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Tutoring in TEAMS First Class

Page history last edited by Robert W. Maloy 1 month ago

 

"What any person in the world can learn,

almost all persons can learn if provided with appropriate prior and current conditions of learning.”

Benjamin Bloom (Developing Talent in Young People, 1985)

 

 

Impacts of Tutoring


Who is a learner?
Who is a teacher? 
Who is a mentor?
How do these roles affect learning?

 

Reviewing more than 40 years of research, Benjamin Bloom asserted that “the middle 95% of school students become very similar in terms of their measured achievement, learning ability, rate of learning, and motivation for further learning when provided with favorable learning conditions.”

 

His conclusion is that great achievements are not the result of native genius but a “long and intensive process of encouragement, nurturance (affectionate care and attention), education, and training.”

 

Tutored Students Score Better

 

 

 

Importance of Staying in School

  • $83,417: Average earnings of full-time, year-round workers age 18 and older with a bachelor's degree or higher. 
  • $72,896Workers whose highest degree was a bachelor's had mean earnings of $72,896.
  • $42,094Mean earnings for full-time, year-round workers with a high school diploma (includes GED certificate).
  • $31,288: Average earning for workers with less than a ninth grade education. 

 




external image US_Navy_071022-N-6538W-023_Machinist%27s_Mate_3rd_Class_Joseph_Herrera%2C_tutors_1st_graders_at_West_Hills_Elementary_School.jpg

What is Tutoring?


Who is a teacher? 

Who is a tutor? 

Who is learning? 

Are the two roles similar or different?



Tutoring Code of Ethics from Association for the Tutoring Profession




Tutoring is a multi-faceted activity that simultaneously supports students' desires and their learning.

Tutors create favorable learning conditions by providing encouragement, nurturance and strategies for learning. This occurs by

o not giving answersbut demonstrating multiple strategies that students can use to investigate or solve something.

not writing a paperbut coaching kids by talking and writing with them throughout all parts of the writing process.

not reading an assignment to answer questionsbut reading together to comprehend and to enjoy the learning.



From Tutoring Matters: Everything You Wanted to Know about How to Tutor by Jerome Rabow, Tiffani Chin, and Nima Fahimian (Temple University Press, 1999),

the authors note that most tutors have a series of normal fears and anxieties when entering schools:

o Will the students like me?
o Will I like the students?
o Will I be able to fit in with and understand students who are different?
o Will I be able to teach the students?
o Will I succeed?

In response to these anxieties, Rabow, Chin, and Fahimian propose that tutors adopt a specific set of attitudes and behaviors that build a foundation for successful tutoring: giving up expectations, displaying enthusiasm and interest, and feeling empathy.

Be engaging, patient, and observant.

Describe what you see as a learner's strengths and efforts that help learning: "Yay! You did it!" You know how to do that! 

 

Ask questions: "How do you feel now that you learned that?" "How did you get that idea?"

 

Engage in conversations: " Some learning is quick, other learning takes time and all learning has mistakes. That's how we learn!"

 

Interact with students on an equal level, learning together: "Wow! You just made me think of something I had never thought before."

 

 Remember that everyone wants to appear and to feel smart in front of others: "We are all smart. Learning takes time and I like to learn with help from others."

 

Interpersonal skills and strategies that build comfortable relationships include:

o Establishing rapport
o Building trust
o Motivating students' interest
o Sharing each other’s cultures
o Being a role model by discussing your ways of learning and mistakes that helped you learn
o Appreciating cultural differences
o Anticipating, understanding and coping pleasantly with students' frustrations.

TEAMS tutors coach students by responding to needs, concerns, and backgrounds of children and adolescents in these ways:
o Completing homework assignments
o Understanding directions
o Increasing self-confidence
o Working independently
o Thinking critically
o Identifying key ideas
o Expressing themselves confidently in class
o Building English vocabulary for ELL students and for English speakers



 Tutoring = Researching Learning


What has tutoring helped you to learn or do?

 
Who receives tutoringWhy?

 
Who do you think benefits from tutoringHow?

 
What will exceptional tutoring accomplishWhen?

 
How is tutoring similar to and different from teachingWho is helped? What occurs next?


 

  


Five Standards of Effective Pedagogy, Teaching Tolerance

 

National Girls Collaborative Project

 

Stack'em Up, An Introduction to Engineering

 

Cup Stacking Team Building Activity

 

 

 

Yo-Yos

First U.S. Yo-Yo Patent, 1866

 

First U.S. Yo-Yo Patent, 1866

 

 

 

June 6 is National YoYo Day

 

 

7 Cool Things You Didn't Know about YoYos

 

 

History of the YoYo from Time Magazine's All-Time 100 Greatest Toys

 


About Chinese Yo-Yo from Harvard University YoYo Club

 


Yo-Yo History on YouTube


Duncan Toys 'The Original World #1 YoYos'

 

Pedro Flores Yo-yo Circ. 1928-1929

 

  Biography of Pedro Flores, Father of the YoYo

 

  The first U.S. patent for a yo-yo like toy was issued in 1866, but it was not until 1928, that a Filipino immigrant named Pedro Flores popularized the toy.

 

   While working as a porter in a Santa Monica, California hotel, he demonstrated various yo-yo tricks to the guests.

 

   Flores made a key innovation in the yo-yo. Instead of tying a knot around the axel, he used a loop, which allowed the yo-yo to sleep or spin and to perform other tricks.

 

  Flores’s demonstrations proved so popular that he opened the Yo-yo Manufacturing Company in Santa Barbara.

 

Flores is also credited with promoting the yo-yo contests that helped fuel the craze. 

 

 

 

 

 

 

Hula Hoops 

Hula hoopers at Easter Egg Roll, South Lawn of the White House, 2013

 

Hula hoopers at Easter Egg Roll, South Lawn of the White House, 2013
History of the Hula Hoop from Time Magazine's All-Time 100 Greatest Toys

 

Cool History Facts about Hula Hoops

 


See also Hula Hoop from the National Toy Hall of Fame

 


1000 BCE: Egyptian children played with large hoops of willow, rattan stiff grasses and dried grapevines.

 


1958. Wham-O Toy Company sold 25,000,000 hula hoops in the first two months after it was introduced.

 

Physics of Hula Hooping, Scientific American

 

Physics Secrets for Hula Hooping, Science Friday NPR

 

What makes a hula hoop spin around a person’s waist?

 

  • It comes down to a combination of several forces at work. When the person inside the hoop moves their body to propel the hoop around them, they are exerting an upward force (from their hips) and a turning force known as torque

 

  • Torque is a twisting, outward force that is basically needed to cause the hoop to spin. (More technically, torque is needed to keep the hoop spinning because it is needed to keep the centripetal force going.)

 

  • Another force involved in the hula hooping process is friction. For example, if a ball is rolling along a flat surface, it eventually stops due to friction. Friction between the hoop and the hula hooper’s clothes and the air will slow the hoop’s spinning. However, friction also helps to keep the hula hoop up on the hula hooper’s body while the force of the hula hoop’s mass pulls it down (this downward force is due to gravity).

 

  • The heavier (more massive) the hula hoop, the greater the downward force, gravity, and the more work it takes to keep the hula hoop spinning.
  • The circular motion is created by movement that creates, centripetal force, which continues till something disrupts or stops the motion.

 

 

 

Self-Tutoring in TEAMS Learning Plan

 

1) Ask students in small groups:  "If you could learn anything you wanted this semester, what would it be?"

 

  • Free to choose
  • Have time to learn 

 

2) Have students share their self learning idea and then ask who would they ask to tutor them?

 

3) Bob explains that self-tutoring is part of the TEAMS Tutoring course.

 

  • This means everyone is both a tutor and a tutee; a teacher and a student
  • Seeing learning from two directions (someone who is helping others learn while being helped to learn themselves)
  • Understanding what you need to help you learn maybe a way to understand what students need to help them learn


Kids Tutor Each Other to Learn About Teaching

Guitar Zero: The New Musician and the Science of Learning


 

Schools and Districts

external image Deerfield_Elementary_School_Front.JPG



School and District Profile  Massachusetts Department of Elementary and Secondary Education.








Demographics of US Education

To understand the nature of education in our country, it is important to understand the changing demographics of American society.

Fast Facts: Back to School Statistics 2023 from the National Center for Education Statistics
 

 

Highlights from the 2015 Fast Facts:

  • 50.4 million students attend public elementary and secondary schools
  • White students will account for 24.6 million. The remaining 25.4 million are composed of
    • 7.8 million Black students, 
    • 13.3 million Hispanic students, 
    • 2.7 million Asian/Pacific Islander students,
    • 0.5 million American Indian/Alaska Native students, 
    • 1.5 million students of Two or more races.
  • The percentage of students who are White is expected to continue declining as the enrollments of Hispanics, Asians/Pacific Islanders, and students of Two or more races increase through at least fall 2024, the last year for which projections are available.


Low-Income Students Now a Majority in the Nation's Public Schools from the Southern Education Foundation, 2015

  • In 40 of the 50 states, low income students comprised no less than 40 percent of all public schoolchildren.
  • In 21 states, children eligible for free or reduced-price lunches were a majority of the students in 2013.
  • Most of the states with a majority of low income students are found in the South and the West.
    • Mississippi led the nation with the most low-income students: ­71 percent, almost three out of every four public school children in Mississippi.
    • The nation’s second-most low income students was found in New Mexico, 68 percent of all public school students in 2013.


To learn more about demographic changes, see the report State of Metropolitan America from the Brookings Institution (May 11, 2010) with an interactive map to see demographic changes by state.

  • Whites are still a majority of the population, at 66 percent, down from 76 percent in 1990. Based on current Census Bureau projections, they will be in the minority by 2042, and far sooner, in 2023, for the under-18 population.

 

  • Nonwhites accounted for 83 percent of population growth in the United States between 2000 and 2008.

 

  • 85 percent of adults age 25 and older had at least a high school diploma in 2008—including those who earned a GED—up from 81.4 percent in 2000. Those with a four-year college degree grew to 28 percent, going up from 24 percent in 2000.

 

  • Percentages of both Hispanic and black adults, age 25 and older, who hold at least a high school diploma climbed by about 8 percentage points between 2000 and 2008. For Hispanics, it reached 61 percent, and for African-Americans, 81 percent, still well below the 90 percent of white adults with at least that credential.

 

  • College-completion rates also climbed for blacks and Hispanics, though by far smaller amounts, about 2 to 3 percentage points. 13 percent of Hispanic adults held a bachelor’s degree in 2008, and 17.5 percent of black adults, compared with nearly 31 percent of whites. For adults of Asian descent, the proportion was 50 percent.

 

 

 

 

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