Webinar 2 - Secondary Training (Non tutors)

Multiple Choice

What age limit will your students belong to?

• 11-15

• 15-19

• 10-12

• 12-17

Multiple Select

There is a long silence from the student and you are not sure if they are working on the question or not. What should you do?

• Let it be. The student is supposed to be given the thinking time to work through the question anyway

• Ask, “is there anything you’re stuck on, or are you working it out?”

• Ask, “do you want to explain what you are thinking to me?”

• Ask, “since you’ve been stuck here for sometime, shall I do this for you?”

Multiple Select

Pick the most appropriate praises that you can use with a secondary student.

• “Great, you seem to be on the right track”

• “I’m so proud of you for reading that question out loud”

• “You broke down the problem really well this time. Do you feel like you’re starting to get the hang of it now?”

• Short praises (“good job”, “nicely done” etc) can be used as the student explains the steps.

• “Well done! Completing that question in thsame way on your exams would have gotten you 5 marks”

Multiple Select

Which of the following helps you build confidence and a good working relationship with the student?

• Using a supportive tone of voice

• Working out the slide/question for the student when he/she is silent

• Say “Take your time and have a think about it - and let me know if you have any questions”

• Make sure to cover 2-3 lessons in a session since these are revision lessons

Multiple Select

Which of the following prompt an effective discussion with the student?

• “What do you already know about this question”

• “What can you work out based on the given diagram and focusing on what you know already?”

• “Why do you think this question is more challenging?”

• Probing follow up questions based on the student’s answers

• Making deliberate mistakes

Multiple Select

What would you NOT do if your student is struggling?

• Take time to explain the concept, model & remodel as needed

• Probe and clarify any misconceptions

• Attempt the Challenge questions

• Try to fill in the long pauses caused due to thinking or typing with scaffolded explanations

• Move at the student’s pace rather than trying to complete 1-2 lessons in a session

Multiple Select

What are the steps that we as tutors take when facing a safeguarding situation?

• Recheck

• Recognise

• Respond

• Report

Multiple Select

Which of the below actions should be taken by tutors when handling student misbehaviour?

• Do not get visibly annoyed or angry

• Do not try threats

• Use ‘Thank You’ to encourage the students to comply

• Call the adult as the first resort

• Laugh with the student if they swear to make them forget

Multiple Choice

A student mistakenly swore 2 times during the session but meant no offence (more like a slip of the tongue).

Should the tutor Red flag this session?

• Yes, because it was more than one time

• No, because that was a slip of the tongue

• Yes, because students must not swear

• No, because it is less than 5 times

Multiple Select

Out of the options given below, select the most appropriate responses that can be used by the tutors in cases of student misbehaviour during GCSE sessions?

• "John, please could you try to not swear?"

• "Alex, I may have to speak to your teacher if you swear whenever you get a question wrong."

• "Don't worry, let's try not to swear from now on though shall we?"

• "It is okay, mistakes can happen. Even I say words like that just sometimes."

• "I really would like you to have a productive session. Can we focus on the work now? Thank you."

Multiple Choice

How would you mark the S2S this week, which was marked as ‘NL’ last week?

• RE

• NL

• NW

• NT