Abstract

Tutoring programs that are independent from classroom curriculum can create a second set of expectations and assignments for children, and can become confusing. This practice recommends frequent contact between teachers, onsite coordinators, and tutors to deliver effective tutoring services to children. Excerpted from Northwest Regional Education Laboratory's So That Every Child Can Read publication.

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Issue

Classroom teachers are generally responsible for recommending children for tutoring based upon classroom observations, test scores and individual needs. Although site coordinators and tutors have general guidelines for tutoring sessions, the classroom teacher can help the tutor customize tutoring sessions that will best meet the needs of the student and compliment classroom instruction. Therefore, a teacher's participation in the tutoring program is critical to success. Without this coordination, tutoring sessions risk confusing children with untimely information.

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Action

Coordinate the expectations and the curriculum between the teacher and the tutor.

 

• Teacher defines goals for the student, and the tutor and teacher work together to meet those goals.
• Schedule regular interaction between teacher and tutor through daily contact, periodical updates, or frequent correspondence.
• Teacher meets individually with tutors before tutors are assigned children.

Teachers, onsite coordinators, and tutors are provided opportunities to exchange information. This can be accomplished as a face-to-face meeting, or simply by leaving notes for each other.

 

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Citation

Potter, Jana, Judy Blankenship, and Laura Carlsmith, So That Every Child Can Read... America Reads Community Tutoring Partnerships. A Review of Effective and Promising Practices in Volunteer Reading Tutoring Programs. Portland, Oregon: Northwest Regional Educational Laboratory, April 1999. pp.13 and 16.

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Outcome

The tutoring experience is more effective for the child as a result of the closer coordination between the tutoring and classroom instruction.

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Posted On

September 18, 2000

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For More Information

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Resources

Read "Building Effective Partnerships: Teachers" in Building Effective Partnerships by the Northwest Regional Educational Laboratory.

Related Practices

• Using an observation period to train new tutors

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Related sites

America Reads: Principles and Key Components

Topic Areas

• Tutoring
• Schools
• Volunteer
• Staff
• K-12
• Students
• LEARNS
• Education

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