Tariq A.

I use many different strategies in teaching and instill confidence in my students by teaching simple, easy-to-remember reading and writing strategies. I work on my students’ goal of acquiring the skills to do the work themselves in preparation for the IB program’s final evaluations.

I will develop the student’s language skills (writing – reading comprehension – listening – speaking) at the core of the IB Diploma Program. Ahead of the lesson: Reading: Most of my students share a text or task they need before their lesson. During the lesson: Reading and analyzing: I will ask guiding questions about understanding the text; I will present the rules for analytical reading, extract vocabulary meanings, understand sentences, deducing sub and main thought, and linking the text to the themes. I’ll show specific, easy-to-remember methods of language and visual analysis depending on the task. I will ask guiding questions about characterizing text type, interpreting the text’s language, parts of the story, or combining images. I will share specific techniques to help the student become familiar with specific word choices, common structures, and visual elements to become a critical reader. Writing: I will explain how to write in the text form. Speaking: I will ask my students to speak and record in Classical Arabic what they understood from the text, listen, and evaluate themselves to address the expected errors. After the lesson and assignment: My students share their written and presentation assignments with me, and I work with them to structure responses to a controversial essay, comparative essay, research essay, or a single paragraph response on a topic or topic. I can also review and draft the formal aspects of their writing. Proofread: Sometimes, all you need is a review before submitting your work. I can suggest amendments to grammar, spelling, citation, formatting, paragraph structure, organization, and idea development.

I will explain strategies that apply to language skills, I will read what can be applied to any text, and I will share supporting documents when I meet a student. We will apply the techniques to share the texts with my students, which they read in the class during the lesson. I will teach writing strategies such as outline, sentence structure, paragraph, and essay structure.

I give my students some powers, independence, and liberation, such as: searching the materials themselves to present them, allowing them to acquire new knowledge through the curriculum, motivating them to learn and discover more by setting specific instructions and the laws and rules that make them understand these materials better, also helps them to relate to those Topics stronger and provide them with the opportunity to present what they have gained. To keep a classroom motivated, however, I have a bag of tricks.

This depends on the type of difficulty in learning the skill. I will analyze the reason for this difficulty, and I will develop a suitable solution for it. I use various strategies to get the student to overcome this difficulty, such as: repeating the same techniques to analyze with different types of texts to practice the skills. I use acronyms to remember what to comment on in the text; I teach strategies to recognize literary devices in a text and apply them to different types of texts … etc.

In the beginning, the cause of reading difficulty must be properly diagnosed; if the problem is a result of learning, I will develop a treatment plan and some strategies for these students to help them to solve this problem, such as: using clear, error-free language, and speaking in front of students in a strong and clear voice. Motivate the students with reading difficulties to participate in classroom activities. Choosing the texts that he will read during the lessons. Continuous encouragement to raise his spirits and increase his self-confidence.

Often, I ask my students to share their assignments and texts with me ahead of the lesson to prepare to help, and we’ll make the most efficient use of our time together. If I have to read and comment on an essay or a text, I may charge a fee to prepare for the lesson, but I will always clear that with the student first. When I have a regular student, I ask them to share their syllabus and/or assessment calendar to keep abreast of what the student will need to know going forward.

I maintain a light and friendly tone, motivate the student with responsibility, tell them what I expect to achieve in the lesson, and remain motivated to complete the task well; I set a list of short and long-term goals that must be achieved or respected. I make the learning environment safe based on encouraging the student and believing in his abilities to overcome difficulties and try again upon failure while supporting them psychologically. I also ask many guiding questions to arrive at an answer instead of giving it to him. And I use the dialogue to discuss some of the shortcomings and weaknesses; I give him hope and the possibility of success—finally, the use of technology, such as programs, tools, and educational applications.

Practice and repetition are key to understand concepts and skills. I will refer to the concepts that have been taught recently to practice these concepts with different texts and tasks. I will ask a set of questions dealing with specific concepts and skills related to the lesson’s objectives. In the last five minutes of the lesson, I will ask the student to show what he understood or learned and written his feedback about the lesson. Finally, I will provide sample diagrams, paragraphs, introductions, and conclusions.

I make sure to tell them what they have done well. I discuss suggestions on how to improve skills, such as skills in reading or writing. We practice the same skills that have been explained, such as reading and writing using different types of texts and assignments, and the result is that the student can apply these skills to any text or assignment.

I ask what the student feels they need help with. I ask questions about the text to ascertain their critical reading skills, and when reading a student’s work, I look for patterns in their language so that we can focus on the things that need improvement.

It really depends on the student. Most students respond well to praise and encouragement. Beyond that, it really depends on how the student responds to my instruction. Some students need more structure, and some need less. I make a point of getting to know my students, and I pay attention to reading and writing patterns to provide help where it is most needed.

For 1-1 tutoring, I like working with Google classroom & Doc or software that gives us live editing capabilities. Screen-sharing is the key because tutoring is really and continuous exchange between my students and myself. Usually, we are working on a text or essay assignment simultaneously. I like to use games such as Kahoot for groups to memorize concepts, literary devices, remembering text types, etc.