The Why? What? When? and How? of Tutoring: The Development of Helping and Tutoring Skills in Children

Autor/in	Wood, David
Titel	The Why? What? When? and How? of Tutoring: The Development of Helping and Tutoring Skills in Children
Quelle	In: Literacy Teaching and Learning, 7 (2003) 1-2, S.1-30 (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Stellungnahme; Classroom Techniques; Tutoring; Helping Relationship; Young Children; Time on Task; Low Achievement; Help Seeking; Pedagogical Content Knowledge; Inhibition; Tutors; Teacher Student Relationship; Reading Programs; Modeling (Psychology); Educational Strategies; Contingency Management; Learning Problems; Intelligent Tutoring Systems; Outcomes of Education; Teaching Methods; Learning Theories; Self Control; Active Learning; Sociocultural Patterns + Suchen Sie Ihr Suchwort? Klassenführung; Förderkonzept; Nachhilfeunterricht; Helfende Beziehung; Frühe Kindheit; Zeitaufwand; Unterdurchschnittliche Leistung; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Pädagogische Kompetenz; Hemmung; Förderlehrer; Lehrender; Tutor; Teacher student relationships; Lehrer-Schüler-Beziehung; Modeling; Modelling; Modellierung; Lehrstrategie; Krisenbewältigung; Lernproblem; Intelligentes Tutorsystem; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Learning theory; Lerntheorie; Selbstbeherrschung; Aktives Lernen; Soziokulturelle Theorie
Abstract	In this article, the author talks about tutoring and learning. He first discusses the analytical and technical questions about the why, what, when, and how of tutoring. He begins by saying a little bit about why he is involved, interested, and fascinated by the very complex human activity people call tutoring. He argues that tutoring is an outgrowth of helping. Even though helping is a natural part of human nature, it is a much neglected topic, particularly in research. He argues that in looking at the development of helping in children, there are some fascinating phenomena about childhood about which adults know very little. The article is divided into the following sections: (1) The Why of Tutoring; (2) The How, What, and When of Tutoring; (3) Tutor Challenges; (4) Establishing and Maintaining the Tutorial Relationship; (5) Contingent Support for Learning; (6) Contingent Tutoring; (7) It Takes Two to Tutor; (8) Looking for Help When You're in Trouble; (8) The Learner's Use of Time on Task; (9) A Feeling of Not Knowing, Zone of Proximal Development, and Seeking Help; (10) The Quadratic Tutor; (11) Is Working Fast a Sign of Effective Learning?; and (12) Data: Are Lower Achievers Generally Poorer at Regulating Their Own Learning Environment?. (Contains 2 footnotes.) [This article was originally presented as a keynote address by the author at the 2002 Teacher Leader Institute in Boston, Massachusetts.] (ERIC).
Anmerkungen	Reading Recovery Council of North America. 500 West Wilson Bridge Road Suite 250, Worthington, OH 43085. Tel: 614-310-7323; Fax: 614-310-7345; Web site: http://www.readingrecovery.org/rrcna/journals/ltl/index.asp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10