“Children are educated by what the grownup is and not by what he says.”Carl Jung (Archetypes of the Collective Unconcious)
I’ve been a private tutor for the better part of 7 years now and I have to say that it’s been one of the most rewarding experiences of my life. It’s also the thing I think I’m best at, considering that every semester my demand is overwhelming. Every semester, I connect with most of my students in a meaningful way and I’m often told explicitly that I’m the best educator they’ve ever worked with.
I understand I have a serious bias here. Of course I think I’m an amazing tutor! All the students that love me let me know and all the students that don’t go off and find another tutor. So I don’t really know what people think when they aren’t happy with my services. The thing is though, I’ve only had a handful of families over my 7 years of tutoring that decided not to work with me, and every time it was because of reasons unrelated to my competency.
Despite the consistent, positive, and generous feedback I get from my tutoring expertise I still struggle with believing that I, Christopher Mukiibi, know enough to tell people “the truth.” I’m constantly worried that what I’m telling people isn’t true, outdated, or foolish so I’m (maybe to a fault) always learning about the best ways to teach, connect with, and engage my students.
I’ve had educators who wasted my time, squandered potential, and didn’t take responsibility for their presence and I found that to be some of the most abhorrent behavior I’ve ever had to endure. Educators have the power to change the world and unlock the limitless potential of the future, if only they gave it everything. To say that I will measure up to that standard isn’t realistic, but I do try my hardest to strive for that ideal in every way that I can.
And here I am writing this post. My way of articulating what an excellent tutor is, what they do for their students, and how they conduct themselves. At least in the capacity that I can.
This piece, like many of my other pieces, is part of a bigger picture that I hope will enlighten the minds of the future, but I also want it to be a stand-alone piece that demonstrates one of the better parts of me.
A lot of people see tutoring as a cheap profession, but it’s serious and has detrimental consequences if done wrong. By the time my students see me, they usually have little faith in their educational institution. Once I step into their home and assume the role of tutor, the student will unconsciously associate me with the entire education institute. Suddenly, I’m no longer just Chris the Tutor, but I am their representation of the education whether I like it or not. What I am to them is what education is to them.
If I’m useless, so is education.
If I’m interesting, so is education.
If I’m deplorable, so is education.
If I’m admirable, so is education.
Who we are to others is always much bigger than we think.
So as a way to do my part, I’m going to explain the proper way a tutor must conduct themselves in order to ensure a better future with powerful and independent thinkers who have faith and respect for the institutions that have come before them.
Understand the Power
Most people don’t see a tutor as a position of power.
Unless you’re the student.
The student is aware that they don’t know enough and that the tutor probably knows the answers. There’s an innate power imbalance when a tutoring session starts, especially when the student doesn’t know the tutor very well and it’s up to the tutor to take responsibility for that imbalance.
A good tutor must be friendly and approachable. These people are vulnerable and we need to be able to provide the space for them to be vulnerable and wrong. The tutoring session cannot continue if the tutor hasn’t given the student an opportunity to show their underbelly, so to speak. The best way to do this is to focus on the relationships – get to know the student and who they are as a person. Likewise, let them know who you are. Connection is everything.
People work with people – humanize everything and move with ease.
Students typically don’t like asking for help, especially if we’re dealing with boys. Asking for help is implicitly admitting that we’re wrong and don’t know what to do. Some students won’t even admit this to themselves, so it is up to us to ask them if they need help. The good tutor initiates support. Sometimes the students have no issues with this and you can just get down to brass tax, but if you see that the student is stuck and won’t ask for help, be the helping hand.
No one wants to feel vulnerable, and extending the helping hands makes it a little easier to deal with.
Personally, I make a small effort to have the students ask for help because it primes their minds to take in new information but I am sensitive to my student’s emotional states when I’m doing this.
Clarify the Task
Sometimes students don’t know what to do simply because they don’t understand the instructions. My first line of support, so to speak, is to clarify the task. I just ask the question in a different way, usually in simpler language. Most of the time the students understand the question when I ask it differently.
As a tutor, our job is to meet our students at whatever level they’re at and illuminate the path. In my post, Understanding Development and Mentors, I talk about the Zone of Proximal Development (ZPD) and it’s the tutor’s role to meet their student right at the edge of their competency, which is known as the ZPD. The ZPD is where productive tutoring happens, it’s where learning happens.
Provide Guidance with Questions
Too many tutors just straight-up give out the answers to their students.
THIS HURTS THEM IN THE LONG RUN.
Part of our learning process is suffering, pain. It’s one of the many tragedies of life, but it’s not needless. The negative emotion helps the information stick. The systems in our brain that we’re developed for negative emotion were originally used as a survival mechanism. For example, when we touch a hot stove we forever remember to never touch a hot stove because it was painful. If we just give the answer, the student may know it for the time being, but it won’t stay for the medium to long term. Searching for an answer can be a tough and painful process, but it’s where transformative learning takes place.
As a tutor, sometimes we may need to give an answer. Maybe the student won’t ever get the answer no matter how hard they try, that’s fine. It’s our role to meet them wherever they are, but we’re calling upon the highest parts of them. Most of the time, it’s best to lead them with questions. I try to answer their questions with questions.
Check for Understanding
Part of our role is helping the students understand the material, not get their assignments done. This can look different for different classes, but the main idea is the same. There are certain concepts that the student is responsible for knowing and it is the tutor’s job to assist in making those concepts clear for the student.
I usually check for understanding towards the end of sessions in the form of Active Recall questions. I try think along the lines of what is the main idea of the lesson and can the student explain it back to me?
Step Away, but Check Back In
This goes hand in hand with letting the students struggle through their work. It is the role of the tutor to help the students understand their concepts and part of that is letting them struggle on their own.
This would probably surprise many parents, but I spend a solid portion of the sessions just waiting for the students to get the answer or to work out problems.
I would try to have little tasks on my phone or tablet to work on so I don’t accidentally help my students more than they need to. (I do this more often than I would like to admit.) But it is crucial for the student to struggle through the work.
The Master does nothing, yet he leaves nothing undone. The ordinary man is always doing things, yet many more are left to be done.Lao Tzu (Tao Te Ching)
The real masters of tutoring do (next to) nothing.
Teach Procedures and Concepts, Not Answers
Do not teach answers or particular questions. I would argue that it’s crucial for the tutor to be familiar with answers and particular questions, but it would be our role to teach the procedures and concepts associated with solving those problems.
Give a man a fish and feed him for a day. Teach a man to fish and feed him for a lifetime.
Teach a student a question and help him for a day. Teach a student a concept (or procedure) and help him for a lifetime.
Hands down, the most valuable thing I got from getting a degree in Chemical Engineering is learning how to solve complex and difficult problems. All the individual questions that I learned most definitely left my brain, but the concepts and procedures are still with me so I can solve similar types of problems.
Additionally, it’s much more difficult to forget a concept as opposed to answers to specific questions.
Encourage Contructive Habits
As tutors, we’re in a special position to influence our students in a powerful way. We aren’t teachers or their teachers, so the authority is slightly different. In my expereicne and many other tutors I know, students open up to their tutors in a special way and hold their opinion in high regard (as long as the tutor conducts themselves in a way that deserves that). On top of that, we’re providing support in a place where they have none so the students are more likely to take what we say as true.
This is a great privilege and responsibility and we should treat it as such. The good tutor encourages constructive habits like asking questions, attempting difficult questions, voluntarily taking responsibility, pushing themselves to improve, and many others.
Do not take your position for granted, be a force for good.
Be Compassionate Towards Their Struggles
It’s hard to do something well the first time. No one is good at anything when they first do it and we need to have empathy for that.
For tutors and educators, the material is literally easier to do because we’ve had the time to develop and strengthen the neural pathways necessary to run those concepts. If we’re learning it for the first time, we need to understand that we would also struggle regardless of who we are.
I often reflect back on the times when I struggle with certain concepts. 9/10 times my students make the exact same mistakes I made when I was learning a subject. This also gives me an edge in pinpointing their mistakes – they’re all the same one’s I made!
Admit Defeat, but Don’t Give Up
We have to be able to admit when we don’t know an answer, but we also cannot leave our students dead in the water. Have a bank of resources to refer back to when you don’t know something. This is much easier in the 21st century. I have a google drive folder with pdfs of textbooks, workbooks, lecture slides, and notes for all the subjects I specialize in. I also recommend connecting with other tutors in your area that are willing to help answer questions when you get stuck. Currently, I’m working on a resource bank on my website that educators and my students can use.
Promote Academic Honesty
Like I said earlier, tutors have a special kind of authority when it comes to academics. Our students look to us to learn what is right and wrong with academics. We have to take this role on with seriousness and responsibility. As tutors, we represent the institution of academics and the students are developing their relationship to the academic institution through us. This means how we approach our work will influence how our students will approach theirs.
Here’s where it gets serious, the way people approach their work (or anything else) also influences their relationship with themselves. The approach of their work influences how they know themselves and what kind of people they think they are. This decides which challenges people are willing to take or ignore, which ultimately decides their lives.
This may seem dramatic for some, but as I like to say we cannot fathom the impact of our actions. As tutors, we have to take on the responsibility of being the vehicle that people use to develop their relationships with not only academic institutions, but all institutions.
I’ve used my position to help students see that the whole system isn’t set up to hurt or control them. They can see this through me. Through my actions, I show them that there are parts of this world that actually have their back and want them to win.
With that said, plagiarizing is a weak move. Don’t give them work that they can turn in as their own. Turning in “bad” work is better than turning in fake work.
We can also promote academic honesty by discouraging dishonesty. Suffocating the behavior right when we see it is the best way from keeping things whole. I try not to encourage things that aren’t sustainable over the long term.
Lead Them to the Answer
People can only perceive what they can conceive. So just telling them the answer will be like talking to a wall. If we didn’t think of it, then we can’t perceive it. As tutors, we need to lead them to the answer. They need to see how the answer comes to be and why it’s important. Just giving the answer is like showing someone something that doesn’t exist.
Things stick with us when we come to the conclusions on our own.
I know I mentioned this in other sections, but I want to emphasize that this goes along with the idea that the tutor meets the student at their level of understanding and guides them through. This means waiting until the students get the right answer and rewarding them for hitting the mark. It’s okay to nudge them in the right direction, but telling them the exact answer never works in the long run.
Be a Mentor
Hindsight is 20/20 and everyone could use more guidance. As a tutor, we have a unique position to offer that mentorship and wisdom. The good tutor has a desire to pass along knowledge that they would love to have known earlier. The good tutor suffers for the greater good, learning the material the hard way and teaching the lessons so other’s don’t have to.
If we can take on the role of mentor, our tutoring automatically levels up because now we aren’t just there for the student’s academic performance, but for the student as a whole.
Contextualize the Information
I can’t tell you how many times a student has told me “When am I ever going to need this?” This is a classic case of not understanding the context – how the information fits into the bigger picture of their life. Context is specific to every individual and how something fits into my life will be different from how that same thing fits into someone else’s.
The good tutor helps the student make this connection. They help them see why it’s important to educate themselves and learn what’s in front of them. The trick is framing the information in a way that is relevant to that particular student. In order to do this effectively, we have to know what the student is aiming at. What kind of life they want, what kind of things they want to do. When those goals are made clear, putting most things in context is fairly easy.
If a student isn’t clear on exactly what they are aiming for, I try to show them that their academic challenges are opportunities to develop themselves in the face of things they don’t want to do. Life, regardless of which path we take, is full of things that we don’t want to do and knowing ourselves as the type of people who can get shit done even if we don’t want to will give us a serious advantage in life.
Putting things in context will help us understand the why.
“He who has a why to live can bear almost any how.”Friedrich Nietzsche (1844 – 1900)
The good tutor must be able to take each concept 7 times deeper than it needs to go.
There are two main reasons for this.
The first is that the student may not understand how the first method works. If that happens, the tutor needs to be able to explain the concept in a different way. The second is that the tutor needs to be able to learn and update new methods of problem solving when they encounter one. Both of these reasons require a deeper knowledge of the concepts.
The deeper knowledge also prevents us from simply memorizing different ways of solving problems or concepts. The deeper knowledge allows us to accurately synthesize the data so we can present the ideas in a way that our student can understand. Each students has unique perceptions and a deeper knowledge can ensure that we accurately communicate those ideas no matter how unique.
Own Your Presence
The good tutor takes responsibility of their presence. We own 100% of the feelings of our student and take it upon ourselves to moderate our behavior accordingly.
Sometimes we need to be tough, sometimes we don’t.
Sometimes we need to give the answer, sometimes we don’t.
Sometimes we need to speed it up, sometimes we need to slow down.
The flow of the session depends on the student. The tutor should be able to adjust to the needs of the student, not the other way around. Some tutors expect the student to form to their methods of teaching, but that creates resistance and unnecessary effort for both parties.
We can’t force a horse to drink, we can only lead it to the trough. But coming from a place of 100% ownership, we are able to think of solutions we wouldn’t have had otherwise.
The good tutor is flexible. We must be able to move and keep up with the student. Sometimes that means speeding it up, sometimes that means slowing it down. Either way we need to be capable of both.
Changing our teaching style to accommodate for their understanding is one of our primary roles. While, if possible, the primary role of the student is to open their minds and pay enough attention to understand the information regardless of how it is presented.
The good tutor is also easy going and not too rigid. Flexibility creates an ease which encourages an environment of growth and vulnerability. Additionally, flexibility can mean to be rigid when necessary as well. Sometimes structure could be the the environment we’re looking for.
The best tutors can perceive and maintain visions for their students, even if they can’t for themselves. Most of the time, tutoring is not a quick process and lasting results take a long time to see. The only way to see them is to maintain a vision of the long term. The good tutor sees this and holds it as the target even when the student is blind to it. When things get stressful, we shorten our time horizons which means we lose our vision for the future and stop moving towards it. If the tutor can keep this vision alive for the student during times of hardship, then the student is much more likely to actually reach their goals. The tutor needs to be able to see what the student cannot.
Maintaining a vision is the bare minimum to realizing a goal, but it’s hard to do on our own.
A good tutor can focus, knows how to focus. A tutoring session should never be limited but the attention span of the tutor. If it’s easier for the tutor to get off track than the student, then the student is better off working on their own.
Now if you have trouble focusing don’t think that you can’t be a phenomenal tutor. Focus and attention span is like a muscle and can be improved over time with tracking. When I first started tutoring I had to push myself to flawlessly focus for an hour, but now I can go 2-3 hours without an issue.
Pay Respects to The Before & After
A good tutor understands that the world is loaned to us from our children, but also given to us by our parents. So it is up to the tutor to embody gratitude to the ones who came before us and enrich ourselves with their greatest accomplishments and ideas, but also pay respect to the minds that come after us and nourish them properly.
If we can arm our future with the wisdom of the past, we make the world better.
The good tutor learns how to plant from the ones who came before and plant seeds so the ones who come after can enjoy beautiful flowers. I try to leave bits of knowledge so that the students can make good choices when the time comes. Most of the time they don’t make the good choice, but sometimes they do and that would not have happened without the seeds.
Match Their Efforts
The good tutor matches their student’s efforts. There is no use in trying harder than the pupil.
All of our victories are our own and we should not take that from them.
When we meet the student who is ready to give it their all, we rise up.
The tutor should never be the limiting reagent.
Track Their Cognitive Load
A good tutor is attuned to their student’s cognitive load. Cognitive load can be thought of as our brain’s processing power. As I mentioned earlier, a 1-hour session was exhausting and it usually is for the student too. Now I can do 2-3 hour sessions without even thinking about it, but I have to keep in mind that my students don’t perform at that level.
Sometimes parents just want to have the sessions go as long as possible, but the student is only capable of working for an hour. It’s our job as the tutor to recognize when the student is tired and stop the session if the student isn’t processing adequately. There is no use in pushing our brains to work when we’ve hit our cognitive load limits. All we get there are diminishing returns.
This was a pretty long list, but it’s not entirely comprehensive either. Like my other posts, this is full of methods and tactics, but what I want is for people to understand the principles behind them As so that they may create tactics that are more effective than mine.
Tutoring is a beautiful thing.
We shape thinkers. We open minds. We design the future. We help people realize their potential.