1. As adapted from the following websites: http://frank.mtsu.edu/~smcdanie/ACA_3000F/Tutor TrainingHandbook.htm http://crs.uvm.edu/gopher/nerl/personal/comm/e.h tml Definition of Tutoring and Responsibilities

2. Definition of Tutoring Peer tutoring occurs when an individual assists or guides a student to the point at which the student becomes an independent learner. The purpose of tutoring is to instill independence and confidence in the student so that they will eventually no longer need a tutor.

3. What Tutoring Is Not Tutors are not teachers Tutors are not error-checkers or proof-readers Tutoring is not a substitute for attending class Tutoring is not an instant means of raising a student’s grade

4. Your Responsibility as a LAP & DSS and SSS Learning Assistant Your primary responsibility is to the student Provide an atmosphere conducive to learning Identify present academic goals Help the student gain independence in his/her learning Provide reinforcement and constructive feedback

5. Your Responsibility as a LAP & DSS and SSS Learning Assistant Your other responsibilities: Attend scheduled trainings Complete accurate timesheets and other paperwork and turn in on time Utilize Appointment-Plus to keep track of all study sessions Take an active role in supervision with the Tutorial Coordinator and/or the SSS Academic Specialist Provide a timely response to all e-mails sent by the tutorial staff

6. Starting and Ending a Tutorial Session What is the proper way to start? As adapted from the following websites: http://www.brockport.edu/~slc/tips/tentips.html http://www.brockport.edu/~slc/tips/ending.html

7. Introduce Yourself When meeting with your tutee for the first time, let them know who you are. Complete the Tutor-Student Contract and address the Orientation Questions. Discuss the difficulties the tutee is having with the course. Discuss what they would like to gain from tutoring.

8. By Doing so, You will feel more comfortable with the tutee. The tutee will feel more comfortable with you. You will have an understanding as to what the student is expecting from both the course and from tutoring. And, the tutoring session can get off to a great start versus an awkward beginning.

9. Ending a Tutoring Session First, take the last 5 minutes to review. Make sure that the material discussed was understood or at least heard by the tutee. Discuss any material that you would like the tutee to bring with them for their next meeting (notes, worksheets, review guides, etc.). Make sure they are aware of their next meeting with you. Address any remaining questions you have time for, let them know that you can discuss any further questions next time you meet with them.

10. The Do’s and Don’ts of Tutoring

11. The Do’s of tutoring Punctuality Honesty Enthusiasm Hard work Listening Willingness Maintain academic standards Good questioners Encourage independence Patience Maintain confidentiality

12. The Don’t of tutoring Do not assume the role of the instructor. Do not think of yourself as the dispenser of all truth and knowledge. Do not judge someone's ability or intellect based on appearance or age. Do not work the students' assignments for them. Do not use tutoring as your personal dating service.

13. Goals In what way should goals be part of the tutoring process? What differences exist between the goals of the tutor and the goals of the tutee?

14. Setting Goals for Tutors and Tutees Tutors will help students understand their course content. Improve study, reading, or writing skills. Encourage students to become self-sufficient and confident. Identify learning weaknesses and strengths. Use appropriate materials and plan appropriately.

15. Communication Skills

16. Develop rapport with the tutee Be an active listener Use nonverbal listening (only a small portion of communication is verbal) Some communication barriers: Poor eye contact Being easily distracted Irrelevant talk Closed posture Having a bored look Physical “tics” (leg shaking, finger tapping)

17. Active Listening/Paraphrasing

18. Active Listening Active listening can be demonstrated by: making eye contact leaning slightly toward the student nodding appropriately responding with appropriate facial expressions relaxing when you are watching the student communicate

19. Active Listening/Paraphrasing An active response may be to: paraphrase what the student communicated ask questions that will lead the student to her/his own solution offer constructive feedback rather than criticize guide students to make appropriate choices ask the student if there is anything else s/he can share

20. Paraphrasing Paraphrasing communicates accurately what is heard by reflecting and then summarizing. The purpose is to organize the tutees’ remarks into one concise statement by listening completely to the tutees’ own concerns and then summarizing the problem— hopefully providing new light to the tutee. Some useful phrases might be: “What I hear you saying is…” “It seems to me what you are saying is…” “You sound…” “It sounds to me like…”

21. Study Skills Do most students come prepared for college? Why or Why not? What role does organization play in studying?

22. How Do You Do It? How do you study for a test? How do you write a paper? How do you prepare differently across courses? (i.e. Math/English/Science)

23. Probing Questions In an effort to assess the students’ knowledge and understanding of the material, you must ask intentional, encouraging questions.

24. 2 Types of Questions Open-Ended Questions: Closed-Ended Questions:

25. Instead of….. In place of asking whether or not the student understands the material discussed or whether or not the information is clear to the student, be patient. Have them conceptualize the material and share with you what they have learned.

26. Characteristics of Adult Learners Accumulated life experiences Established opinions, values and beliefs Intrinsically motivated Individual differences Learn best in a democratic, participatory and collaborative environment Mature people and prefer to be treated as such Goal oriented / relevancy oriented Autonomous and self- directed Practical and problem- solvers Ageing concerns May have insufficient confidence

27. Cultural Competency Develop self-awareness Examine your own biases and prejudices Research your cultural family history Read books or watch movies about other cultures Attend artistic performances from other cultures Observe behaviors from other cultures Seek interactions with members of others cultures Take a conversation course in another language Communicate respect to members of other cultures Display empathy to members of other cultures Reserve judgment about members of other cultures Be flexible with members of other cultures Acknowledge errors to members of other cultures

28. Tutoring in Specific Subject Areas

29. Tips for Tutoring Math Guide the student Teach concepts rather than just procedures Encourage students to attend class Address math anxiety Don’t confuse the student by using an approach different from the instructor or textbook

30. Basic Steps for Tutoring Math/Science Step 1: Look at the problem in the book to make sure it is set up correctly Step 2: Ask the student to explain the procedure he/she is using to solve the problem Step 3: Reinforce correct procedures and identify incorrect logic Step 4: To reinforce that the student understands, have them re-explain the procedure Step 5: Disengage. Encourage the student to work the next problem on his/her own

31. Tips for Tutoring Writing Have the tutee explain the assignment to you Find out the teacher’s preferred format and documentation style Do not simply proofread. The goal is to teach students to edit their own papers. Strategies for helping a student with a finished paper: Q&A Strategy Paraphrase the student’s statements Underlining Grammar rule abbreviations Outlining and mapping

32. The Benefits and Proper uses of Appointment-Plus Appointment-Plus

33. Benefits and Proper Uses Once we see your scheduled appointment, we will not schedule appointments that may not work well with your current appointment (if it is not scheduled on Appointment- Plus, we do not know you are having that appointment). No-Shows will get a direct e-mail from the Appointment- Plus website informing them that if they miss three appointments they will no longer receive tutoring in that particular course. Your time sheets must match what is posted on Appointment-Plus in order to get paid. We will not pay for tutoring that occurs outside of what is structured in Appointment-Plus.

34. Group Tutoring Working in groups requires good leadership qualities. You can develop or improve leadership skills by adapting to circumstances found in group tutoring sessions. Working in groups requires balance and patience. Group tutoring can benefit the student by means of feeling comfortable, being more attentive, and focusing on their questions and the questions by others in the group.

35. When Working with a Group, You will be Responsible for… Ensuring that everything is in place to have an effective tutoring session. Developing an agenda. Initiating conversation among students. Providing structure to the tutoring sessions (focus, monitoring time, evaluating progress). Ensure that everyone has a chance to participate (especially among those who are generally quiet). You need to stimulate creative and critical thinking among the students!

36. Ultimately Be Prepared Be Organized Be Punctual Be Visible Be Perceptive