Beyond improving a student’s marks and making them confident, what are some other goals that might be within your scope as GI? (4)
- Building a strong rel with the student
- Promoting independent learning
- Personalising tuition sessions
- Implementing and providing multiple perspectives and insights
What are some perspectives that one can take into lessons that will enhance the experience?
- Commitment: commit to the students success and hold space for them as an individual
- Acceptance: Complete acceptance of individuals different to yourself
- Empathy: Sense their emotions, understand their perspectives - active and reflective listening.
Other than in exceptional circumstances, how should a lesson be conducted? (14 Steps)
Pre-lesson:
1. Lesson prep
2. Greet the student (tops 5 mins)
Lesson:
3. Check the homework (or what they have done since last lesson)
4. ID what you are working
5. Break the task into different parts (student led)
6. Set the agenda (student write down and tick)
7. Address the tasks (majority. The more the student talks/explains the better)
8. Have the student summarize the content
9. Any more questions?
10. Set homework
Post-lesson
11. Arrange and confirm the next session
12. Issue constructive criticism (anything making process less effective)
13. Solicit criticism (anything making process less effective - offer suggestions if they are hesitant
14. Issue praise
PG CIBAASQH ACCP
What should be included in your lesson prep? (5)
- Recall previous lesson
- Revise the homework
- Prepare a clear plan
- Collect resources
- Ground yourself and open the space
The first lesson is NB, it is an opportunity to set the base for a…
…warm, friendly relationship but one that is also a learning relationship - you are not their best friend.
The first lesson is crucial, as it sets the tone and structure for future lessons. In addition to good prep (review meta, objectives, other tutors work etc) one should do a few things before the usual anatomy of the lesson. What are they? (3)
- Introductions
- Goal setting
- Discussing expectations and routines
In the first lesson, and introduction is important. How should it be done?
- use their name
- get to know them (active listening)
- introduce yourself
Longer should be spend here than in the greeting portion of a normal lesson
During the first lesson, one of the first things to be done is to set goals. What is important to consider when doing this? (6)
- know their META goals
- ask their goals (indep or their EL and parents)
- set micro-goals if student is not setting appropriate ones
- discuss systems vs goals and challenge them to come up with systems
- “why?” questions to deepen intention
- set SMART goals
During the first lesson, one of the first things to be done is to is discuss expectations and routines. Give some of the important points to consider here.(4)
- the nature of your student will determine how firm and elaborate your expectations are (this can be crushing and frustrating for high achieving students or motivating and positive for low-discipline students)
- set out your commitments and the consequences of you not meeting them
- guide, discuss and agree to their commitments and the consequences of failing to meet them
- discuss harsher consequences if the student regularly behaves undesirably (screen time, lose pocket money)
What is required from a GI after a first lesson?
- post a first lesson VN debrief on the P&D group in 6QD format
