Marco Z.

In tutoring, my focus is always on ensuring that content is fully understood, not just remembered. IB examinations - particularly in the social sciences - are based on the argumentation, application, and analysis of course content, so memorisation is not enough. For this reason, I give students numerous learning strategies they can use to properly grasp the content for an exam.

Typically, I first want to talk to the student and fully understand their struggles, worries, and problems with a particular subject. This discussion is useful in devising a proper tutoring strategy for future sessions and preparing to appreciate exercises ahead of time. Sometimes, however, it's preferable to go straight into work with the student. For instance, going through a past assignment or doing a close reading of a text so that the student’s main problems come to light.

The key is helping them develop crucial skills and techniques, which they can then use on their own when studying. In history, developing good note-taking and reading skills for instance is very effective in allowing students to learn and revise more independently.

Having gone through the programme myself, I can comprehend how students may struggle with motivation. I find that positive reinforcement is quite effective in keeping students motivated, as they are reminded of the improvements and achievements they have gained in the past. Another strategy is introducing students to more fun and engaging study methods, which might spark their interest in the subject again.

Unfortunately, students can get stuck on a concept or skill, but there are many ways to resolve this. Explaining the concept once more through new media, such as visuals or an investigation often helps students. Sometimes they need more real-life examples and case studies to visualise it. Regardless, there are many exercises, techniques, and approaches one can use to help learn a concept or skills, it is just about finding the one that works best for the particular student.

First, I would go over essential reading techniques such as highlighting key concepts or note-taking methods they can use. I also often ask students to read a text and summarise it or explain it back to me. Regardless, when it comes to reading practice is crucial to improve so I would do many exercises with the students.

I like to ask students to share course content such as articles, books, and papers with me ahead of sessions. This allows me to prepare in advance and make the session more productive and focused. I also like to discuss the student’s own goals for the subject, such as the grade they aim for and the time frame in which they want to achieve it.

Making the course content more relatable to the students is a great strategy to keep them engaged. This is particularly true for the social sciences, as its contents usually relate to current events or news happening in the world. Introducing students to novel study methods is also a good strategy, such as using podcasts, documentaries, or visiting museums to keep engaged with their content.

Asking them questions that require an application, or the analysis of the material is quite effective, as students need a good understanding of the content to answer those questions well. I sometimes ask students to make summaries or presentations of what they have learned and present them to me. It may seem paradoxical, but having students teach the content back to me assures me they have understood the material, and only solidifies their understanding.

Just as keeping students engaged with a subject, ensuring students can relate to the content is also helpful in building confidence. If they can draw to examples in their own life or current events it will make the content more tangible, and they will therefore feel more confident about their understanding.

In evaluating their needs, communication is key: I always try to ensure that my tutoring space is safe, welcoming, and friendly; ensuring that students feel comfortable to share their concerns, needs, and wants. I try to communicate the same on my part and ensure clear communication between the student and me throughout all sessions.

Depending on the needs of the student, I can reschedule sessions, change exercises or try new forms of teaching. If a student has a particular issue with the timing of sessions, I will find a particular time that would work for both of us. Instead, if a student feels they are more of a visual learner I can also accommodate this by accompanying my sessions with more presentations and visuals.

It depends on the subject at hand: For history, for example, I often use historical sources to develop analytical skills or my own essay outlines to build essay writing techniques. Instead, in economics, for instance, I could share note-taking tips and templates, or perhaps share articles on current events that relate to the syllabus so that their understanding is strengthened.