1. NEW TUTOR TRAINING Dr. James Stewart Tutorial Coordinator

2. Training Overview  Welcome  Introductions  Tutor Training  Closing Remarks

3. Welcome!  Office hours  9:30 – 4:30 M – F  Phone - 208-5823  E-mail: jamesstewart@kings.edu

4. Academic Skills Center  Tutorial services offered through the Academic Skills Center  Mrs. Yech, Disability Services Coordinator  Learning Disabilities Coordinator  Sue Urban, Secretary  You--our paraprofessional staff  Learning Strategies program  Workshops offered each semester to enhance academic performance (time-mgt, note taking)  Writing Center  Professional and peer-tutorial help In enhancing writing skills  Administered by the English Department

5. What Is A Peer Tutor?  A Peer Tutor is a student who works outside the formal classroom structure and supports or supplements regular classroom instruction  A Peer Tutor is a mentor, teacher, counselor, and role model

6. Peer-Tutoring Goals  Make academic support available to all students enrolled at King‘s College.  Create tutoring relationships that help student improve their academic performance.  Develop and utilize a valid evaluation instrument of the tutorial program based in tutor and tutee input.  Make tutors and tutees aware of program policies, stressing their responsibilities.  Award CRLA Tutor Certification to eligible tutors. STUDENT CENTERED

7. You Are A Role Model  You can help your tutee develop study skills  You can help your tutee become an active learner  You can help your tutee become more self-confident

8. Ready, Set, Here We Go  This training sessions is designed to get you acquainted with the peer-tutoring program and the resources available to you in the Academic Skills Center.  CRLA Training Requirements are contained in the New Tutor Training Syllabus that is in your New Tutor Training Folder

9. Philosophy  Campus-wide service offering two modes of tutoring in course content  Individual  Small Group Tutoring  Peer-tutor centric  Peer-tutor: Student trained in assisting fellow students  Attributes: Positive role model, course content expert

10. Tutor Qualifications  Minimum GPA: 3.0 in course you wish to tutor  Understanding  Patient  Good communications skills SINCERE DESIRE TO SEE TUTEE SUCCEED

11. Tutor Responsibilities  Attend training and other meetings  Meet students on-time and prepared  Keep Tutorial Coordinator and faculty informed  Maintain accurate and complete tutoring records  Provide feedback

12. What Can the Tutor Do  Help students develop a deeper understanding of course concepts  Assist students in grasping both individual concepts and the broader network of concepts presented in a course  Provide opportunities for guided practice.

13. Where Do I Tutor?  Individual Tutoring  Preferably in the library  Can be a neutral location agreed upon between tutor and tutee  NOT in the dorm room  Small Group Tutoring  Mulligan 2 nd Floor, Library Auditorium

14. Tutoring Modalities  Individual Tutoring  Available for any content course  Most flexible modality  Meet tutee based on your schedule  Small Group Tutoring  Designed around specific high demand courses  Some students simply drop in once or twice to meet with a tutor and get specific answers to specific questions or for help with specific assignments  Some students build a relationship with an individual tutor and go to sessions on a weekly basis

15. Tutor Training Folder  Contents  Tutor Training Calendar  A Tutor Session Guide  Designed to get you comfortable with the tutoring sessions  The Checklist is a great way to get in the groove of tutoring. After a few sessions, it will become second nature  New Tutor Training Syllabus  Tutor Handbook  ASC Empoyment Package

16. The First Session and Beyond

17. The First Session  Get to know the tutee by finding out their interests and background. This is time well spent in establishing a relaxed atmosphere and helping the student feel comfortable asking for help.  Begin to diagnose the problem by listening, observing, and questioning. Use the five phases of tutoring to develop your tutoring sessions.

18. The First Session  To help a student, you must figure out what the student needs--  Maybe the best way to do this is to get the student to talk. You should ask open- ended questions, such as why, how and what?  Spend some time questioning the student about the subject in general before you focus in on a specific complaint

19. The First Session  Analyzing the student's behaviors involves asking the following types of questions:  How do you differentiate between the critical and less relevant concepts?  How do you use your study time?  How are your reading comprehension skills? Is the reading overwhelming or difficult to understand?  How would you rate your writing skills?  May I see your notes? How do you approach note-taking?

20. The First Session  Share your responsibilities and general goals as a peer tutor. This explanation of your job and its limits will help to ensure that the student does not become over-dependent on you  Set short-term goals for the session and be clear about the amount of time you have to work together.  Consider whether the difficulties are specifically defined by the subject or involve broader study skills problems. You may always refer a student to the Academic Skills Center for a more detailed study skill evaluation.

21. Ending The Session  At the end of the session, do not just say "good-bye" when the session is over. You should:  Positively assess the work that was done during the session.  Discuss what the tutee could/should accomplish and how to prepare before the next session.  Do any necessary tutor paperwork.  Always end the session with a positive comment.

22. Subsequent Sessions  Be prepared and plan ahead.  Follow up on previous sessions by asking specific questions about course assignments or what you suggested the student do at the end of the last session.  At the beginning of each session establish priorities, set clear goals, and agree on the amount of time you will work together. Although you might discuss long-term goals with the student, you need to focus on short-term goals.

23. Subsequent Sessions  Take time at the end of each session to review what you have covered and to clarify the tutee's next steps and specific study goals.  Be a role model of an efficient student by being on time for appointments, coming to meetings prepared, setting goals, and keeping to the schedule.

24. How Do You Help?  Sometimes the most important and most helpful thing you can do is model effective study skills and student success attitudes and behaviors  Demonstrate how you take notes.  Demonstrate how you prepare for a test.  Reveal how much time you put into your school work. KNOW WHERE TO REFER THE STUDENT!

25. When You Are Not Tutoring…  Things to prepare for next session:  Prepare for the next tutoring sessions (limit to 1 hour per course/tutee)  Prepare practice tests or quizzes  Develop handouts to help in studying  Meet with professor  Document any time spent performing these activities on your time card so you can be paid. These hours do not count towards certification.

26. Tutoring Tips and Techniques  The Tutor Handbook contains some good practical tips and techniques that will help you to successfully navigate your tutoring sessions  Let’s look at these and see how they would help you to prepare for each sessions and head off any possible unpleasant situations

27. Referral Skills

28. RECOGNIZING WHEN TO REFER TUTEES TO SERVICES  Tutors need to recognize when to refer tutees to services  Using time inappropriately (socialize, discuss personal issues)  If tutee is tense, shy, non-verbal, or hard to make eye contact with  Behavior changes dramatically from earlier sessions  Depressed: general sadness, weepy, hopeless, unable to focus on academics  Anxious: agitated, acting fearful  Signs of substance abuse: failing to meet obligations, erratic behavior, inability to function effectively due to drug/alcohol intoxication

29. KNOWING HOW AND WHEN TO REFER  Discuss problem with Dr. Stewart  Tutee’s problems are not sole responsibility of tutor.  Offer information about available services.  Suggest a particular service, explain location, how to contact staff

30. IMPORTANT REMINDERS  Tutors aren’t trained counselors. Do not exceed the role of tutor.  Tutors aren’t expected to solve all the problems of the tutee. Primary focus on course work.  Tutors may not be successful with every student.

31. End State  The goal of tutoring is for the clients you tutor to become INDEPENDENT LEARNERS, so that eventually they will not need a tutor, but they’ll know how to teach themselves!

32. Individual Tutoring Tutees register in Academic Skills Center by completing the Tutor Request Form Match made usually within 72 hours You will meet the tutees in the Academic Skills Center to schedule the first session Matches are made using the Peer-Tutoring Database

33. Individual Tutoring  When a student comes in to Academic Skills and asks for an individual tutor, I use your employment forms as the basis for selecting a tutor  If you know someone that needs a tutor, have them come into our office and have them complete a form and let us know that you will be the tutor  If you know them or have tutored them in the past, you don’t need to meet in my office, just come by and pick up the form and let me know when you will be meeting

34. Individual Tutoring  Make sure you stay in contact with your tutee  If they do not schedule a session on a regular basis, make sure to put that on your Time Card/Progress Report  Let me know if they do not return your calls

35. Tutoring Hours  Session Length and Frequency  Tutoring is a supplement to classroom instruction, not a substitute  The most effective strategy is 1 – 2 sessions per week, 1 – 2 hours per session  If sessions exceed 4 hours per week for an individual, I will remind you that we need to stick to this policy

36. Tutoring Do’sTutoring Do’s  DO give the student your undivided attention.  DO have empathy for the tutee’s problems.  DO be honest if you do not know an answer.  Do learn the tutee’s strengths and weaknesses.  Ask questions.

37. Tutoring Do’sTutoring Do’s  DO involve the tutee in planning and decision-making.  DO keep the tutorial on track and on the academic tasks.  DO remember that the tutor’s role is to support classroom instruction—not to provide instruction on new material, design and evaluate course assignments, grade student performance, and so forth.

38. Tutoring Do’sTutoring Do’s  Look at the student’s work--both graded and ungraded.  DO end the tutorial session on a positive note.  DO speak with Dr. Stewart about any problems that arise in tutoring.

39. Tutoring Don’tsTutoring Don’ts  DON’T forget to point out progress and improvement.  DON’T do the tutee’s work for him or her.  DON’T overstep your role as tutor.

40. Tutoring Don’tsTutoring Don’ts  DON’T get involved in personality conflicts or grade disputes between instructors and tutees or criticize the faculty or curriculum.  DON’T forget the ultimate goal of tutoring: the student’s academic independence.

41. Expectations Tutor  You are not a homework machine.  You are not a miracle worker.  If the tutee procrastinated throughout the semester, cramming with you during finals week will not produce great results.  You will not know ALL the answers to EVERY question ALL the time.  You are not an instructor. Tutee Tutoring is a two-way street, one in which tutees should play a very active role. Tutees are expected to be an active participant & contributor in their sessions. Tutees should bring all relevant materials, including textbook, the syllabus, class notes, past papers, and past tests to tutoring sessions. Tutees should come prepared by: Attending class Taking notes Reading assignments Trying homework problems

42. Professionalism  The following behaviors enhance your role as a tutor:  Being prepared for sessions  Being on time for sessions  Expressing enthusiasm for the subject being tutored  Giving credit or praise for behavior and/or achievement that reflects positive change.  The following behaviors detract from your role as a tutor:  Not being prepared or on time for sessions  Turning tutoring sessions into social hour  Criticizing instructors, other tutees, other tutors or others  Being either overly critical of your tutee or neglecting to give credit where credit is due  These behaviors reflect on all tutors and on the program as a whole.

43. Small Group Tutoring  Students request a small group session via the web for:  MSB 110  CHEM 113  BIOL 111  They can sign up for a one-time only session or come every week  They will receive an e-mail the day before the session with the contact number of the session leader

44. Small Group Tutoring  Tutee responsibilities  They must call to cancel a session the day before the session unless it is an emergency or they are considered a no-show  More than 2 no-shows and their request for tutoring will be cancelled  They must come prepared for the session by  Attempting the homework (the tutor is not a homework buddy)  Bringing specific questions or concepts that they need help with

45. Small Group Tutoring  Tutor Responsibilities  Agree to be “on-call” for that day/time slot for the entire semester  Review the e-mail sent by Dr. Stewart the day before the session  Contact the session leader if you are not able to make the session  Be prepared for the session by knowing what students are going over in class  Document any prep time you need on the small group timecard before the session leader turns it in  Make an appointment with Dr. Stewart as soon as being assigned to a session to discuss expectations and answer any questions

46. Small Group Tutoring  Session Leader Responsibilities  Print out the Small Group Timecard and spreadsheet that is e- mailed to you the day before the session  The spreadsheet contains everyone coming to the session and their contact information  The Timecard is a pdf file that contains all students who have signed up for your session, the time they will show up and whether the request is recurring or a one-time request  If someone shows up that is not on the list, have them sign in and tell them to come to Academic Skills and sign up if they are planning on coming to the session again  Turn in the Small Group Timecard and Progress Report the day after the session so Dr. Stewart can address no-shows  If no one is signed up for your session, you will not get an e-mail

47. Fall 2011 Small Groups Small Groups begin Wednesday, 7 September 2011 CourseSunMonTueThu MSB 110 Dr. Shawver, Dr. Boscia, Mr. Schwanger NO SESSION 4 – 7 pm MU 202 4 – 7 pm MU 202 4 – 7 pm MU 202 CHEM 113 Dr. VonRue, Dr. Supkowski, Dr. Belanger, Dr. Smith, Dr. Snider, Dr. Sauls 4 – 7 pm Library Auditorium 4 – 7 pm MU 211 4 – 7 pm MU 211 4 – 7 pm MU 211 BIOL 111 Dr. Paoletti, Dr. Slock, Ms. Justice-Bitner, Dr. Tintjer 4 – 7 pm Library Auditorium 4 – 7 pm MU 213 4 – 7 pm MU 213 4 – 7 pm MU 213

48. Course SunMonTueThu MSB 110 NO SESSION 4 – 7 pm MU 202 1. Pat Moran 2. Julie Kearns * 4 – 7 pm MU 202 1. Preston Balavage 2. 4 – 7 pm MU 202 1. Talia Mamola 2. Megan Grohol CHEM 113 4 – 7 pm Library Auditorium 1. Jessica Kemmerer 2. 3. 4. 4 – 7 pm MU 211 1. Tara Banville 2. Karlee Hantz 3. Brittany Slattery * 4. Alicia Dombroski 4 – 7 pm MU 211 1. Jacob Shook 2. John Grimes 3. 4. 4 – 7 pm MU 211 1. John Grimes (5-7) 2. Jessica Kemmerer (4-5) 3. Kesha Patel * 4. Amanda Horton BIOL 111 4 – 7 pm Library Auditorium 1. Doug Young * 2. Allison Kearns 3. Emily Buchman 4. Anthony Dimitrion 4 – 7 pm MU 213 1. Elyse Laneski 2. Brooke Whiteko 3. Paige McWilliams 4. Richie Dicasoli (5-7) 4 – 7 pm MU 213 1. Tanya Cheeseman * 2. Dawn Long 3. Richie Dicasoli 4. Brittany Slattery (5-7) 4 – 7 pm MU 213 1. Tara Banville (4-5) 2. Samantha Shelton (4-6) 3. Courtlynn Pulcini (4-6) 4. Gianna Cordasco *

49. Certification  College Reading and Learning Association (CRLA) has certified King’s program at Level 1 Level 2 and Level 3  Purpose: Receive recognition from national organization and establish minimum standards STRENGTHENS RESUME’

50. Certification  Certification Requirements for Level 1/Regular  10 hours of tutor training includes workshops  25 hours of tutoring experience  Certification Requirements for Level 2/Advanced  10 hours of tutor training beyond Level 1 20 total  25 hours of tutoring experience beyond Level 1 50 total  Certification Requirements for Level 3/Master  10 hours of tutor training beyond Level 2 30 total  25 hours of tutoring experience beyond Level 2 75 total  Requirements for Level 1 found in the New Tutor Training Syllabus

51. Role Playing Exercises  This part of the training session will allow you to role play as the “tutor”  A veteran tutor will play the role of the tutee  Please relax and be yourself as we go through some typical tutoring scenarios

52.  Situation 1  Tutor – Has a biology exam the next day and need to study  Tutee – Has a research paper due the next day. Has not done any work, despite a promise to come with an outline. Role Playing Exercises

53.  Situation 2  Tutee fails their exam that the tutor helped with and is blaming the tutor Role Playing Exercises

54.  Situation 3  Tutee makes appointments and then cancels at the last minute or shows up late when they do not cancel Role Playing Exercises

55.  Situation 4  A new instructor is teaching a course in accounting. Tutee presents a question about a point that the tutors has not had before Role Playing Exercises

56. Admin Items  Tutor Training Folders  Tutor Handbook  Tutor Training Calendar  New Tutor Training Syllabus  Payroll  ASC Employment Package

57. Payroll  Tutors submit Tutor Timecard and Progress Report to Academic Skills Center the Friday before Web Advisor entries due  Documents tutoring hours, progress of tutee, and issues for tutorial coordinator involvement  Make sure comments are completed  Must turn-in Timecard, even if no tutoring was done  Tutors paid based on level of certification  Tutoring hours recorded on-line using Web Advisor by 12:00 on Mondays after the end of the pay period

58. Make sure you complete all parts of the timecard

60. No-Show Policy  IAW the King’s College Tutorial Program, a student is required to give their tutor 24 hours notice for a cancellation. If a student does not notify you of the cancellation or does not show up for a scheduled appointment it is considered a “no show”. As a tutor you can get paid for “no shows’ but you must take the following steps:  Wait at least 15 minutes for the student to show up  Fill out a “no show” slip and turn it into the Academic Skills Center within 48 hours  You will be paid for 30 minutes and indicate this no-show on your Tutor Timecard/Progress Report.  Attempt to call the student, find out what happened and set up another appointment  The King’s College Tutorial Program “no show” pay policy is designed to compensate tutors who arrive expecting to work, only to find that the tutee does not show up for the scheduled session. The “no-show” pay policy applies to both individual and small group tutorial sessions.

61.  You are now an expert. Your professor(s) has(have) said that you are a tutor. You have met the basic qualifications for the job. Are you ready?

62. Conclusion  Many rewards for tutoring  You can make a difference in someone’s life  Keep Academic Skills Center staff informed and involved

63. QUESTIONS?