My Tutoring Reflection

The culmination of my tutoring sessions with Amira was satisfying on several levels. When I began my tutoring with Amira, she was reserved and shy and it was difficult to engage her in conversation; I had yet to form a bond with her where she felt comfortable interacting with me. By the time I had finished my tutoring sessions with Amira, she was much less reserved and had opened up to me in a way where she felt comfortable in everyday conversation, in responding to questions and in reading aloud to me. Her personality emerged which was gratifying to observe. Amira will likely always be a shy student, but it is possible to draw her out and form a satisfactory teacher, student relationship conducive to learning.
At this point in the year, I do not have new Dibels assessment data as students will not be tested again until the beginning of 2017. Likewise, I do not have new MAPs testing data available. However, I have included copies of Amira’s progress monitoring for her Tier II intervention plan which uses the Dibels Next program.
Amira’s progress monitoring shows a steady growth. At her review on
The low volume of her voice made it difficult to hear her read aloud and her shyness made her reluctant to read out loud. She lacked confidence in her reading, which was presenting a barrier to growth in this area.
When I began my tutoring sessions with Amira, she set a goal for herself of moving up a reading level and stated that she wanted to be a “good reader.” Meeting her goal by moving up to an independent level E by our final session made Amira proud. I also discussed the Goldilocks strategy with Amira, so that she knew how to pick appropriate books at her level. This was a familiar concept as her teacher had discussed this in Kindergarten. It was valuable to revisit the strategy as I needed to be sure Amira was choosing books which she could be successful in reading outside of our tutoring