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Userful Links and articles

Goal Setting Tools

We are going to define who a tutor is according to  a white paper written by Lincoln Land Community College Learning Lab, the article below states the fact

What is Tutoring?

Tutoring is an age-old practice. The dictionary definition describes a tutor as a person who gives
individual, or in some cases small group, instruction. The purpose of tutoring is to help students
help themselves, or to assist or guide them to the point at which they become an independent
learner, and thus no longer need a tutor. The role of the tutor is diverse.

Content knowledge is an essential ingredient for a tutor; however, to be truly effective, a tutor
must combine content knowledge with empathy, honesty and humor. Empathy requires a tutor to
“read” the emotional states, attitudes and perceptions of their students.

Empathy is the ability to
see others from their personal frame of reference, and to communicate this understanding to the
person involved. In order for tutors to establish a supportive relationship with their students,
tutors must be open and honest. Students are often reluctant to talk with a stranger about their
academic problems.

If a tutor is perceived as genuine and having a strong desire to listen,students will be more willing to open up and discuss their problems.

Humor can also play an
important part in a tutoring session. Humor can reduce tension. Shared laughter is a powerful
way to reinforce learning. Humor can set students at ease and increase rapport. Humor can also
be used to compliment, to guide or to provide negative feedback in a positive manner.
In addition, a successful tutor demonstrates a caring attitude.

Caring consists of being organized
for the tutoring session, being punctual, establishing a learning relationship with the student,
developing unique tutoring strategies, and becoming familiar with the learning process. Tutoring is
sharing yourself with another student in a way that makes a difference in both your lives.


Literacy Source has 2 collections of “real-life” materials, one for reading and one for writing.  These tubs are kept in the resource library (bottom shelf, left side).  They have a wide range of materials at a variety of levels, so you might want to cull only those that are appropriate for your class or tutoring situation. Some of the materials are:



  • Ballots
  • Bible
  • Sample mind maps
  • Brochures & flyers
  • Bus schedules
  • Business letters
  • Census forms
  • Children’s books
  • Classifieds/Craigslist ads
  • Community college course schedules
  • Driver guide
  • Essays
  • Grocery flyers & advertisements
  • Job application
  • Library card application
  • Literacy Source calendar/schedule
  • Literacy worksheets
  • Magazines
  • Mail / Email
  • Maps
  • Menus
  • Newspapers
  • Poems
  • Resumes
  • School newsletters
  • Seattle Housing Authority applications
  • Short fiction
  • Textbooks & picture dictionaries
  • Utilities bill
  • Voters’ pamphlets



Spread out a range of reading or writing materials and ask learners what they would like to work on in class. Each student can select their favorite material and talk about that to the class. The teacher records each favorite on the board and then the class does dot voting to see what the favorites of the whole class are.


Or, students can get in groups to talk about materials they like and then debrief as a whole group to determine what the preferences of the group as a whole are.



How might this goal-setting tool be useful in your teaching situation? What are the limitations of this tool? What other materials might you add to the collection? Are there materials you would take out?