Blog #49 – TUTORING SIBLINGS SIMULTANEOUSLY ONLINE
Since I began tutoring online seven years ago, I have had the opportunity to tutor siblings simultaneously online on several occasions. In each case, the siblings’ core knowledge was different, which I was able to discover through diagnostic questioning. It is interesting to note that my approach to teaching them was similar to teaching a classroom consisting of students that had different degrees of abilities and core knowledge. During each lesson, I sought to provide problems that gave each sibling an opportunity for success. I began with basic concepts and gradually progressed to more complex concepts. I also focused on
eliminating individual weaknesses. I alternated questions that I asked to determine if they comprehended what I was teaching. I also made an effort to give them an opportunity to solve the same question several times during a lesson. Once both had solved a problem, I asked them to give me their answers.
It was always important that both siblings were encouraged to ask questions. They were told from the beginning that no question was too silly to ask. I made them aware that so called “silly questions” had been instrumental in innovative solutions to problems that I had taught in the past. Problems that I expected to get solved were evenly split between them. Both were expected to solve basic problems and more complex ones. At no time did I ever show that I was disappointment in the performance of either sibling. I was always enthusiastic when presenting the lesson. I complimented each throughout the lessons presented. Many times they were asked to work together in solving certain problems. They were also encouraged to check each other’s’ work. When mistakes were made by one of the siblings, I encouraged the other sibling to find the error. I made an effort to make them feel that they were part of a team. Teamwork was emphasized.
During the tutoring process, I reviewed constantly to determine if previous concepts had been mastered. I treated each as individuals. I made an effort to learn about their individual interests. I modeled risk taking when solving problems and encouraged both to do the same. I told them that I expected each to enjoy what they were doing and to simply give their best effort. At the end of each lesson I asked them to share their feelings about their experience. I also asked them to suggest other needs that each had for future lessons. I wanted each to know that I was genuinely interested in them being active participants in the learning process.