What Dog is Your Tutoring Style?
Discover Your Tutoring Style
Uncover the unique tutoring persona that matches your approach to teaching! This engaging quiz will lead you through a series of questions designed to reveal your tutoring style based on your preferences and experiences.
With questions covering everything from session beginnings to your favorite writing processes, you will get valuable insights into how you can connect better with your students and enhance your effectiveness. Here are some highlights:
- Explore your assignment preferences
- Identify rewarding moments in tutoring
- Reflect on your ideal student interactions
How do you begin your sessions?
Establish goals
Establish rapport
Evaluate student/client
Quickly / Straight to the point
What is your preferred type of assignment to work on (with a student)?
Analytical essays
Creative writing
Short-form / Discussion work
Non-assignments / Practicing concepts
Something weird. A video or performance
PPT Presentations
Resumes, applications, personal goals, etc.
BIG assignments / Capstones
What is your biggest tutoring "pet peeve"?
No-show appointments
Unclear/no goals
The My-Professor-Made-Me-Come-Here eyeroll
Plagiarism is Fun and Fine, actually
"It's due at midnight"
15 page paper, 30 minute appointment
What makes this job rewarding for you?
Seeing the realization in a student's eyes when they understand a concept
Fostering a long-term love of writing in someone
Raising someone's confident in their abilities
Making an impact in so many different lives
Long-term improvement in a regular student
Establishing a strong enough rapport for a regular client
Which of these sounds like the biggest "nightmare session" to you?
A student with no goals comes in late. They forgot the rubric and prompt for the assignment. They want to explain it (poorly) instead of logging into Blackboard.
A student wants to fully revise a ten page paper in a thirty-minute appointment. The paper is due within half an hour of finishing your appointment and it is clearly still in a rough-draft phase.
A student comes in with no assignment and unwilling to practice skills. They complain that their professor makes them attend a session each month, but they don't believe they need any assistance
A student is unable to complete or even attempt the assignment in front of them. Something has clearly upset them prior to coming to this meeting. They sniffle and avoid eye contact, but won't respond to your concerns.
A student speaks poorly of a professor you are quite fond of. You are unable to disagree or contradict them. You try to move on with the assignment, but they continue harping on their dislike for that professor
A student brings their assignment in with the expectation that the work will be performed from them. They are obstinate to encouragement by the tutor to perform the work themselves. They question what the purpose of the center is if you don't edit their spelling mistakes
How do you transition into the Post-Session Report Form?
Five or so minutes before the session ends. I remind the student regularly about the time they have left
Lightning round. We work until the last possible minute to maximize tutor-time
What stage of the writing process do you MOST enjoy working on (with a student)?
Brainstorming
Outlining
Drafting
Revising
Editing
What stage of the writing process do you LEAST enjoy working on (with a student)?
Brainstorming
Outlining
Drafting
Revising
Editing
Do you prefer long or short sessions?
Longer sessions. I like to dig into a concept with a student.
Longer sessions. Students establish better rapport with more time to talk
Shorter sessions. Students are more casual and friendly
Shorter sessions. I like seeing a wide variety of students
No preference
If you could work anytime of day, when would it be (and why)?
Morning. Grad students and early risers make the best clients.
Afternoon. Lunchtime students are relaxed and have ample time to finish their assignments.
Evening. Night-owls are no-nonsense, straight-to-the-point clients. It helps that the assignment is due in an hour.
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