title: Strategies and characteristics of effective one-to-one literacy tutors

authors: Bennett, Tracey Shelley-Anne

subjects: Reading

abstract: What makes an effective one-to-one tutor of literacy is unclear.  Researchers (Anand  Bennie, 2004; Chapman, Tunmer,  Prochnow, 1999; Holland, 2004; Oliver, 2000) in New Zealand have investigated the effectiveness of one-to-one tutoring programmes; however there are very few studies on tutor effectiveness especially in the context of New Zealand education.  The present New Zealand study explored the strategies that effective one-to-one tutors of literacy used as well as the observed and perceived characteristics distinctive to effective one-to-one literacy tutors.    

Three effective tutors were observed at the Hamilton Children's Reading Centre during their regular tutoring with two of their tutees over a period of four weeks.  To determine the strategies used and the characteristics distinctive to the three tutors, tutoring sessions were audio-tape recorded, and observational notes were recorded.  The time spent engaged in various teaching activities was recorded and tutors were required to comment on the successes and challenges of the session in a journal entry after each tutoring session.  Individual and group interviews with the tutors were conducted to gain further insight into observational data and journal entries.  
 
Numerous strategies were identified during observations of the three effective tutors; the use of these strategies was further explored during individual and group interviews.  The majority of each one-to-one tutoring session focused on the teaching of direct letter-sound relationships, listening to tutees read, and phonemic awareness activities.  Open questions were asked more frequently than closed questions.  Tutees were praised frequently.  Scaffolding was observed regularly throughout tutoring sessions.  The effective tutors used Questioning as their most frequent type of help and used Demonstrating least frequently.  High levels of engaged teaching were maintained throughout tutoring sessions.  A higher percentage of words were spoken by the effective tutors than the tutees.  Written planning did not appear to play a role in the effectiveness of the tutor.  Role reversal was a strategy used frequently by one of the effective tutors. Effective tutors used a variety of ways to motivate tutees to read, complete homework, and remain on task.

Many characteristics of effective tutors were revealed during observations and journal entries.  The perceived characteristics of effective tutors were explored during interviews with the three tutors.  The ability to establish positive, caring relationships appeared to play a major role in the tutees' learning and confidence.  The tutors believed being responsive to tutees' emotional needs was the most important characteristic of an effective tutor.  The tutors ensured that the sessions were positive and laughter was frequently observed.  Good communication was maintained with parents and tutees.  The effective tutors were flexible during tutoring sessions, yet consistent with routines.  The three effective tutors were knowledgeable and experienced in working with children experiencing reading difficulties.  They believed effective tutors are aware of their tutees' areas of greatest need, understand their tutee, and maximise all teaching opportunities.

text: Strategies and characteristics of effective one-to-one literacy tutors What makes an effective one-to-one tutor of literacy is unclear.  Researchers (Anand  Bennie, 2004; Chapman, Tunmer,  Prochnow, 1999; Holland, 2004; Oliver, 2000) in New Zealand have investigated the effectiveness of one-to-one tutoring programmes; however there are very few studies on tutor effectiveness especially in the context of New Zealand education.  The present New Zealand study explored the strategies that effective one-to-one tutors of literacy used as well as the observed and perceived characteristics distinctive to effective one-to-one literacy tutors.    

Three effective tutors were observed at the Hamilton Children's Reading Centre during their regular tutoring with two of their tutees over a period of four weeks.  To determine the strategies used and the characteristics distinctive to the three tutors, tutoring sessions were audio-tape recorded, and observational notes were recorded.  The time spent engaged in various teaching activities was recorded and tutors were required to comment on the successes and challenges of the session in a journal entry after each tutoring session.  Individual and group interviews with the tutors were conducted to gain further insight into observational data and journal entries.  
 
Numerous strategies were identified during observations of the three effective tutors; the use of these strategies was further explored during individual and group interviews.  The majority of each one-to-one tutoring session focused on the teaching of direct letter-sound relationships, listening to tutees read, and phonemic awareness activities.  Open questions were asked more frequently than closed questions.  Tutees were praised frequently.  Scaffolding was observed regularly throughout tutoring sessions.  The effective tutors used Questioning as their most frequent type of help and used Demonstrating least frequently.  High levels of engaged teaching were maintained throughout tutoring sessions.  A higher percentage of words were spoken by the effective tutors than the tutees.  Written planning did not appear to play a role in the effectiveness of the tutor.  Role reversal was a strategy used frequently by one of the effective tutors. Effective tutors used a variety of ways to motivate tutees to read, complete homework, and remain on task.

Many characteristics of effective tutors were revealed during observations and journal entries.  The perceived characteristics of effective tutors were explored during interviews with the three tutors.  The ability to establish positive, caring relationships appeared to play a major role in the tutees' learning and confidence.  The tutors believed being responsive to tutees' emotional needs was the most important characteristic of an effective tutor.  The tutors ensured that the sessions were positive and laughter was frequently observed.  Good communication was maintained with parents and tutees.  The effective tutors were flexible during tutoring sessions, yet consistent with routines.  The three effective tutors were knowledgeable and experienced in working with children experiencing reading difficulties.  They believed effective tutors are aware of their tutees' areas of greatest need, understand their tutee, and maximise all teaching opportunities.

year: 2007

title: An exploration of the use of coaching and
mentoring as a professional development
process for primary school emerging leaders:
Using science as a context

authors: Barnett, Jane Sandra

subjects: Coaching

abstract: This study looks at the impact of coaching and mentoring skills, provided through a professional development programme, on developing emerging middle leadership in primary school teachers, where the focus is on science teaching. Emerging leaders play a very important role in supporting and developing other teachers' pedagogy in the implementation of the curriculum and new initiatives into the classroom. The literature illustrates that the skills for coaching and mentoring form a key part of a leader's role, in particular that of an emerging leader where teachers are coaching teachers. These skills can assist in the formation of professional learning communities with a strong focus on the teachers' practice and the enhancement of student learning outcomes. 
The study involves four teachers (emerging leaders) from four large primary schools. It uses a qualitative approach, with an action research methodology. The tools used for data gathering are a questionnaire, semi-structured interviews, focus group interviews and written journal reflections at the workshops. The data is thematically analysed.
The findings emphasize the value of coaching and mentoring skills in the professional learning of emerging leaders and the teachers that they are working with. Two overarching changes in the emerging leaders' practice arose. Firstly changes in the leadership understandings of the emerging leaders and secondly in the growth of their leadership practice as they developed small professional learning communities. The importance of trust and relationships as part of the community was highlighted. The data also identified a change in the depth and the development of talk about the teachers' science pedagogy. A crucial realization for the participants was the difference between professional and social conversations when it came to taking a leadership role. 
The implications of this research include the importance of providing emerging middle leaders in primary schools with the opportunities to explore the bigger picture of leadership. Senior school leaders would be advised to provide professional development opportunities to help emerging leaders develop in their understanding and practice of the skills and knowledge base involved in the leadership process. This study has illustrated that a coaching and mentoring approach to fostering professional learning can be effective in the growth of leadership skills.

text: An exploration of the use of coaching and
mentoring as a professional development
process for primary school emerging leaders:
Using science as a context This study looks at the impact of coaching and mentoring skills, provided through a professional development programme, on developing emerging middle leadership in primary school teachers, where the focus is on science teaching. Emerging leaders play a very important role in supporting and developing other teachers' pedagogy in the implementation of the curriculum and new initiatives into the classroom. The literature illustrates that the skills for coaching and mentoring form a key part of a leader's role, in particular that of an emerging leader where teachers are coaching teachers. These skills can assist in the formation of professional learning communities with a strong focus on the teachers' practice and the enhancement of student learning outcomes. 
The study involves four teachers (emerging leaders) from four large primary schools. It uses a qualitative approach, with an action research methodology. The tools used for data gathering are a questionnaire, semi-structured interviews, focus group interviews and written journal reflections at the workshops. The data is thematically analysed.
The findings emphasize the value of coaching and mentoring skills in the professional learning of emerging leaders and the teachers that they are working with. Two overarching changes in the emerging leaders' practice arose. Firstly changes in the leadership understandings of the emerging leaders and secondly in the growth of their leadership practice as they developed small professional learning communities. The importance of trust and relationships as part of the community was highlighted. The data also identified a change in the depth and the development of talk about the teachers' science pedagogy. A crucial realization for the participants was the difference between professional and social conversations when it came to taking a leadership role. 
The implications of this research include the importance of providing emerging middle leaders in primary schools with the opportunities to explore the bigger picture of leadership. Senior school leaders would be advised to provide professional development opportunities to help emerging leaders develop in their understanding and practice of the skills and knowledge base involved in the leadership process. This study has illustrated that a coaching and mentoring approach to fostering professional learning can be effective in the growth of leadership skills.

year: 2009

title: Polynesian settlement of New Zealand and the impacts of volcanism on early Maori society: An update

authors: Lowe, David J.

subjects: Polynesian settlement

abstract: Presents an overview of the timing of Polynesian settlement in New Zealand, discussing the application of tephrochronology and rat and avian bone dating to the problem. The impacts of volcanism on early Maori society are examined, including the catastrophic impacts of the Tarawera eruption of 1886.

text: Polynesian settlement of New Zealand and the impacts of volcanism on early Maori society: An update Presents an overview of the timing of Polynesian settlement in New Zealand, discussing the application of tephrochronology and rat and avian bone dating to the problem. The impacts of volcanism on early Maori society are examined, including the catastrophic impacts of the Tarawera eruption of 1886.

year: 2008