TUTOR MANUAL ! !

Jumpstart
Your Tutoring

1
Activate Your
Knowledge

Education is the kindling of

a flame, not the filling of a
vessel.
Socrates

Session 1 Plan
ACTIVATE YOUR KNOWLEDGE
Intended CRLA Level: I
Materials needed: Tutor's iBook, internet access, links to access the Peer Tutor's blog
Learning Objectives: The general objective of Lesson 1 is to help the tutor to reflect about what being a tutor
implies. The intention is that the tutor gets a general idea of the work that he/she needs to do, the attitudes
he needs to have and the goals he needs to achieve.
Assessment Strategies: Week three conduct peer-observation sessions and ask students to complete and
submit a self-assessment form for session 1.

Activity

Objective

Process

Assessment/ Feedback

Activity 1: Assess
Your Knowledge (p.
#4)

Peer tutors will

reflect on their
role and
responsibilities
as tutors

Instruct students to answer the

questionnaire on page 4 then
share their thoughts on at least
three of the statements on the
Blog, Topic 1. Encourage
students to respond/comment
on other students posts.

Senior Tutor and/or

supervisor monitors blog
posts and give quick
feedback/response for
each student.

Activity 2:
Advice for new
tutors (p. #5)

Peer Tutors will

seek advice
from
experienced
tutors to gain
insight on
tutoring
responsibilities
and identify
helpful
strategies.

Instruct students to
interview an experienced
peer tutor about some
advice that they might
have for new tutors.
Students will share what
they discussed in their
interview on the Peer Tutor
Blog Topic 2.

Senior Tutor and/or

supervisor will read what
the tutors wrote on the
blog in order to verify if
the tutor was able to find
good strategies, what
kind of sources he found
and if those sources will
be helpful for future
references. Now the
advisor needs to guide
tutor in the objectives
line of this activity.

Activity 3:
Tutors Dos &
Donts (p. #6)

Peer Tutors
will learn basic
tutoring
guidelines and
identify dos
and donts for
eective
tutoring.

Instruct students to think their

own Dos & Donts and to
create a word cloud with that
info. Students will share their
word clouds on the Peer
Tutor Blog Topic 3.

Senior Tutor and/or

supervisor will read
tutors Dos & Donts on
the blog and discuss
them on the face to face
session, guiding tutor in
the objectives line of this
activity.
2

Session 1 - Unit 1
What is a Tutor?

Before we proceed with this section, we would like you to think of your
knowledge about tutoring. This questionnaire will be repeated at the end of
your training to help you evaluate your understanding of the central topics
of the Tutor Training, which is designed to help you become a more
effective tutor.

Activity 1: Assess your Knowledge Instructions

tutor
noun
a private teacher, typically one
who teaches a single student or a
very small group.
verb
act as a tutor to (a single student
or a very small group).

The following questionnaire tests your understanding of tutoring.

Indicate whether you agree or disagree in each statement.
Once you are finished, check your answers and share your thoughts on
why you agree or disagree with at least three of the statements of Activity
1 in the PeertutorBlog

Question 1 of 12
Its my role to help my students with whatever they need help
with.

A. Agree
B. Disagree

Check Answer

Session 1 - Unit 2
What are the Tutors roles?

A major role of the peer tutor is to guide students from dependent learning
toward a more independent learning that is expected of them at university.
Therefore, it is the peer tutors responsibility to assist students with how to
learn university level content.
Skillful peer tutors employ techniques and strategies that show students
how to understand and remember dicult subject matters. As such, peer
tutors guide or facilitate students learning.
It is important to note that peer tutors do not present themselves as experts
on the subject matter or as substitute teachers or professors.
As a peer tutor, it is acceptable to be unsure of an answer or to tell
students, I dont know. However, it is necessary that you guide the
students regarding how to solve the problem or how to find the needed
information.

Activity 2: Advice for new tutors instructions

Take a look of the presentation "Advice for new tutors".
Choose 3 advices that you think will be dicult for you to follow. Interview
an experienced tutor and ask for techniques or strategies that can help
you to better approach the advices.
Share the strategies you found in the PeertutorBlog Activity 2.

Session 1 - Unit 3
Tutors Dos and Donts

There are some things that are expected from tutors to do because of their
role. But also, there are other things that could aect the tutor's work in a
bad way so it is expected tutors not to do those things. Find in Activity 3 a
general panorama of tutor's do's and don'ts.

Activity 3: Tutors Dos and Donts Instructions

Follow the Dos & Donts game.
Once you finish, think of your own Dos and Donts, go to the

Dos & Donts game

The information on the following boxes are some examples of what tutors are expected to do
and not to do because of their role. Read the sentences and put all labels in the correct box.

Do

Do

Dont

Do

Dont

Do

Dont

Dont

Check Answer

2
Tutoring Cycle

The teacher is one who

makes himself progressively
unnecessary.
Benjamin Franklin

Session 2 Plan
TUTORING CYCLE
Intended CRLA Level: I
Materials needed: iBook | internet access for blog | ipad or iphone for video recording
Learning Objectives: Tutors will learn the ten key steps of the tutoring cycle and how each step works to
empower students to become independent learners.

Activity
Create video of
tutoring cycle (p.
#11)

Objective

Process

Assessment/ Feedback

Tutors learn and

understand the ten
steps of the tutoring
cycle by having it
presented to them in a
fictional scenario and
later reinforce this
knowledge by putting
it into practice and
later evaluating their
performance.

Session 2
Tutoring Cycle

The purpose of peer tutoring is to

empower students to become
independent learners.

In order for tutoring to be eective, the tutor and tutee should follow the ten
steps of a tutoring cycle to assure that learning is, indeed, taking place in
ways which respect the tutees rightful quest for independence.
The word cycle is important because learning is cyclical. In general, one
first identifies what is to be learned, consciously or unconsciously sets
some strategy for learning, learns, then moves on to the next learning task;
and the cycle continues.

Watch The Tutoring Cycle in Action

10 STEPS OF TUTORING CYCLE

1. Greet and set climate:
The warmth of the greeting, the arrangement of the chairs and tables to facilitate integration, eye contact,
and smiles are each related to a positive tone. The arrangement of the furniture may seem petty, but it is
important.
2. Identify task & set goals:
Many tutees are happy to volunteer what it is they with to work on. The tutor should provide them the
opportunity to do so. Taking time in the beginning will save time during the session.
3. Break task into parts:
Many tasks have several parts or sequence. The skilled tutor will work with the tutee to determine the parts
and amount of time necessary to accomplish each part.
4. Identify thought processes: (This is one of the two most important steps in tutoring)
In this step the tutor must work with the tutee to understand that there are general steps to approach each
type of task and then learn how to approach the type of task with which the tutee is having diculty.
5. Set an agenda:
Skillful tutors use statements such as, "Well, we have 40 minutes , how shall we spend them?" or "How
shall we allocate the time we have remaining?" Follow the agenda, but be flexible.
6. Address the task:
Get down to the business at hand. The tutor will provide the student the opportunity to work. The course
materials should be the expert, not the tutor.
7. Tutee summary of content and process: (This is the other important step.)
The student will discuss the steps they took to complete the task then identify the underlying processes
which can be applied in similar examples.
8. Confirmation:
In this step the tutor will provide some form of positive feedback to their tutee. Reinforce specific
accomplishments and provide thoughtful evaluation.
9. Next steps:
The skillful tutor will work with their tutee to understand how they can apply their new knowledge. If time
permits the tutor and tutee can move on to a new task.
10. Close and goodbye:
The tutor and tutee will close out the session by reviewing the information discussed. And brainstorm ideas
for the tutee to practice outside of tutoring. This is also an opportunity to plan for the next meeting
including times and tasks.

PEER TUTOR BLOG: Topic #4

Now that you have seen how the tutoring cycle happens. You will work with a partner to create
your own video of the tutoring cycle. You will take turn to be tutor and tutee in the video. To create
a script for this video, you should use the template below for storyboard.
After you are done with your video, you need to upload to Youtube and share the link on the Peer Tutor
Blog Topic #4: http://peertutorblog.weebly.com/

Screen

Narration

1. Greet & set climate

2. Identify task & set goals

3. Break task into parts

4. Identify thought processes

5. Set an agenda

6. Address the task

7. Tutee summary of content & process

8. Confirmation

9. Next steps

10. Close & goodbye

10

3
Techniques for
Involving Students

Tell me and I forget. Teach

me and I remember. Involve
me and I learn.
Benjamin Franklin

Session 3 Plan
TECHNIQUES FOR INVOLVING STUDENTS
Intended CRLA Level: I
Materials needed: iBook | internet access for blog | microphone to for audio recording on GoAnimate website
Learning Objectives: Tutors will learn key techniques for involving students in tutoring sessions and eective
questioning strategies to use in one-on-one and group sessions. Tutors will also learn important tutoring
methods that keep the tutee focused on individual problem solving, setting goals and self-progress (i.e. tutees
should NOT relying on the tutor to complete assignments on their behalf).

Assessment Strategies:

- Observation session conducted by the program supervisor

- Self-assessment

Activity

Objective
Tutors
understand
eective
techniques
for
engaging
tutees,
how to ask
thought
provoking
questions
and how to
keep
tutees on
track with
their
individual
goals.

Process

Assessment/ Feedback

After watching the

GoAnimate video in this
chapter, tutors will be
required to create a 1-2
minute video of their own
video using the
GoAnimate site and
upload it to the Peer Tutor
Blog. Tutors will be able
to watch the posted
videos, discuss any
questions or concerns,
and comment on each
others work.

12

Session 3 - Unit 1
Techniques for Involving
Students

Use student names whenever possible.

Variation is also one of the best ways to keep students involved.
Whenever you are lecturing, leading a discussion, or doing one-on-one
tutoring, try using games and simulations, role playing, or audiovisuals
aids.
Reiterate what students have said. Paraphrasing or referring back to
student ideas and comments builds rapport and increases involvement.
Build some regular time into your tutoring sessions for student questions
and comments.
Mix informational with more abstract questions; avoid asking a series of
questions with specific, factual answers.
Allow at least 10-15 seconds after asking a question for students to
answer. Dont panic if students havent answered yet; simply rephrase the
question and wait.
Never ask questions that seem open-ended when you have answer in
mind.
In group sessions, be mindful of bias. Research suggests that both male
and female teachers tend to respond more frequently and favorably to
comments by male students than they do to comments by female
students. Men also tend to speak more often in class than women do. It is
important that tutors be aware of this tendency. Avoid the use of sexist
terms (e.g., exclusive use of pronoun he in the examples used).
Be aware that there are at least as many different learning styles as there
are teaching styles. Experiment with different ways of explaining topics;
this will help you reach each of your tutees.
13

Session 3 - Unit 2
Techniques for Questioning

ONE ON ONE

GROUP

Give students thinking time or

wait time after asking a question.

Sometimes turn a student question

back to the group. If no one can
answer it, you know its something
difficult for everyone.

Move from simple questions to

those that require thought. Avoid
questions that need only a yes/no
answer.

Dont let a few students dominate a

discussion. Get all students
involved.

Ask only one question at a time.

If you ask a question and

immediately get a response, even if
its right you can ask others what
they think.

If you dont understand a students

question, ask for clarification.

If you decide to call on a student,

first ask the question, pause and
then call on the student. Avoid going
around the room in an obvious order
asking questions.

Dont ask, Do you understand? or

Do you have any questions from
last weeks lecture?

Move around the room in a way that

promotes discussion.

Dont say You should know that or

We covered that last week.
Instead, consider asking another
student to answer the question.
14

Session 3 - Unit 3
How Not to do a Tutees
Homework

Attitudes
Giving into a students pleas for the answer is detrimental for him/her in
the long run. It robs the student of a sense of self-achievement and
independence, and teaches him/her dependency and manipulation.
Concern about what the student thinks of you can interfere with what the
student needs. That is, preservation of a liberal, do-gooder image is less
important than the student learning self- suciency.
Goal: Student feeling that he/she learned a lot and did it him/herself.
Methods
Start small: Use success-assured activities. Ask the student how he/she
would begin or approach the problem if he/she had confidence. Ignore the
students actions or statements of anxiety regarding getting the answer.
Interrupt negative comments with a question about the problem.
Repeatedly return his/her attention to the necessary steps he/she must
take. Ask the student to build on what he/she does know about the
question or problem.
Resist answering the question Is this right? Suggest that the student find
a way to check the answer him/herself.
Praise the student for small, independent steps.
Yield
1.The student learns that its okay not to have an instant answer.
2.The student develops greater patience with him/herself and lessens
his/her anxiety.
3.The student is given the opportunity to experience a sense of
achievement and confidence.
He/She learns this through breaking the problem into small, doable tasks
rather than anxiously hoping for an immediate answer to the whole
problem. Other, less accepting or patient people may have never tolerated
his/her pace of solving problems. They may have robbed him/her of the
chance of achieving for him/herself at his/her own rate.

15

PEER TUTOR BLOG: Topic #5

In this activity, you will create a scenario for a tutoring session in which you will use at least two
techniques from each unit 1 and 2.
Go to GoAnimate website to create a 2-minute video to show your scenario. You can use any
theme that you like for your video.
After you are done with your video, you need to upload to Youtube and post the link on the Peer Tutor
Blog Topic #5: https://sites.google.com/site/peertutorblog/
Share your thoughts about any challenge or question you have for this activity.
Respond to other tutors video from the Peer Tutor Blog

16

4
Building
Communication Skills

When one teaches, two

learn.
Robert Half

Session 4 Plan
BUILDING COMMUNICATION SKILLS
Intended Level : CRLA Level I
Materials needed: Jumpstart your Tutoring Skills iBook | Internet access for blog and online forms | Blog: http://peertutorblog.weebly.com/
Learning Objectives:

Students will be able to:

identify factors that could make the communication process in a tutoring situation dicult
identify basic components of tutor talk options
analyze the type of communication that goes on in a tutoring situation
reflect on what makes eective listening, speaking and feedback
recognize behaviors that foster active listening skills
Distinguish between eective and ineective listening skills
employ active listening skills

Assessment Strategies: Students will be assessed as follows:

Activity

Observation session conducted by the program supervisor.

Self-assessment & Questionnaire to evaluate their use of eective listening strategies.

Objective

Process

Assessment/ Feedback

Peer Tutor Blog

(Topic 6)

Students will reflect and share their

ideas about factors that could make
the communication process in a
tutoring situation difficult.

Students will read Session 4 (p.19) and then

post a comment in the Peer Tutor Blog Topic 6

Facilitator monitors responses on the blog and

comments on students input to give feedback
and move the conversation forward.

Communication Analysis

Students will identify basic

components of tutor talk

Students will watch Writing Tutoring - The Right

Way the complete the communication analysis
form (p.19) to identify and analyze what the tutor
talks about and listens to in the tutoring situation.

Facilitator monitors response excel sheet then

makes sure to provide a summary to all students.

Characteristics of
effective communication

Students will reflect on their own

experience and knowledge about
effective listening, speaking and
feedback skills

Students will read p. 20 then share their thoughts

on what are some of the characteristics of
effective listening, speaking and feedback skills
on the blog topic 7

facilitator monitors responses on the blog and

comments on students input to give feedback
and move the conversation forward.

Listening skillsAttending behavior

Students will distinguish between

various attending behaviors that
demonstrate effective listening

Students will read Session 4 (p. 21) then answer

the review questions to test their comprehension.

Session Observation Task to be scheduled at

the end of the session: In the session
observation, facilitator will note her/his
observation on students attending behavior and
listening skills.

Effective vs. Ineffective

Listening Strategies

Students will distinguish between

effective and ineffective listening
strategies

Students will read Session 4 (p.22) and go over

the examples of Effective vs. Ineffective listening
strategies then complete the self assessment
form to evaluate their listening strengths and
weaknesses and set action items to improve.
Students will also reflect on the importance of
effective listening skills in a tutoring situation in
the Peer Tutor Blog Topic 8.

facilitator reviews individuals forms then

addresses students input in the feedback session
after as part of the session observation routine.

Reflecting Feeling and

Paraphrasing Content

Students will recognize the impact of

tutees affective state on their learning
and identify ways to address them so
that tutoring can effectively take place

Students read p.23 and learn about effective

listening strategies, Reflecting Feeling and
Paraphrasing Content then complete the quiz to
check their understanding.

Session Observation Task to be scheduled at

the end of the session: In the session
observation, facilitator will note her/his
observation on students Reflecting Feeling and
Paraphrasing Content strategies.

Summary and Silence

and 6PQ Method

Students will practice Summary and

Silence strategies and employ 6PQ
Method, a procedure for guiding
students while avoiding telling and
lecturing rather practicing effective
listening.

Students will read p. 24 and complete the 6PQ

questionnaire to assess their effective listening
skills and the frequency they utilize the strategies
discussed.

Self Assessment 6PQ Method Questionnaire.

18

Session 4
Building Communication Skills

Communication skills of
speaking and listening often
are taken for granted
because we do them all the
time. But in tutoring, its
essential that they are not
just done, but are done
carefully and effectively.

Importance of Communication Skills

Tutoring is a social interaction involving teaching and learning. Due to the
social nature of tutoring, eective
Communication is crucial. As a tutor, it is your responsibility to ensure that
you really understand your students and that your students really
understand you.

Possible factors that may make the communication process

difficult:
Some factors that could make the communication process dicult may
include:
Dierent native language backgrounds of tutors and students being
tutored
Cultural behaviors may be misinterpreted and lead to
misunderstanding between the tutor and the students
Students not having prior content knowledge to communicate
eectively about what they need help learning can hinder
communication
PEER TUTOR BLOG: Topic 6
Blog about other example that you can think of that could make the
communication process difficult. Post your examples on the Peer
Tutor Blog (topic 6) at http://peertutorblog.weebly.com/

Communication Analysis
Communication Analysis
Form

Complete this form after you

watch the Writing Tutoring The Right Way video.

Watch the video Writing Tutoring

The Right Way and then
complete the Communication
Analysis form. While you are
watching the video, pay close
attention to what the tutor speaks
about in a tutoring situation (for
example, giving students
feedback, on their performance).
You also need to analyze the
things that the tutor listens to in a
tutoring situation. In the form, you
will be prompted to give examples
of what tutors speak about and
listen to in a tutoring situation.

VIDEO: Writing Tutoring The Right Way

While watching this video pay

attention to what the peer
tutor talks about and listens
to.

19

Characteristics of Effective Communication

Because speaking and listening are so much a part of our everyday life
experience, we all are likely to have experienced both eective and
ineective speaking and listening.
Think about your own specific experiences regarding the following questions
that are intended to help stimulate your thinking so that you can generate
your own ideas about the characteristics of eective communication.
1. When you heard a very eective speaker, what were the features that made
the persons speech so eective?
2. When you have been eective speaking, what was it that made your speech
so eective?
3. When you have been a good listener, what was it that made your listening
good?
4. When someone else has been a good listener for you, what made that
persons listening so good?
5. When you have been eective in giving someone feedback on their
performance, what is it that made the feedback eective?
6. When someone has given you feedback on your performance, what was it
that made the feedback eective?

PEER TUTOR BLOG: Topic 7

Think about your own specific experiences regarding the questions
listed above.
Share your own ideas and experiences about the characteristics of
effective communication in the Peer Tutor Blog (Topic 7) at: http://
peertutorblog.weebly.com

Session 4 - Unit 1

Effective Listening Skills

Building Effective Listening

Good listening skills are common courtesy but are especially important in
finding out what is causing the tutee problems and for actual teaching of
content.
Tutors should practice four basic listening skills that will discuss in this unit;
Attending Behavior (including body posture, eye contact, and making
comments),
Active Listening,
Reflection of Feeling / Reflection of Content, and
Summary and Silence

Often, the best tutor is the best

listener, not the best talker or
lecturer

20

Attending Behavior
Attending behavior occurs when you are paying attention to what your tutee is saying. Good attending
behavior, both verbal and non-verbal, communicates to your tutee that you are interested, receptive, and
respectful of what she/he has to say.
Good attending behavior consists of three components: body posture, eye contact, and listening cues:

Body Posture: Adopt a posture that is comfortable and

Review Attending Behavior

Question 1 of 4
Cultural differences have various levels
of comfort with this behavior

relaxing for you without being so relaxed that you are

slouching. If you are sitting at a table, lean forward
slightly so as to show interest and to facilitate eye
contact. A posture that feels natural to you will allow
you to act and respond naturally, too. Avoid distracting
gestures or fidgeting. Be aware of your facial
expression. Relax, but maintain your professionalism.
Eye Contact: Establish eye contact with your tutees;

A. Body Posture
B. Eye Contact
C. Listening Cues

Check Answer

doing so tells them that you are attending to what they

are saying. Watch your tutees body language, if she /
he begins to fidget or show other signs of discomfort,
you might be overdoing the eye contact. Cultural
dierences may account for varying levels of comfort.
Listening Cues: When appropriate, make noises that
show you are listening, such as a simple mmm hmmm
or yes. Such utterances are non-judgmental and
encourage your tutees to pursue their own line of
thought.
Good attending behavior as described above can help
you improve your eectiveness as a listener.

21

Active Listening
Active listening involves attention, energy, and thought. The goal of active listening is to understand and remember
important information. Active listening is especially important in a one-on-one tutorial session. From the start, a
peer educator needs to analyze information given by the student and make an immediate decision about how to
proceed in the session. Thus, decision-making is an important component of active listening
(Lipsky, 2011).

PEER TUTOR BLOG TOPIC 8

The chart below lists examples of effective and ineffective listening strategies. Go over the examples then
answer the following question the Peer Tutor Blog (Topic 8) at: http://peertutorblog.weebly.com
Question: What do you think some differences might be for a student who has a passive, superficial
listener as a tutor, as compared to a student who is tutored by an active, analytical listener?

Self-Assessment: My
Listening Strengths &
Weaknesses

Based on the list of Effective

vs Ineffective Listening
Strategies as well as based
on your knowledge and
experience as peer tutor,
state what you consider to be
your listening strengths and
weaknesses by completing
this form.

Effective vs Ineffective Listening Strategies

Effective Listening Strategies

Ineffective Listening Strategies

Implication, symbolic interpretation

Literal interpretation

Focus on relationship between ideas

Focus on words, isolated sentences

Selective

Unselective

Synthesize, draw conclusions

Not synthesize, draw conclusions

Relate information to general knowledge

and world knowledge and experience

Not relate information to general

experience

Active processing information

Passive reception of information

Identify supporting information

Not identify supporting information

Recognize lack of understanding

Not aware of comprehension derails

Selectively clarify when comprehension

derails

Not clarify when recognize lack of

understanding

Good concentration, shut out distraction

Poor concentration, easily distracted

Attempt to store information

Not attempt to store information

Objective evaluation of information

Subjective evaluation of information

22

Reflection of Feeling / Paraphrasing Content

Tutoring must also take into account the emotional or
aective state of the learner. Sometimes students are so
upset that the tutor must address aective concerns before
tutoring can eectively take place.

Check your understanding by identifying

whether each statement is an example of
Reflecting the Feeling (RF) or
Paraphrasing the Content (PC)

Question 1 of 8
Holding up a mirror to the student

Reflecting the feeling is a listening skill that conveys

understanding and empathy to the speaker.
By acknowledging a students feelings through reflecting
them back, holding up a mirror, a tutor can refocus on the
academic content planned for the tutoring session or
postpone the session until the student is more receptive to
learning. To reflect the feeling, acknowledge the students
feelings by verifying your impression and encouraging the
student to talk about it (ex. you look worried, whats
wrong?).
Paraphrasing the content is similar to reflecting the
feelings because it involves reflecting back what you
heard or the impression you get while listening.
Paraphrasing is rephrasing what the tutee has said in order
to check on its accuracy or to prompt some elaboration
from the tutee. A good paraphrase should:
Capture the essence of what the person said, leaving
out the details.
Convey the same meaning but usually using dierent
words.
be brief, shorter than what the person said
be clear and concise, clarifying but not confusing.
be tentative, inviting the client to disagree with or to
correct your paraphrase if it is inaccurate.

A. RF
B. PC

Example of a good paraphrase:

Student: I think what I wrote in the third paragraph sounds
like the opposite of what I wrote in the second paragraph.
Tutor: So you think theres an inconsistency in what you
wrote at dierent points in your essay?

Check Answer

23

Summary and Silence

Active listening might also consist of summary and
silence.
Reflection of feeling and paraphrasing content are
tools for encouraging your tutee to say more if more
needs to be said. While your tutee is talking, pay
attention and dont interrupt; then, when you get the
chance, try to summarize both the content of and
the feeling behind what she/he said.
Summary
A good summary is brief, concise, and tentative. It
also:
Acts as a perception check
Clarifies the situation
Points out conflicts
Lists priorities
Demonstrates accurate empathy
Captures the essence of the contact
Ties together both feelings and content
Directs the course of future interaction,
decisions, and planning
Silence
So what happens if youve practiced good attending
behavior, and youve really followed everything the
tutee said; however, now there is a pause, and you
cant think of anything to say! What do you do?
Simple: dont say anything! Silence is one of the
most eective tools at your disposal, yet we rarely
use it because it is against our nature to allow
silence. Sometimes tutors panic when there is
silence, but silence gives your tutees time to process
their ideas or knowledge.
The next time you tutor, note how much time passes
before you feel the urge to say something. If you are
a typical teacher, you might wait less than a second
for a response. Try waiting longer at least ten
seconds before breaking the silence.

6PQ Method
As we have mentioned earlier in this session, eective
listening skills are common courtesy but are especially
important for you as a peer tutor to find out where the
tutee is facing problems and develop a strategy to
focus on specific teaching content. The 6PQ Method
is a six-step process that was developed in a tutoring
context at Oregons Chemekata Community College.
Its a procedure for guiding students while avoiding
telling and lecturing rather practicing eective
listening.
6PQ Method
1. Preface

Establish rapport and

determine the topic

What do you need to

know about ...?

2.Pace

Determine what the

student already knows

Tell me everything you

know about..?

3. Probe

Investigate the limits of

the students knowledge
by seeking more
detailed information

How do you know that?

4. Prod

Have the student make

an educated guess what
the answer could be.
Ask, What do you think
the answer might be?

If you had to guess, what

would you say?

Give the student a

hint.

Give hints for the correct

answer by providing
simple examples of the
answer in the form of a
question

Have the student apply

the content / skill.

Help the student to see

other applications for the
information or to help
make connections to
larger issues.

5. Prompt

6. Process

6PQ Model Questionnaire: Please complete the

following questionnaire that is designed to stimulate
your thinking about your tutoring strategies.

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