Tutoring Experience Essay

Tutor Resume and Cover Letter Examples

Are you interested in a tutoring job? The following are examples of a resume and cover letter for a tutor position. This is a resume for a college student or recent graduate, but if you have more work experience you can tailor your resume accordingly. Experienced candidates can list "Education" below "Experience" on their resumes.

Tips for Writing a Tutor Resume

When writing your resume, be sure to include all your relevant education and experience.

Take the time to match your qualifications to the job, so the hiring manager can see you're a well-qualified applicant. Highlight your teaching and tutoring experience by featuring them prominently on your resume.

Your other work experience can be listed separately in an "Other Experience" section below the tutoring and education experience. Customize your resume for each job you apply to, and prominently feature the requirements the employer is seeking on your resume and in your cover letter.

Tutor Resume Sample for a College Student

Samantha Smith
146 Placid Street
Portland, OR 97217
Home: 776-555-0006
Cell: 223-555-0003
ssmith@email.net

Education

East Brook College, Portland, OR
Bachelor of Arts
May 20XX
Major: Mathematics
Minor: History
Overall GPA 3.6; Honors each semester
Study Abroad: London, UK, Spring 20XX

Experience

Intern
Children’s Museum, Portland, OR
Spring 20XX

  • Worked directly with the Education Director of the Museum, assisting and observing education programs for schoolchildren ages 6-14
  • Developed content for new exhibition on the history of recreation

Student Leader
Literacy for Youth Program, Portland, OR
Jan. 20XX – present

  • Discuss and analyze a piece of young adult fiction with 4th and 5th-grade students
  • Generate discussion questions to stimulate literary conversation between students

Calculus Tutor
East Brook College, Portland, OR
Spring 20XX

  • Created worksheets and practice quizzes to help college student prepare for exams in Calculus I
  • Succeeded in raising student’s grade from a 70% to an 84%

Summer Counselor
Sunny Side Summer Camp, Tacoma, WA
Summer 20XX – Summer 20XX

  • Developed a weekly schedule for children ages 3-6 at a full-time summer camp
  • Implemented and ran activities for a group of up to 15 children
  • Promoted to senior counselor due to outstanding performance and leadership abilities

English Tutor
Easton, OR
Summer 20XX

  • Prepared weekly lesson plans to help a student prepare for her high school English course
  • Taught essential aspects of writing a paper; how to devise a thesis, create a conclusion, etc.
  • Succeeded in helping student reach her goal of earning an A- the following semester

Other Experience

Editorial Assistant, Rambler Magazine, Rambler Inc., Summer 20XX
Managing Editor, Tacoma East Paper, Tacoma East High School, Sept. 20XX – May 20XX

Tutor Cover Letter Example

Dear Director of Tutor Corps,

Please accept my enthusiastic application to Tutor Corps. I would love the opportunity to be a hardworking, passionate member of your summer tutoring program. As soon as I read the description of the program, I knew I was a well-qualified candidate for the position.

I have extensive tutoring experience in a variety of fields. I have tutored in English as well as Calculus. I have helped students learn to analyze literature, write essays, understand historical events, and graph parabolas. Your program requires that tutors be able to assist students in multiple subjects, and my experience would allow me to do just that.

You also state in your job posting that you require tutors that can work with students of all ages. As a summer camp counselor, I have experience working with preschool and kindergarten-age students. I have also tutored middle school students in reading, as well as college and high school students. Through these tutoring and counseling positions, I have learned how to best teach each age group. For example, I created songs to teach my three-year-old campers the camp rules, but I gave my college student daily quizzes to help her prepare for exams.

I am passionate about helping students improve in all academic subjects. I still remember my excitement when my calculus student received her first “A” on a quiz! I am confident that my passion and experience are the qualities you are looking for at Tutor Corps. Thank you so much for your time and consideration.

Sincerely,

Sam Scoop
146 Placid Street
Portland, OR 97217
Phone: 776-6667-0006 (home) | 223-323-0003 (cell) 
Email: sscoop@email.net

Sample Paper

 

 

 

Tutoring:  Positive Effects on the Tutee and Tutor

General Studies 350

University of Washington

Office of Minority Affairs & Diversity

Fall 1997

 

Tutoring:  Positive Effects on the Tutee and Tutor

When first contacted by the University of Washington to participate in their high school tutor/mentor program, I was honored and felt a duty to help high school students in need with their schoolwork.  I thought that I would be an influential presence in their classroom and would help them to succeed.  Little did I know that participating in this program would benefit both the students and myself.  Even though I tutored for only three months I believe everyone benefited from this experience.

Positive effects on the tutee:

Studies have shown that tutoring sessions help students improve performance on examinations and develop positive attitudes toward the subject matter (Cohen, Kulik, & Kulik, 1982).  My goals as a tutor were to help the students achieve these standards.  Because I tutored only for a short time, results were not really there.  I concentrated more on establishing a peresence in the classroom and hoped to aid them in any questions they had.

My tutoring experience in Franklin High School’s math department was a very rewarding experience.  I was assigned to three periods of Mr. Le’s Integrated Math classes that consisted of juniors, sophomores and freshmen.  At first it was very intimidating to step into a classroom full of energetic adolescents.  After getting acquainted with the teacher, students, and procedures, I felt more comfortable in really motivating the students to do their math work.   It was then that I felt that I was a positive presence in the classroom.  Some of the positive effects I hoped to instill in the students during my tutoring experience at Franklin, were to first develop an interpersonal relationship and then help them to become more motivated in their schoolwork and to seek help when needed on difficult material they did not understand by requesting more help from me.  Their questions seem to signify that they were really trying to do their math.  In helping them, I felt like an active force in furthering their education.

Positive effects on the tutor:

Studies on tutoring and its effects have shown that the tutor also benefits from the experience.  Cohen, Kulik, & Kulik (1982) found that attitudes were more positive among those serving as tutors.  Research also suggests that tutors learn even more than tutees through tutoring (Annis, 1983).  Tutoring has broadened my views on the practical use of math as well as giving me a chance to use my interpersonal communication skills with the high schoolers.

Tutoring in math has helped me to grasp a better understanding of the subject.  I used to detest math with a vengeance.  I knew the material, but it was not my specialty or major in college.  After tutoring these kids, I feel like math is something relevant in my education and am getting good practice in the classroom by teaching it to others.  Even though I was tutoring only basic math, it was good practice since I do not use it much in my field (psychology).

Another way I benefited from my tutoring experience was the practical use of interpersonal communication skills.  Working with the high school students helped me to use my communication skills on a one-on-one setting.  I would either work one-on-one with the students or else I helped them work in groups to figure out problems they did not understand.  It was good to work with them because I had the chance to observe the different outlooks they had on math and what methods they used to tackle their problems.  In analyzing all their different methods I had to try to look at problems in a different angle to help them understand the concepts.  It was very challenging, but was a good experience in building my own communication skills.

 

 

References

 

Barrows, H. (1988).  The tutorial process.  Springfield, IL:  Southern Illinois University School of Medicine.

 

Cohen, P.A. Kulik, J.A., & Kulik, C.C. (1982).  Educational outcomes of tutoring:  A meta-analysis of findings.  American Educational Research Journal, 19(2), 237-248.

 

Feldman, R.S. & Allen, V.L., (1979).  Student success and tutor non-verbal behavior.  Journal of Educational Research, 72, 142-149.

 

Hartman, H.J. (1990).  Factors affecting the tutoring process. Journal of Developmental Education, 14(2), 2-6.

 

McKellar, N.A. (1986).  Behaviors used in peer tutoring.  Journal of Experimental Education, 54(3), 163-167.

 

Webb, N.M. (1982).  Peer interactions and learning in cooperative small groups.  Journal of Educational Psychology, 74, 642-655.

 

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