Literature Connections
- mmaloni
- Feb 23, 2017
- 3 min read
In my first article Adolescents’ Comprehension and Content Area Education Students’ Perceptions Benefits from One-on-One Tutoring talked about how one-on-one tutoring benefits students. The information in this article was similar to my wondering because it talks about how successful one-on-one can be and how a student gains from this one-on-one work and my wondering is about what happens when I work more one-on-one with a below level student that seems to not be progressing in their education. In the article, it says, “…the one-on-one tutoring of adolescents by content-area education students had a positive impact on the students they tutored. This study added to the research demonstrating the effectiveness of trained tutors on adolescents’ reading achievement.” (Warren-Kring, & Rutledge, 2011). This statement is what I am looking for during my inquiry and so far I can see some positive impacts with the student I am working with. Also, with the more one-on-one time I do with this student I would like to see him progress in his reading like it did for the students in the article.
My second article The Dynamics of One-on-One Teaching is also similar to my wondering. While working on my inquiry I wondered what type of benefits would this student have working one-on-one with me. In the article, it gave me some examples of benefits doing this type of instruction which are, “Depending on the setting and goals, they may function as teaching- learning encounters, mentoring opportunities, supervisory sessions, consultative relationships, or opportunities to motivate, coach, and guide students.” (Grasha, 2002). So far working with this student one-on-one I know that most of those examples have been done. A strategy that I could use that this article talked about is relinquishing some control if I see that the student is doing good in a certain area (Grasha, 2002).
Then my third article Teach to Learn it similar to my wondering because it talks about what
type of teacher you should be so that students can learn and when I’m working with that student I always think about what I need to focus on so he could learn better. In the article, it said that one student went up to the teacher and said that she did not learn much from the English class and the teacher pressed the student to explain why (Senese, 2005). I feel like that feedback is something that teachers should know and learn to fix and I can use this strategy while working one-on-one with the student. If I ask him what he thinks is working and what he thinks is not working when I am helping him understand the material better, I can then focus more on the strategies that do work/help him.
Now looking at all three article the common themes that I notice are the positive impacts this instruction can have on students and strategies that should be done to help students learn better. I can see some improvement from the student since I have started to work with him more one-on-one. These articles are connecting to my wondering because it talks about what teachers should be looking for and during my inquiry I am always looking for something that will help the student progress in his learning. It says that teachers need to listen carefully to students and the concerns those students have with a task (Grasha, 2002). My wondering is all about listening to the student and making sure I know what he is struggling with so I can help him. Overall, these three articles are helpful with my inquiry and I collected data from reading them.
References
Grasha, A. F. (2002). The Dynamics of One-on-One Teaching. College Teaching, 50:4, 139-146.
http://dx.dio.org/10.1080/8756755029595895
Senese, J. C. (2005). Teach to Learn. Studying Teacher Education, 1, 43-54.
http://dx.doi.org/10.1080/17425960500039892
Warren-Kring, B. Z., & Rutledge, V. C. (2011). Adolescents’ Comprehension and Content Area
Education Students’ Perceptions: Benefits from One-on-One Tutoring. The Teacher
Educator, 46:3, 244-261. http://dx.doi.org/10.1080/08878730.2011.581334
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