Overview dashboard
Social-Emotional Learning
Engage Students and Foster Independent Learning
Mastering Content
Build Content Skills and Learn Tutoring Strateties
Advocacy
Promote Equity and Inclusion
Relationships
Nurture Relationships with Students and Caregiveres
Recommendation Personalized Training Lessons
| Area of Improvement | Lesson Recommendation | Completion |
|---|---|---|
| Advocacy | ||
| Advocacy | ||
| Social-Emotional Learning |
Cross Lesson Evaluation
What you did well During This Lesson
| What you did well | Improvement | Area | Details |
|---|---|---|---|
| You were able to supporting student with a growth mindset instead of a fixed mindset by encouraging students on the learning process and not necessarily just getting the answer |
|
Social-Emptional Learning |
The tutor consistently guided the student through the process of solving the problems, asking questions to prompt the student's thinking rather than simply providing the answers. For example, "So how do we get D by itself?" and "So if the diameter is 14, the radius is going to equal seven." |
| Responding to students when students make errors or mistakes, by not directly calling attention to the error but guiding students to realize and correct the error themselves |
|
Social-Emtional Learning |
Throughout the dialogue, the tutor guides the student to the correct answer without directly pointing out the student's mistakes. For example, when the student is unsure about the equation for the circumference, the tutor guides the student to the correct equation by asking, "So, um, do you know the equation for the circumference?" and "Can you, can you, we were just like write it down." |
| Using mathematical, academic vocabulary and encouraging the student to do the same. For example, the tutor uses the term isosceles triangle instead of saying a triangle with two sides the same length |
|
Mastering Content | The tutor showed a good understanding of the subject matter, which is mathematics, specifically the concept of circumference, diameter, and radius. This is evident in the tutor's ability to guide the student through the process of solving the problems and explaining the relationship between these concepts. |
| Getting to know their students, such as asking their students their names and how they are doing or feeling. |
|
Relationships | The tutor did not explicitly ask the student's name or how they are doing, but they did engage in a conversation with the student and tried to understand their level of understanding and confusion. This is evident from the tutor's questions like "Is there anything you need help with right now?" and "Do you know the equation for the circumference?" |