Tips for a new standardized test tutor?

July 22, 2006 1:42 PM

So I'm applying for a standardized test (LSAT) tutoring position, right? I've got an "audition" next week, where I need to prove that I can teach. The material isn't as important as the ability to understand and react to the needs of the individual student. Any tips for one-on-one teaching like this?

I'm not really looking for LSAT-specific tips (if I get the job, I'll learn my employer's method). Instead, I'm just interested in finding knock-em-dead ideas to communicate the material to a student. I'd say some level of tutoring comes naturally to me (I've been teaching a few people informally before this), but I want to have a well-rehearsed lesson prepared so that I'm not too nervous when my "student" is a potential boss.

(For what it's worth, LSAT veterans, I'm teaching a logical reasoning section -- AKA arguments)

Thanks!

posted by electric_counterpoint to education (12 comments total)

I hope this is helpful ... but I once knew someone who was preparing for a similar kind of "audition," in that a requirement was a live demonstration of an ability to teach something. We brainstormed a few ideas, and decided that, since the ultimate goal of the exercise was "to get a job," then the subject matter was actually secondary to the interviewer's overall experience. So, her lesson plan would focus squarely on the "learning is fun" experience, with the thinking being, if the interviewer is having fun, you're more likely to get the job.

So, what's fun? Things that are hands-on with definable end goals. Science experiments, magic tricks, music, dance, cooking, etc. Even better to combine elements -- teach someone to hard-boil an egg while explaining the science behind boiling points. Show someone the "Mentos-and-Diet-Coke magic trick" while explaining how gas and pressure work.

Ultimately, since the job involved children and there would be access to an exercise room, my friend brought a CD player and taught the interviewers a simple dance step while explaining how musical beats work. And she got the job.
posted by frogan at 2:17 PM on July 22, 2006

The Teaching Demonstration Advice question might be helpful for you.
posted by occhiblu at 2:37 PM on July 22, 2006

Err, lemme try that again, looks like the page is having problems.

Teaching Demonstration Advice
posted by occhiblu at 2:38 PM on July 22, 2006

I used to work as a manager at one of the big companies that offers standardized testing products, and I sat in and evaluated a lot of the teachers we hired.

The most important thing is to be energetic, enthusiastic, and most of all, know what you're teaching backwards and forwards. Don't try to do something clever or use kooky examples.

This place will train you on how to teach their product - they're evaluating your ability to get in front of a class and be dynamic. Being too creative with your examples might actually work against you - they want people to teach their material by the book.

Most places require that you already have a score in the 95th percentile - so they know you're smart already, and know that you understand the LSAT. They want to see someone who can keep a classroom of people interested.

A few more concrete tips -

Don't stand in one place at the front of the classroom, walk around and look at all the students (even if there are just a handful of people in the room, pretend it's a full classroom).
Make good use of the board and be demonstrative with every question. Ask the "students" for the answers each step of the way and make lots of eye contact. Ask if you should repeat or clarify anything frequently.

You're probably applying to work at my former employer. If you have any more questions, email's in the profile. Good luck!
posted by SassHat at 2:47 PM on July 22, 2006

I did this when I got a job working for The Princeton Review. I did a talk on how to season a cast iron pan. I brought a before and after demonstration model and used the pans and waved them around a lot. I had a pretty concise talk that had just a few bullet points, room for feedback and spent a lot of time trying to be interactive with the class or at least looking to make sure they were keeping up. Sounds like you have to teach something more traditional in which case make sure it's something you totally understand, maybe make sure you have a good metaphor or two for explaining it, and be prepared to have someone toss a curve ball question at you possibly in the middle of what you're doing.

Make sure you look like you enjoy what you are doing, look somewhat relaxed (they know everyone is a little nervous, but that nervousness should ebb not increase as you go on) and have good confident answers to questions. Good luck.
posted by jessamyn at 3:16 PM on July 22, 2006

Different people learn differently. Demonstrate you can teach the same to different students by explaining it multiple ways.
posted by orthogonality at 3:38 PM on July 22, 2006

I know someone who did one of these auditions with a talk on how to change a light bulb, and was hired. He got the audience involved by asking questions and getting them to answer, passing around a light bulb and having some of them demonstrate which way to turn to screw it out and which way to turn to screw it in, teaching them "righty-tighty lefty-loosy" near the beginning of the talk, then getting them to repeat it near the end. The other auditioners enjoyed the demonstration a lot, and the interviewer was visibly impressed. So: simple subject matter which is easily covered within your allotted time, with most of the time left over to involve the audience.
posted by leapingsheep at 3:47 PM on July 22, 2006

I, too, auditioned and taught for The Princeton Review, and eventually managed in their Chicago office. I second/third all the advice re: be energetic, move around a lot, involve the audience (if it's TPR, your competition may be in the room with you), and know your material cold. My own audition was about folding different kinds of towels (with monogram, plain, with design, etc) and I brought a laundry basket full of towels. Props are good, unique is good. TPR is looking for a personality type more than anything - smart, irreverant, articulate, calm under pressure but not to the point of being dull.
posted by donnagirl at 5:07 PM on July 22, 2006

To expound a bit on what ortho said, there's been a lot of research over the years about how people learn.

Try reading about Gardner's eight Multiple Intelligences (here's an FAQ compiled by Gardner himself: [pdf]).
You might also be interested in Felder and Silverman's Learning Styles (the original paper: [pdf]).
posted by solotoro at 7:24 PM on July 22, 2006

I teach for a test prep company, LSAT especially.

Good auditions often are consist of people teaching how to make a PB&J or a good card trick.

Most likely there will be others in the room.

Be slow, patient, and don't turn your back to the class.

Make eye contact.
posted by k8t at 9:26 PM on July 22, 2006

I have been subjected to a few teaching auditions. It doesn't always happen, but be ready for a "student" who asks irrelevant questions or brings things up that would be best discussed at another time -- or just acts like a jerk. You want to bring them back to the task at hand, not call them out or let them divert you.
posted by wryly at 12:01 AM on July 23, 2006

I taught at a large national test prep company, and had to do a similar interview. I didn't practice nearly enough (only about an hour the night before) to get it down, and that came through in the presentation.

But, I did pick a topic to teach about (how to pitch in baseball) that I was interested in. My natural enthusiasm came through and I easily was chosen to go through training (which is where they really do "weed out" teachers). All that care about is that you are not a total bore - the subject matter is completely secondary, if not nearly irrelevant - although, don't pick something that is too off-the-wall.

Also, a bonus would be to use the white board (if there is one in the room, which there most likely will be) to put up some cursory bullet points, nothing too fancy though. After all, you're going to be writing on there a lot, show em you are comfortable writing/speaking at the same time.
posted by mjs123 at 1:51 AM on April 22, 2007