Are you looking for strategies to help students who refused to be tutored? If so, keep reading.
1. Praise the student for working properly with peers in a tutoring situation: (a) give the student a concrete reward (e.g., privileges such as leading the line, handing out learning materials, 10 minutes of free time, etc.) or (b) give the student an informal reward (e.g., praise, handshake, smile, etc.).
2. Converse with the student to explain (a) what they are doing wrong (e.g., not paying attention to the tutor, arguing with peers, etc.) and (b) what they must be doing (e.g., paying attention to the tutor, doing their own work, etc.).
3. Create tutoring rules: • Complete every assignment. • Complete assignments quietly. • Remain in your seat. • Finish tasks. • Meet task expectations. Examine rules often. Praise students for following the rules.
4. Praise those students in the classroom who work properly with peers in a tutoring situation.
5. Praise the student for working properly with peers in a tutoring situation based on the duration of time they can be successful. As the student shows success, slowly increase the duration of time required for reinforcement.
6. Draft an agreement with the student stipulating what behavior is required (e.g., paying attention to the tutor, taking turns, sharing learning materials, etc.) and which reinforcement will be implemented when the agreement has been met.
7. Connect with parents (e.g., notes home, phone calls, etc.) to disseminate information about the student’s progress. The parents may reinforce the student at home for working properly with peers in a tutoring situation at school.
8. Assess the appropriateness of the task to ascertain (a) if the task is too easy, (b) if the task is too complicated, and (c) if the duration of time scheduled for the task is sufficient.
9. Select a peer to model working properly with peers in a tutoring situation for the student.
10. Get the student to question any directions, explanations, and instructions they do not understand.
11. Make sure that the student and peer tutor are compatible (e.g., the student accepts their role in the tutoring situation, the student and peer tutor are accepting of one another, the peer tutor has skills and knowledge to share, etc.).
12. Make sure that the chance to work with a peer tutor is contingent upon appropriate behavior prior to and during the tutoring situation.
13. Make sure that the students being tutored together are on the same capacity and ability level.
14. Teach the student appropriate behavior for peer tutoring situations (e.g., follow instructions, work quietly, etc.).
15. Observe tutoring situations closely to make sure that the student’s behavior is appropriate, the task is appropriate, they are learning from the situation, etc.
16. Make sure the tutoring learning experience involves practice, drill, or repetition of information or skills previously presented.
17. Ascertain the peers with whom the student would most prefer to interact in tutoring situations and attempt to group these students together for peer tutoring.
18. Select outgoing, non-menacing peers to be tutors.
19. Organize their surroundings so the student has many chances for success in tutoring situations.
20. Assign the student to tutoring situations in which they are likely to interact successfully with peers being tutored.
21. Consider using a classroom management app. Click here to view a list of apps that we recommend.
22. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.
23. Consider using Alexa to help the student learn to behave appropriately. Click here to read an article that we wrote on the subject.
24. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.
