| A | B | C | D | E | ||
|---|---|---|---|---|---|---|
1 | Pillar | Strand | Did the student... | Common Mistake | Suggestion for Improvement | |
2 | Empathy | E1 | Feel supported | Jumped into the problem without first greeting the student | When the session starts, offer a brief, friendly greeting | |
3 | Showed frustration | Use positive and upbeat language | ||||
4 | Witheld or missed opportunities for praise | Offer praise and achievements for effort and excellence | ||||
5 | Gave vague, inauthentic, or inappropriate praise | Praise specific behaviors appropriate for the student's age and skill level | ||||
6 | E2 | Feel heard | Ignored questions, emotional cues, or signs of confusion | Address all questions, emotional cues, and signs of confusion | ||
7 | E3 | End the session on their own terms | Did not ask the student if they had more problems they wanted to work on | After finishing a problem, ask the student if they have another problem they'd like to work on | ||
8 | Created additional problems for the student without checking whether they had problems from their existing assignment | When the student does not have more problems to work on, ask if they'd like you to create one (e.g. "Got it! Would you like me to provide a similar problem so that you can get extra practice?") | ||||
9 | Pressured the student to stay and answer more questions or ignored obvious indications that the student was running out of time | Emphasize that there is no pressure to stay (e.g. “No worries if you have to go!”) | ||||
10 | Ended the session abruptly | When the student wants to leave, offer a friendly goodbye and words of encouragement (e.g. “Great work today! It was a pleasure working with you :)”) | ||||
11 | Pillar | Strand | Did the tutor... | Common Mistake | Suggestion for Improvement | |
12 | Pedagogy | PD1 | Assess prior knowledge | Started teaching without complete question instructions and related information | Ask for more images to obtain complete instructions for the problem | |
13 | Ignored student's prior work | Continue instruction based on work shared before the session started | ||||
14 | Assumed the student understood concepts and vocabulary | Ask questions at the start of the session to gauge understanding | ||||
15 | PD2 | Balance conceptual understanding and procedural fluency | Jumped to the first procedural step without establishing conceptual understanding | When the student has a misconception, concisely explain or visualize new concepts and vocabulary; then, connect procedural steps to concepts | ||
16 | PD3 | Check for understanding | Relied solely on yes/no questions to check for understanding (e.g. "does that make sense?") | After explaining a new concept: check for understanding with a targeted question | ||
17 | Asked overly generic questions (e.g. "What did you learn today?") | When the student is willing to try another problem to further their understanding, choose based on their progress so far | ||||
18 | Focused checks for understanding on pre-requisite material or non-essential concepts (e.g. adding positive and negative numbers for an algebra problem) | When providing another problem for a student who is struggling, target a key step or concept from the previous one | ||||
19 | Provided a problem that was inappropriate for the student's level of understanding | When providing another problem for a student with minor misconceptions, make it similar to the previous one | ||||
20 | Caused further confusion by asking difficult, unrelated, or cumbersome questions | When providing another problem for a student who has demonstrated solid understanding, give them a slightly more challenging one | ||||
21 | PD4 | Work with the student to solve the problem using an efficient method | Chose an unconventional or overly complicated strategy | Choose a strategy that aligns with conventional approaches | ||
22 | Ignored a viable strategy that the student was familiar with or learned in class | Prioritize strategies that the student is familiar with | ||||
23 | PD5 | Facilitate productive struggle | Stepped in to do the work for the student when they were struggling | Push the student to complete key portions of the work independently | ||
24 | Repeatedly asked similar questions when the student was struggling | When the student is struggling, ask questions that scaffold their thinking | ||||
25 | Focused the majority of student struggle on pre-requisite skills (e.g. arithmetic for a student in high school), resulting in the student making very slow progress on their problem | Focus the majority of student struggle on key concepts and steps so that they make steady progress on their problem | ||||
26 | Pillar | Strand | Did the tutor... | Common Mistake | Suggestion for Improvement | |
27 | Precision | PR1 | Address inaccurate or imprecise responses | Took too much time to recognize and address mistakes in student work | Address errors within a reasonable timeframe | |
28 | Accepted answers in an incomplete or incorrect format | Check final answers for units and formatting | ||||
29 | Accepted correct answers without looking at student work | Ask the student for their work or reasoning when they want their answer checked | ||||
30 | Allowed the use of incorrect or imprecise vocabulary (e.g. "solve an expression", vague language, etc.) | Push for precision in all student and tutor responses | ||||
31 | PR2 | Use tools appropriately | Provided long or confusing explanations for concepts that could be better conveyed with images | Use images to more quickly convey concepts | ||
32 | Sent long explanations in a single message (kept the student waiting) | Break longer explanations into multiple short messages | ||||
33 | Pointed out errors in student work by explaining | Point out errors in student work using the annotation tool of the whiteboard | ||||
34 | Used unformatted text for mathematical symbols | Use the equation editor to write mathematical symbols |