My Tutoring Experience

“Let us remember: One book, one pen, one child, and one teacher can change the world.”-Malala Yousafzai

Throughout the whole experience I felt like I took more than what was offered, the experie6nce was unique and never will I forget the impact it had on the student and I. Learning is a process, but not an easy one—certainly it takes time to realize that through this process, we are the ones, as teachers, who are supposed to be the supportive, understanding, and, most importantly, the guide to every student.

During tutoring sessions, I realized that without the proper guidance of a role model, students will not be able develop educationally. Leslie, the girl I tutored, needed support, she was doing great, but needed extra motivation to

push her way through school work and more complicated topics. I saw her persist through the countless hours we spent reviewing material and making sure she was confident in applying the concepts she learned to real-world scenarios. The experience of being a mentor and successfully helping students voyage through the learning process is amazing; and clearly from this experience I learned that every individual is different in how they develop and how they process information.
“Logical reasoning processes are applied to abstract ideas as well as to concrete objects and situations. Many capabilities essential for advanced reasoning in science and mathematics appears” (31). Piaget’s Theory explains that through prior knowledge of mathematical concepts and any other concept, the students can move along quite easily through new material and more abstract thinking. I remember the first I met the student I was helping, Leslie, she was working on her math homework and I helped her on some questions, she did the rest by herself. Leslie was working systems of linear equation, as I sat there waiting to correct her, she began solving them as if they were a piece of cake. I asked her how quickly she could move through the problems, and with a simple answer she told me that she remembered prior concepts she learned—moving numbers on one side, variables on the other and graphing. Leslie, in this instance, applied what she knew and to solved more complex problems that involved more work, she retrieved back to what she was taught and moved quickly. My experience with someone like this student made me realize, as a future educator, that my future students will have prior knowledge on specific topics, and as the guide I should take this into consideration when planning the lesson.
Leslie processed information that was given to her by her teacher and me in a way that was fascinating.

“By definition, learner-directed instruction places control of learning activities largely in students’ hands” (434). For instance, when I would guide her in one direction, I would then let her move at her own pace and solve the rest of the problems as she pleased, either using the teacher’s method or mine. I did find that she was better able to understand what was being presented and she got the hang of answering them quick and efficiently. In my belief, Leslie, instructed herself and pushed herself to understand the concept the way she feels most comfortable. She did a great job when asked to do school work with little assistance, of course I was there to give her a nudge and remind her that I was there to guide, but she was the one who had to push herself to fully understand what she was assigned.

When it came to constructing her own path to learning and attaining the most, she constructed knowledge and meaning from her experiences with others around her, constructivism theory. She would ask me thousands of questions and I made my best to answer them all, Leslie would then tell me that the we only had to go over certain portions of the problems because she had the other parts figured out. I would ask her where she would get help and she would say that within the groups she worked with, they all helped each other and with lots of efforts they build upon they knowledge

through their own interactive circle.
All in all, I had the best experience and what I learned is beneficial to my future position as teacher.

I experienced the importance of taking all I have learned, and tailoring to the best of my ability for many to relate to what I am trying to communicate. Furthermore, I discovered that the best I could do today to make a big difference tomorrow is understanding where students come from and how to effectively get my message across. Being there to encourage students to do their best and guide them through the developing and learning process is the goal I, as a future educator, plan to live by.

“Let us remember: One book, one pen, one child, and one teacher can change the world.”-Malala

Yousafzai

Throughout the whole experience I felt like I took more than what was offered, the experie6nce was unique and never will I forget the impact it had on the student and I. Learning is a process, but not an easy one—certainly it takes time to realize that through this process, we are the ones, as teachers, who are supposed to be the supportive, understanding, and, most importantly, the guide to every student.
During tutoring sessions, I realized that without the proper guidance of a role model, students will not be able develop educationally. Leslie, the girl I tutored, needed support, she was doing great, but needed extra motivation to push her way through school work and more complicated topics. I saw her persist through the countless hours we spent reviewing material and making sure she was confident in applying the concepts she learned to real-world scenarios. The experience of being a mentor and successfully helping students voyage through the learning process is amazing; and clearly from this experience I learned that every individual is different in how they develop and how they process information.
“Logical reasoning processes are applied to abstract ideas as well as to concrete objects and situations. Many capabilities essential for advanced reasoning in science and mathematics appears” (31). Piaget’s Theory explains that through prior knowledge of mathematical concepts and any other concept, the students can move along quite easily through new material and more abstract thinking. I remember the first I met the student I was helping, Leslie, she was working on her math homework and I helped her on some questions, she did the rest by herself. Leslie was working systems of linear equation, as I sat there waiting to correct her, she began solving them as if they were a piece of cake. I asked her how quickly she could move through the problems, and with a simple answer she told me that she remembered prior concepts she learned—moving numbers on one side, variables on the other and graphing. Leslie, in this instance, applied what she knew and to solved more complex problems that involved more work, she retrieved back to what she was taught and moved quickly. My experience with someone like this student made me realize, as a future educator, that my future students will have prior knowledge on specific topics, and as the guide I should take this into consideration when planning the lesson.
Leslie processed information that was given to her by her teacher and me in a way that was fascinating. “By definition, learner-directed instruction places control of learning activities largely in students’ hands” (434). For instance, when I would guide her in one direction, I would then let her move at her own pace and solve the rest of the problems as she pleased, either using the teacher’s method or mine. I did find that she was better able to understand what was being presented and she got the hang of answering them quick and efficiently. In my belief, Leslie, instructed herself and pushed herself to understand the concept the way she feels most comfortable. She did a great job when asked to do school work with little assistance, of course I was there to give her a nudge and remind her that I was there to guide, but she was the one who had to push herself to fully understand what she was assigned.
When it came to constructing her own path to learning and attaining the most, she constructed knowledge and meaning from her experiences with others around her, constructivism theory. She would ask me thousands of questions and I made my best to answer them all, Leslie would then tell me that the we only had to go over certain portions of the problems because she had the other parts figured out. I would ask her where she would get help and she would say that within the groups she worked with, they all helped each other and with lots of efforts they build upon they knowledge through their own interactive circle.
All in all, I had the best experience and what I learned is beneficial to my future position as teacher. I experienced the importance of taking all I have learned, and tailoring to the best of my ability for many to relate to what I am trying to communicate. Furthermore, I discovered that the best I could do today to make a big difference tomorrow is understanding where students come from and how to effectively get my message across. Being there to encourage students to do their best and guide them through the developing and learning process is the goal I, as a future educator, plan to live by.