Frieda
Certified Tutor
Undergraduate Degree: University of Missouri-Kansas City - Bachelors, English Literature; Communication Studies
Graduate Degree: University of Iowa - PHD, English Education; Foundations of Education
reading, writing short stories, interior design
Adult Literacy
American Literature
College English
College Level American Literature
High School English
High School Writing
Middle School Reading
Middle School Reading Comprehension
How would you help a student stay motivated?
Students are motivated when they see that they are capable. As students become stronger in a skill, they begin to see themselves as capable and become more motivated to continue to learn. Seeing where they started and where they ended up is a strong motivation for continuing to grow.
How do you help students who are struggling with reading comprehension?
I help students with reading comprehension by breaking down the basic skills to understanding a text. We may begin with understanding a title and vocabulary in context. Learning vocabulary begins with connecting the word to the student's experiences so that can learn the meaning. Then, we discuss the word in the context of the text. Afterward, students are able to understand the content better and comprehension is improved.
What strategies have you found to be most successful when you start to work with a student?
Getting students to talk about and open up about what they think they need is a great strategy for working with students. As we talk, I am able to recognize where problems might exist and review some issues. I also spend time discussing the student's experiences with the subject: both negatives and positives to get an idea on where to begin the work.
How would you help a student get excited/engaged with a subject that they are struggling in?
Students get excited about learning when they see how well they can do. In many instances, they are not sure that they have the skills and lack confidence in themselves. When they see that they can do well, from one step to another, and see positive progress, they begin to get engaged and motivated to continue.
What techniques would you use to be sure that a student understands the material?
I use a lot of questions and parroting to check that students understand the material. I also design problems and/or mini-exercises that require the skills they are learning in order to complete the exercise. I pay attention to where they are struggling and spend a bit more time on these items.
How do you build a student's confidence in a subject?
Step by step: that means I begin with basics and build on them. In writing, for example, I may begin with simple sentences and move to compound structures. When they see that they have mastered these basics, they feel more confident when they have to write a paragraph using what they have learned.
How do you evaluate a student's needs?
I ask a lot of questions and listen to what students say about the material they are studying. Often, they need help in areas that are not quite on target with the material they are studying, but knowing these things will help them to improve in the specific area. For example, a student may say that they need help on reading comprehension, but the real problem is understanding and using new vocabulary.
How do you adapt your tutoring to the student's needs?
Tutoring is student-focused. Therefore, I pay a lot of attention to my student's specific abilities, needs, and goals. Then, I stay focused on the student's need rather than on teaching, in general.
What types of materials do you typically use during a tutoring session?
I usually use pencil and paper. If I have access to a chalkboard or whiteboard, I will use them to illustrate a point to draw diagrams, etc. Sometimes, students need to be able to "see" concepts on paper or on a board.
What is your teaching philosophy?
My personal teaching philosophy is student-centered. I attempt to facilitate student participation in acquiring and using new skills and knowledge, to motivate questioning; to encourage critical thinking about the world, relationships, and ourselves; and to motivate the search for more knowledge and life-long learning. This philosophy involves specific elements of practice: student participation and continuous student engagement in the discussion and/or activities of the class. I believe that I am extremely good at getting students to participate in class by giving assignments that must be presented in class. During presentations and/or class discussion, I often call on the group for a response. In this way, students are less nervous about speaking out. In class discussions, I always use examples and illustrations that elicit responses from the students. Even when I have to 'teach' a lesson on new skills, I always find ways to involve the students in the lecture/peer teaching encourages student-to-student interactions and learning. Since students do much of their assignments and/or projects in groups, they continuously learn from each other. All group members are required to speak out and complete specific assignments. I encourage students to share information, to discuss issues, and to help each other on every assignment. In a writing course, I require peer evaluations on papers so students can learn from one another. Facilitation of discussions allows students to take charge of lessons and discussions for many of the class assignments. I give students issues and/or projects to work on and discuss in small groups. While students work in their groups, I sit with each group to listen to what is going on, encourage quiet students, and comment on the group's work. Often, I raise questions and/or issues that the group did not think of and let the students grapple with finding the answers or solutions. The expression of ideas technique asks for clarification and/or additional questions to help students express their ideas. I also use the critical thinking practice, opening up opportunities to explore and question ideas of others. I create a safe learning environment that welcomes and encourages student interaction without judgment.
What might you do in a typical first session with a student?
I begin with introductions and try to establish rapport with the student. They may talk about their interests, hobbies, studies, etc. I move from there to what they think they need from me. We discuss the specific material they are studying and other issues that may have influenced their learning process.
How can you help a student become an independent learner?
Giving students the basic steps toward completing an assignment or understanding the material often leads to independence. For example, students learn the basic steps to self-editing for writing. Then, they are able to access what they have learned to locate errors in their writing, edit and correct mistakes, and review content.
If a student has difficulty learning a skill or concept, what would you do?
When students have difficulty learning a concept, I use a variety of teaching styles: manipulatives, drawings, diagramming, metaphors, etc. I often use examples that students can relate from their life experiences and even tell stories to bring the concepts into focus.