Teaching · For Tutors

Feedback a fellow tutor can use tomorrow.

Let your peer choose what to watch, then tap counts as the session runs. The organizer turns the counts into shares and writes the feedback: what you noticed, what worked and one thing to try.

Start an observationWhat you get
$12one-time · every device you sign in on
Buy · $12

Included with Caveat Classroom and Whole-school licenses. Or get it in the Tutoring business kit, $69 for 64 items.

The peer observation

One observation per tutor and session. The example is made up.

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What you get

Teaching · For Tutors$12 · included with Classroom and Whole-school licenses

What you finish with
The share of open questions, the share with wait time, who did the thinking, and feedback written as noticed, worked and try next.
Who it is for
Tutors trading observations, lead tutors and tutoring center staff.
Format
Browser form. One saved observation per tutor and session; printed to hand over or as a blank tally sheet; CSV; export and import a file.
Access
$12 one-time, yours on every device you sign in on; the tool opens once you are signed in with it. Included with Caveat Classroom and Whole-school licenses. Also in the Tutoring business kit ($69) and the Teaching Suite pass ($199), and 1 more bundle. Everything you type stays in this browser; nothing is sent to Caveat.
Where it lives
The For Tutors space in Caveat Teaching.
Support
Questions about an order, access or a correction: team@caveatacademic.com.
why?ask, then wait for it
Drawn for this page. Counting a few things a peer asked you to watch makes feedback specific and easy to hear.

How to use it

  1. Ask your peer which focus they want feedback on.
  2. Watch 15 to 20 minutes, live or recorded, and tap each count as it happens.
  3. Write one thing that worked and one thing to try.
  4. Hand over the printout and talk it through for five minutes.
  5. Swap roles on the date you set.

Start an observation

How the counts become feedback

Why counts

Counts take the opinion out of feedback. “Twelve of sixteen questions were yes or no” is easier to act on than “ask better questions”.

Wait time

Classroom studies found that teachers commonly wait about a second after a question, and that waiting three seconds or more brings longer answers, more reasoning and more students answering.

What this is not

A performance review. The observed tutor chooses the focus and keeps the record.

Sources

  1. Rowe, M. B. (1986). Wait time: Slowing down may be a way of speeding up. Journal of Teacher Education, 37(1), 43–50.
  2. Chi, M. T. H., Siler, S. A., Jeong, H., Yamauchi, T., & Hausmann, R. G. (2001). Learning from human tutoring. Cognitive Science, 25(4), 471–533.
  3. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
  4. Graesser, A. C., & Person, N. K. (1994). Question asking during tutoring. American Educational Research Journal, 31(1), 104–137.

The example tutor and session are made up. Support: team@caveatacademic.com.