Ending a Session
The ending of a session with learners is a great time to consolidate a learner's progress and plan ahead. By encouraging students to share their thoughts on what they learned, what they found challenging, and what strategies worked for them, you empower them to take ownership of their learning journey. It is also an opportunity to build a rapport with your learners and learn about how you can improve as their tutor. This article will cover what information you should aim to get at the end of the session, how to get that information and how to make the most of it!
Wrap-up & reflection
It is always worth taking 5 to 10 minutes at the end of your session to consolidate the students' learning. It can be tempting to try to cram as many exercises in as you can, but in doing so you lose a valuable opportunity to see what they have really retained. You should be aiming to:
Check what the learner has absorbed from the session
Get a sense of how the learner is feeling about the content
Plan for the following session
Improve your own professional development
The goal is to promote the learner's reflection on their own learning and use that to improve your delivery in future. In some cases, you may also want to use this to get the learner to reflect on their behaviour in the session.
Questioning Techniques
There are a number of ways of approaching the wrap-up, so having a clear understanding of the different types of questions you could ask is key:
Direct Questions: What it says on the tin! You could be straight forward and ask the student, for example, "What is Pythagoras' theorem?". This is a efficient route of checking whether they have reached the goals for that session.
Open-ended questions: On the flip side, you can use open-ended questions to gauge overall session effectiveness and learner confidence. Examples could be: "How did you find this session?", or "How confident do you feel on this topic?".
These questions help you to build a relationship with the learner as it shows that you care about their opinion, and you can take their input to tweak your approach to that learner as a result. It also builds learner's confidence, as they acknowledge their achievements.
Addressing learner responses
So, you've asked the right questions, encouraging the students to reflect, and now you're getting their responses. Be aware that you may need to challenge both overconfidence and underconfidence, in a non-confrontational way.
Challenging overconfidence
If a learner says that they did very well on a topic and have a strong understanding of it, but they answered most questions incorrectly, it can be worth challenging this. You can say that you are glad that their confidence is improving, but you would like to make sure it is really well cemented for them, so you can work on it again in the future.
Addressing underconfidence
You may also need to challenge negative self-views. If a learner comes away from a session feeling disheartened about the progress that they have made, they are less likely to engage well in future sessions.
For a learner who has struggled, provide reassurance by:
Pointing out positives
Praising effort
Acknowledging that errors are a part of learning
Explaining how their struggles help you diagnose what will help them in future
Planning Future Sessions
Having these conversations with the learner can help you provide focused feedback and plan ahead. You will want to pick two or three things that the learner can focus on, which are specific, relevant, and manageable. To explore feedback in more detail, head over to our Feedback article!
These end-of-session conversations help you plan future sessions with the learners. They allow you to:
Understand how that learner likes to learn
Discuss the content of the next session
Decide on new material (building on what you've just covered or making that material more accessible)
For example, if a learner has a good grasp of Pythagoras, you could then start looking at trigonometry.
However in some instances, you may need to regress to progress. If they have struggled, you may want to look at a simpler topic like algebra or geometry, as appropriate. You can use a copy of the curriculum to help give the learner an overview and decide on next steps!
The next topic does not have to be connected to that session in every instance, sometimes something a little different is refreshing! Giving the learner a sense of autonomy and control over their learning can also help to build their confidence and a good rapport with their learning, after all, we want learners to be able to take control of their education! That said, you should also consider how it might relate to aims that their teacher has for them, and how much time it would take to cover a topic, compared to the number of marks they would get for working on that topic. Ideally, things that yield a high number of marks for less time should be prioritised.
Tutor Self-Reflection
Self-reflection at the end of a tutoring session is crucial for your own development as a tutor. After each session, take a moment to consider what went well and what could be refined.
Were there moments when the student seemed disengaged or confused?
Did your explanations resonate, or was there a particular concept that didn’t quite land?
By assessing these aspects, you can adjust your approach for future sessions.
For example, if your student struggled to grasp a key concept, you might try breaking it down further or using different examples next time. Perhaps incorporating visual aids or real-life applications would make it clearer. Additionally, reflect on your time management - did you cover everything you intended, or did the session feel rushed? Small adjustments, such as pacing or structuring your lesson differently, can make a significant difference.
Remember, self-reflection isn’t about identifying mistakes - it's about continuous improvement. Use these insights to inform your next session, and don't hesitate to seek advice from school staff or consult your Regional Director (RD). They can offer fresh perspectives, strategies, or resources that may help you better meet your student’s needs. Over time, this reflective practice will help you become more adaptable, confident, and effective in your role!