Guidelines for Reviewing Tutor Videos

Outcome Rubric for Tutor Videos (Excel version)

Outomes Rubric for Tutor videos (pdf version)

Senior Tutors, we are counting on you to make this an intensive, memorable learning experience for the new tutors. Please review these tips and print out so you can refer to them during your meeting with your new tutors.

Remind your new tutors to schedule themselves EARLY. If a tutor in your "case load" hasn't called yet to schedule a viewing, call or leave a note to remind them to meet with you. Check the LRNA Canvas syllabus for the due date for this assignment. 

All new tutors should have videotaped themselves a week before the due date, to allow time to watch the recording with the Senior Tutor.

When you arrange the meeting, make sure your assigned new tutor understand what they need to do before seeing you: watch the recording, answer the questions on the assignment, and choose a 10 minute segment to watch with you.

Allow about 30 minutes to meet with the tutor to review the video.

Arrange to meet via Zoom, or on campus, in a quiet place and a screen big enough to view the recording together.

Have the rubric (linked about) handy, and review handouts. The goal is to get the tutor to connect concepts and techniques from class to actual sessions and students. Use terminology from class when you see it (i.e. agenda, goals, echoing, wait time, wrap-up, summarizing)

Remember what it was like for you when you did this assignment. Talk to other Senior Tutors about what their viewing sessions were like.

In general:

Give lots of positive reinforcement for what the tutor did accomplish.

Use language such as "I observed____ and noticed that you/your student appeared ____. What do you think that was about? What else could you do to _____?

Remember to use good tutoring techniques yourself: as a Senior Tutor, you are a role model. Be positive, encourage the tutor be active in the session, and make it fun!

The guidelines below are just suggestions. Don't feel like you have to ask every question; they are just there to give you ideas and to help you push the learning to a deeper level.

Before watching the video:

Make sure the tutor has done their part. They should have watched the entire video, answered the questions on the assignment, and chosen a 10 minute segment before meeting with you. When you arrange the meeting, make sure the tutor understands this. If, when you meet, the tutor still has not watched the tape and filled out the form, try to arrange another meeting after they have done so.

Get background on the tutor. If you don't already know, find out what type of tutoring they usually do, and how many students they work with overall. How confident do they feel about tutoring? Do they enjoy it? What are their biggest challenges and successes so far?

Get background information on the class/instructor.

  • What class is the tutee taking?
  • What is the instructor like for this class?
  • What usually gives student in the class the most difficulty?

Get background information on the tutee. For weekly individual tutees, have the tutor show you the Tutor Tracking sheets and explain what they have done during previous sessions. For group and drop-in tutors, have them tell you everything they can about the background of the students.

  • Who usually does most of the talking during the session?
  • What are the tutee's main strengths and weaknesses?
  • Does the tutee usually come prepared?
  • Can you identify the student's learning style (auditory, visual, hand-on)?
  • How do you usually set the agenda for the session?
  • Have you ever asked the tutee(s) to help you evaluate the sessions?
  • What techniques have you used with the student? What works best?
  • In general, do you think sessions with this student are productive and positive? Why?

Some specific questions:

  • To get background information on the recorded session, ask:
    • Does this video reflect they way sessions usually go with this tutee? Why or why not?
    • What subject or problems were you working on during this session?
    • What was going on in the class when you had this session?
  • Ask for a preview of the segment.
    • What are we going to see in this segment?
    • Why did you choose this segment?
    • What does this segment show about the tutoring session (e.g. tried a new techniques which worked or didn't work, showed tutor talking too much, showed body language that demonstrates interest or boredom...)?

While watching the videotape

Pay attention to body language.

  • How are the tutor and tutee sitting?
  • Who is controls the pencil and paper? Where are the books?
  • Where are the tutor's and tutee's eyes focused?
  • Do the tutor and tutee both look interested and engaged?

Pay attention to communication.

  • Who speaks more, and why?
  • How much time does the tutor wait for the tutee to respond?
  • Does the tutor use reflecting, clarification, probing, modeling, and other active listening techniques?
  • Does the tutor give lots of positive reinforcement?

Pay attention to tutoring techniques.

  • Does the tutor get the tutee to try problems, answer their own questions, and think for themself?
  • Does the tutor focus on the learning process, rather than the correct answer?
  • Did the tutor ask for a summary of what the student learned?
  • When you see something interesting , pause the recording. Try to get the tutor to notice the same thing you did (either positive or negative) by prompting and giving hints. Discuss and problem solve in a positive way.

After watching the segment

Empathize with the tutor ("I remember when I had a student like that...")

Ask what the tutor plans to do differently, or do more of, in future sessions.

End on a positive note. This may be the last time you meet with the tutors, but let them know you are available if they need you.

ABOVE ALL, BE POSITIVE, BE INSPIRING, AND HAVE FUN!

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