10th May 2013 9:00
By Blue Tutors
One of the most disappointing things to see from a tutor at one of our assessments is when someone has prepared exceptionally well, but performs poorly on the day. Not simply preparation in terms of nicely presented teaching material, but also when it’s clear that the tutor has understood our teaching ideas, and has planned to tutor in the right way, but doesn’t. The way we can we see when someone has prepared very well is if the material a tutor brings has lots of questions on it; sometimes lots of space for the student (the assessor) to write his/her responses.
So what happens? It seems that usually the problem is due to nerves. The only other explanation could be that the tutor had actually planned to phrase their lecture as a series of questions which the tutor then answers him/herself. Nerves can do that, because the tutor is understandably feels the pressure of the assessment, and wants to make a good impression, and it’s difficult to be comfortable with the idea that asking a short question and waiting for a detailed response is showing one’s tutoring ability in the best light.
Being ‘comfortable’ with the best way to tutor doesn’t come easily to everyone. The ideas aren’t too difficult to understand, but understanding them is only a small part of the battle; the real skill is having the confidence to put them into practice and trust that your student will gain respect for you as a result.
A great example of a skill which is easy to understand, but difficult to put into practice is holding the space. As a new tutor, there is nothing scarier than sitting in silence after a question has been asked. The tutor is so keen to impress the student, and ultimately the student’s parents, that, during the silence, while the student is probably benefitting loads, the tutor is thinking ‘oh my god! Silence! Shouldn’t I say something? Does it seem as though I’m rubbish?’
If you’re reading this and thinking ‘Yes! I have that problem’ then you’ll be pleased to know that the solution is very straightforward, and it’s all down to practice. You have to trust that the teaching ideas work, and stick to them. It becomes so much easier, particularly as you begin to see the improved results from your students.