Naturally Occurring Behaviors in the Tutoring Relationship
Research suggests that there are specific behaviors that may facilitate or inhibit the tutoring process. The purpose of this study was to examine the extent of naturally occurring behaviors in the tutoring relationship. Specific immediacy behaviors were identified to study positive and negative behaviors in the tutoring relationship. Fourteen elementary students and eight adult tutors were videotaped to explore what types of positive and negative interactions are naturally occurring in the tutoring relationship. Each 30-minute session was evaluated utilizing the researcher made Tutoring Behavior Observation Checklist (Little, 2002). Positive behaviors are defined as vertical nods, smiles, leaning towards, gentle physical contact, verbal praise, enthusiastic voice, and correction of errors. Negative behaviors are defined as horizontal nods, frowns, leaning away, stern physical contact, verbal criticism, monotone voice and ignoring errors. The study revealed that both the tutors and students demonstrated high levels of positive behaviors (98%) within primarily supportive tutoring relationships. Negative interactions existed at a very low level for both tutors and students. Sessions were rated to determine the extent to which each tutor-student interaction was supportive. The tutors' averaged range of ratings was 1.0 to 1.75, indicating an opinion of strongly agree to somewhat agree for supportive interaction overall. The students' averaged range of ratings was 1.0 to 4.00, indicating varied opinions of strongly agree to somewhat disagree for supportive interaction overall. The findings from this study will provide a scaffold for discussions to improve tutor training and overall effectiveness of future tutoring services.
School:
University of Illinois at Urbana-Champaign
Department:
Elementary Education
Research Advisor:
Bonnie B. Armbruster
Department of Research Advisor:
Curriculum & Instruction
Year of Publication:
2002