number seven?
Well, I know that four goes into all three of these
so I did all of the numbers divided by four and got 8,
12 and 16. And four goes into those again and then I got 2, 3 and 4.
My common factors are four and four, so I got 16.
Perfect. Now go ahead and show me how you would do number eight now.
Well, I know two goes into all of them so I get six, and then I get 34. Wait, no, I get 39.
Nice catch.
And 51.
All right, go ahead and keep... finish this page
and when you're done put it in the paperclip, okay?
Okay.
In this segment, the instructor does not wait to come back
until the page is completed. Instead, he proactively
checks in to make sure the student is still applying the strategy he taught.
First he asks how she got a correct answer to build her confidence
that she knows the process, then asks about an incorrect answer and
again builds her confidence by allowing her to catch and correct her own mistake.
By asking her to explain both problems, he's able to check them off while she
is still working on the page rather than spending time grading at the end.
Now that he is confident she can solve the problems correctly on
her own, he gives her the larger task of finishing the page before he comes back.
All right, great job on number one. Go ahead and finish the
rest of this page and I'll check on you when it's finished, okay?
Okay.
All right, where does the completed page go?
Well the other instructors never make me
put them in the paperclip. You're right here, why can't I just hand it to you?
Well the paperclip is so that the instructors are able to know
when you finish the page and when we can come help you with the next one,
so I would really appreciate it if you put it in
the paperclip and do the same thing for the rest of your finished pages, okay?
Okay.
All right, so show me how you would do number one.
Well, we're trying to find 2/3 of 24, so you just multiply this and you get 48.
Okay, so we need to be careful because we're not trying to find 2 times 24,
we're trying to find 2/3 of 24. So first let's figure out what 1/3 of 24 would be.
It's eight.
Right, and then what would 2/3 of 24 be?
16.
Perfect. All right, let's go ahead and try number two now.
So we have 7/9 of 90, and 1/9 is 10, so we have seven of those so it's 70.
Perfect. So it looks like you just needed a quick refresher on this page,
so go ahead and finish the rest of this page
and then I'll check on you when it's finished, okay?
In this segment, the instructor reminds the student to put
her completed page in the paperclip and explains why this is important,
so the student also understands the purpose of the paperclip.
By having her use the paperclip even when he is in front of her,
he is also reinforcing the habit so the student
doesn't have to think about when to use the paperclip and when not to.
He proactively asks the student how to start the next page.
This allows him to catch her misconception before she completes
an entire page incorrectly and becomes frustrated.
After reminding her how to do this type of problem,
he again confirms she understood the explanation by asking her to
explain another problem and gives her the task of finishing the page.
Only now does he take the completed page out of the paperclip,
and because he discussed several problems with the student already,
he only needs to spot check a few more before considering the page complete.
The goal is conceptual understanding, not perfection.
He also takes this opportunity to jot down some notes on the game plan
about the topics the student has worked on today,
perhaps alerting the next instructor
to the misconception she had today that should be checked on next time.
By effectively using all elements of proactive teaching, the instructor
prevents frustration and wasted time for both himself and the student.
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