Hunter College K-12 Tutoring Feedback Example
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Tutor NameStudent NameStudent GradeTutoring Scoring (out of 15 for each category below)PositivesNeeds Improve
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Student-CenteredTarget LanguageTask LevelError CorrectionTOTAL (out of 60)
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Tutor AStudent A9-1212991141(1) Tutor was very patient and comforting. (2) Tutor seized opportunities to check student's mastery of characters that were just quizzed on. (1) Tutor could improve on giving comprehensible input. For example, tutor said "首先我们先来小考一下". Student might have trouble understanding this sentence: first, "首先" is a difficult word; second, "先來" is a bit repetitive; third, "一下" as a diminutive is also not easy to understand. Tutor could simplify this input into "我們小考". (2) Tutor should reconsider the timing of using the chatbox as a tool for translating Chinese words that are already shown on the slides. For example, the slide says "小考" or "復習", and the tutor also said the word out loud to the student already, so there is no need to type out the English meaning of the word right after in the chatbox. Tutor can just go ahead with the quiz or review. If the student had trouble following it, the tutor would know. That will be a better chance to check if the student had problem with understanding "小考" and "復習". (3) This is also about the timing of using the chatbox: student had trouble understanding "在" as an indicator of an ongoing action or even, so he failed to describe two pictures. This might be a good chance for the tutor to type a short English explanation. Tutor can check student's understanding immediately by asking a follow-up question involving "在": "我們在做什麽?" - if the student can say "我們在上課", it shows he understood the use of "在".
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Tutor BStudent B6-8109111040(1) Tutor was very patient and spoke with a comforting and inviting tone. (2) Tutor guided student to create connections between characters and compound words.(1) Tutor could consider adapting her tutoring based on student's real-time performance. For example, when working on "連連看", student mistook the meaning of "火車", and tutor spent some time helping him get the correct meaning. The subsequent words on the list were "公車", "看書", "打球"..., before "火車站" comes up. It will be helpful to go straight to "火車站" after practicing "火車", because it was a good timing to reinforce the connection between "火車" and "火車站". And then we should go to "公車" on the list, immediately followed by "公車站". This adapted order of practice could help student notice the patterns. After practicing "公車站", tutor can ask the student again "火車站是什麽", and "火車是什麽". Immediate and patterned recycling improves learning. (2) This is connected to feedback (1): Tutor can improve on timely reinforcement of the learning and checking for learning. For example, right after the slide of "連連看", "火車" and "火車站" show up again in the next slide of "說說看". Instead of asking the student to repeat after the tutor, tutor can ask student to read the sentence "我去火車站坐火車" himself. Tutor can immediately ask afterwards by typing in the chatbox - "怎麽說 I go to bus station to take the bus?" This check student's learning of the words for bus and bus station.
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Tutor CStudent C3-513117839(1) Tutor spoke with a very encouraging tone. (2) Tutor provided abundant wait time. (3) Tutor made timely markings on the slides to provide visual cues.(1) When there is English instruction on the PPT slide (e.g., "circle the one you hear"), tutor doesn't need to paraphrase it in Chinese. For example, an instruction like "你听到什么圈什么" might not be easy for the student to understand, so a better strategy is just to ask the student to read the English instructions on the slide: "你看一下" while marking something on the instructions (such as underlining or circling, as the tutor did) to get student's attention. (2) Tutor can improve on reinforcement of learning and checking for learning. For example, tutor practiced with students recognizing characters (circle the one you hear), such as "姓", "叫", "名字", and then the slide asked student to practice requesting a person's family name and full name. The slide shows "Q: 你姓什么?", "你叫什么名字?". Instead of reading aloud the questions to the student, tutor can ask the student to read aloud the questions herself/himself. This serves as a checking if the student has remembered the target characters. It also serves as a reinforcement of the learning of those characters. (3) Regarding the poem, student was asked and was able to read aloud the entire poem herself/himself, which means s/he was able to tell the characters. Later on student was asked to type out the poem in pinyin, so intead of reading aloud the poem to the student sentence by sentence, tutor can asked student to read aloud each sentence first, and then type out what s/he has just said. This again serves as a checking and reinforcement of learning.
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Tutor DStudent DK-2958830(1) Tutor is very patient and positive. (2) Tutor teaches at an appropriate pace for small children. (3) Tutor provides a lot of support through marking on the canvas.(1) Tutor needs to improve pronunciation regarding the pair of 'z, c, s' vs. 'zh, ch, sh', such as in "四" and "橙子" in the Bingo chart, as well as 'ri4' in "日". Tutor also needs to refresh on basic strokes, such as "横折钩" in "四" and "日". (2) Tutor should try reducing the use of English for such simple instructions or comments as "OK, very good" and "can you tell me where is..." - "李子在哪儿?" should not be difficult to understand, if "在哪儿" has been used/practiced constantly through the tutoring sessions. (3) Tutor should reduce the amount of teacher talk, so there will be less chance of using English or complex Chinese. For example, after finishing a PPT slide, "let's stop" is probably not a necessary input from the tutor. By simply changing to the following slide, the student should be able to understand that the previous slide is finished.
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