July 27, 2013

Being friendly: Building an effective tutor-student relationship

by Nalini Lasiewicz, Crossroads of Learning

Academic advisers at the Canadian Student Leadership Association (CSLA) note that students are more motivated to learn — and learn more — when they like the teacher.  By practicing techniques of friendliness, learning specialists can be most effective in their roles, whether as a peer tutor, a volunteer mentor or a manager of academic learning center, writing center, or tutorial service. There is, however, a difference between being friendly and trying to be a friend.  Tutors need not confuse the two.

When working with students to improve their comprehension and understanding, CSLA recommends these friendly and respectful behaviors:

  • Act as an equal — Avoid appearing superior or snobbish.
  • Be dynamic — Students appreciate someone who is active and enthusiastic.
  • Create a learning environment — Choose a location and a situation that makes learning fun, interesting and entertaining.
  • Be comfortable — Be at ease with yourself.
  • Concede some control — Allow the student to lead and pursue knowledge.
  • Show interest — Be interested in what they have to say and remember their likes, hobbies and interests.
  • Be optimistic — Convey a positive outlook. This will be contagious.

The attitude of friendliness is a step above basic etiquette.  Experienced tutors should already have a commitment to average social norms such as being on time to all your tutoring sessions, planning the sessions so that the student’s time is respected, dressing appropriately and attending to one’s own personal cleanliness. The “Tutoring Foundations” curriculum from Crossroads of Learning also stresses that tutors should refrain from using obscene, insulting or slang language.  Another rule of etiquette for tutors is to avoid embarrassing or belittling their students. When problems arise, try to speak in a diplomatic way to avoid hurt feelings.

Sometimes the line between being friendly — and being friends — can feel a bit blurry.  For example, once a level of trust in the relationship has been built, students may ask their tutor personal questions, or make inappropriate comments.  In order to avoid this,  a very brief greeting period at the beginning of the session to catch up a bit is recommended, being sure to keep it lighthearted or school related, and then getting back to work, staying on task in a friendly and professional manner!

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Portions of this article are excerpts from “Being Friendly”, reprinted with permission from the Canadian Student Leadership Association. Other portions are from “Tutoring Foundations”, a training curriculum created by Crossroads of Learning © 2013 and developed with the National Tutoring Association (NTA) and Fielding Graduate University. Crossroads of Learning professional development for tutors, trainers or academic coaches is available via on-line courses or a train-the-trainer/workbook program. All courses and materials articulate with NTA Certification requirements. For more information call Nalini Lasiewicz at 818.249.9692 ext 2 or click here to request information.

Filed under: Academic Learning Centers,Associations,Crossroads of Learning,Peer-Tutoring,Small Private Practices,Training/Education,Tutoring Practices

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