1. As adapted from the following websites: http://crs.uvm.edu/gopher/nerl/personal/comm/e.html http://frank.mtsu.edu/~smcdanie/ACA_3000F/TutorTrai ningHandbook.htm 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. Communication Skills

7. 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)

8. Active Listening/Paraphrasing

9. 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

10. 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

11. 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…”

12. Tutoring in Specific Subject Areas

13. 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

14. 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

15. 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