CONTENTS Preface and Acknowledgments Introduction Recommended Reading 1: Attitudes, Anxieties, and Expectations Normal Fears and Anxieties Will the Students Like Me? Will I Like My Students? Will I Be Able to Fit in with and Understand Kids Who Are Different? Will I Be Able to Teach the Students? Will I Succeed? Unconditional Acceptance Attitudes Giving Up Expectations Displaying Enthusiasm and Interest Feeling Empathy Practices Practicing Patience Being Observant and Asking Questions Interacting as an Equal Recommended Reading 2. Building Relationships Making Connections Responding to a Request for Help Picking up on an Interest Avoiding Gifts and Bribes Building Trust Overcoming Past Experiences Showing Respect Establishing Reciprocity A Few Practical Concerns Motivating Students to Learn Applying Tutee Interests Providing Companionship Bargaining on the Relationship Setting Goals Going beyond Academics Establishing Boundaries Dealing with Jealousy Preventing Overdependence Recommended Reading 3. Teaching Techniques Getting Students Interested and Involved Drawing on Student Interests Making Work Visual and Hands-On Encouraging Friendly Competition Easing Student Fears Showing Support Breaking Assignments into Manageable Steps Tying in Familiar Concepts Letting the Student Lead Listening to Students Looking at What's Not Working Adjusting as You Go Challenging Students Recognizing Student Ploys Recommended Reading 4. Race, Gender, Class, and Background Anticipating Differences Before the Relationship Begins Quieting Presite Fears Evaluating First Impressions Adjusting to Organizational Set-Ups Riding the Roller-Coaster Relationship Allowing for the Student's Attitude Putting Your Foot in Your Mouth Coping with Situations You Have No Idea How to Deal With Overcoming Differences Fitting in and Being as "Same" as Possible Maximizing Acceptance of Your Difference Opening Up a Conversation Recommended Reading 5. Other Adults: Parents, Teachers, and Administrators Attitudes and Involvement of the Other Adults Involvement with the Tutors General Interest and Involvement in the Students' Lives Discouragement and Lack of Involvement Assignments and Activities Labeling What Can I Do as a Tutor? Forming Relationships with the Other Adults Trying to Ignore Labels Recommended Reading 6. Good-byes: Ending the Tutoring Relationship Difficulties in Saying Good-bye Harmful Ways of Saying Good-bye Not Saying Good-bye Making Empty Promises How to Say Good-bye: The Clean-Break Principle Gifts Talking about the Experience Learning Experiences Recommended Reading Twenty-Five Final Pointers for Tutors To the Reader Bibliography
The authoritative manual for both the aspiring and seasoned tutor
Jerome Rabow, the recipient of numerous distinguished teaching awards, is co-author of Cracks in the Classroom Wall: An Analysis with Readings. He is Professor Emeritus of Sociology at the University of California, Los Angeles. Tiffani Chin is an experienced tutor and Ph.D. candidate researching education and sociology at UCLA. Nima A. Fahimian, also an experienced tutor, studies medicine at the UCLA School of Medicine.
"This book offers a scholarly and practical perspective on tutoring both as an art and [as a] science. It is a must read for those who hope to be effective tutors, for those who intend to establish serious tutorial programs, for educators and policy-makers." --Walter R. Allen, Professor of Sociology and African American Studies, UCLA "...The authors do more than prepare tutors to teach; through poignant vignettes and judicious advice, they prepare tutors to form relationships and, in the process, to learn more about themselves." --Sonia M. Nieto, University of Massachusetts "This book targets and solves the many relationship problems between tutors and clients with insight and sensitivity" --Selma R. Zimmerman, New York City Board of Education "What the novice tutor needs is reassurance. That is exactly what Tutoring Matters offers through the accounts of others and the concrete details that are so clearly presented in this book. Well done!" --Wilbur Rippy, New York's Bank Street College of Education "The most practical, concrete, appealing, and intellectually coherent preparation material I have seen. We will use it, not only in our school tutorial program, but also in our work with juvenile detention systems and the homeless." --Mark A. Chesler, Community Service Learning Programs, University of Michigan "I believe that tutoring is distinguished from teaching by the nature of the personal relationship that is built between the tutor and his or her charge. This book makes that point with crystal clarity." --Richard Cone, Joint Educational Project, University of Southern California "Essential strategies; key insights. A 'must have' sourcebook for literacy tutors." --Robert W. Maloy, co-author of The Essential Career Guide to Becoming a Middle and High School Teacher and Schools for an Information Age "...A much needed book for everyone who is called upon to assist others in the process of learning and discovery...I for one found much of value for my own work, even after 30 years of teaching..." --Helen S. Astin, University of California, Los Angeles