| I read a research paper some days back that said | | | | not know the way the brain of a ninth grader works. |
| "We learn 10% of what we read, 20% of what we | | | | Instructional techniques used in online learning should |
| hear, 30% of what we see, 50% of what we see | | | | be directed at helping (and not forcing) children grasp |
| and hear, 70% of what we discuss with others, 80% | | | | concepts in an interesting way. Children can |
| of what we experience, and 95% of what we | | | | sometimes be very impatient; they might not be able |
| TEACH others". | | | | to concentrate on one thing for long. This can be |
| Accept it or not, children often do not like their | | | | addressed by developing an instructional pattern that |
| teachers. This might seem to be a provocative | | | | involves a lot of pictures, quizzes, games, and humor. |
| statement, but then truth is at times bitter. Hardly | | | | I have observed that when a teacher scolds a child, |
| have I come across children who seem to say good | | | | the latter's brain refuses to accept new ideas from |
| things about their teachers. What is the reason | | | | the teacher for a while. Hence, Online Tutors must |
| behind this? In my opinion, it is lack of rapport | | | | ensure that they never try to discipline children. Try |
| between the teacher and student. | | | | becoming friends with children, and you will be |
| First impression is often the last impression. What this | | | | astonished with the results. Whether it's online math |
| essentially means is that a teacher should, from the | | | | tutoring or homework help, this formula works for all. |
| very first encounter with the child, try to develop a | | | | Criticism might not be beneficial for a child. But |
| friendly relationship. Though this might seem to be | | | | constructive criticism might help. Children love when |
| 'just another of those numerous techniques', it really | | | | someone pats their back and encourages them. While |
| works. Online Tutors have one great advantage- | | | | Online Tutors cannot do the former, they surely can |
| Virtual Presence. This can eliminate the problem of | | | | motivate the child and appreciate his/her work. |
| 'hesitation' on the child's part to attend a session. | | | | Online Tutors should have a sound understanding of |
| Another thing that I always emphasize on is that two | | | | the tools and technology being used for tutoring on |
| children can never be the same. In other words, | | | | the Web. Often, young children find it difficult to |
| every child is unique in the way he understands | | | | understand the way a whiteboard works. Tutors |
| concepts. Online Tutors should be ready to | | | | should therefore take some time to help the child |
| experiment with new techniques of tutoring. It goes | | | | understand the basics of Online Learning tools. Again, |
| without saying that tutors should be experts in their | | | | tutors should not be rigid. If a child is having some |
| subjects. | | | | problems using the whiteboard and he/she asks to |
| However, being a subject expert might not qualify a | | | | explain something using voice chat, the tutor should |
| person as a good Online Tutor. Pedagogy, which | | | | not force the child to continue using the whiteboard. |
| includes the principles and methods of instruction, | | | | Remember, Online Tutoring should be fun for the |
| should be a critical component of Online Tutoring. A | | | | child, not a technological nightmare! |
| tutor might possess a PhD in Biology, but he might | | | | |