1. Tutor Training 1 Becoming an Effective Tutor

2. The Tutor’s Role o Follow Lab Policies and maintain high standards of professional behavior. o Help students understand their course content; o Improve their study, reading and writing skills; o Encourage students to become self-sufficient; o Identify learning strengths and weaknesses; o Find appropriate materials; and o Create tutoring plans and materials.

3. The Tutoring Process  Start with questions –What was the assignment? –What is your central point or main argument? (Don’t ask the student to read the thesis, but rather have him/her summarize the paper) –What concerns you or what do you want us to focus on?  After jotting down the student’s answers, you’re ready to work with the writer.

4. Reading Aloud – Why?  Avoids awkward moments of waiting  Writer keeps control  Allows the tutor to listen to the whole paper from start to finish. If writer feels hesitant, however, don’t force the issue. Read aloud for them.

5. Example of Opening a Session  Writer: I need help with an analytical paper.  Tutor: Okay. What was the assignment?  Writer: It’s regarding a passage we read in class. We were supposed to critique it.  Tutor: First, what was the reading passage about?  Writer: The reading passage was “The Tourist” by Kincaid.  Tutor: Hmm.. I know her, but I don’t know that piece. Was it the entire essay or just a passage?  Writer: Actually it was a short essay.  Tutor: Okay- and when you say critique, what do you mean? Did your instructor give you any guidelines or an assignment sheet?  Writer: I’m supposed to take a stand and discuss whether I agree or disagree with her.  Tutor: What was her position?  Writer: She thinks tourists exploit the lands they visit.  Tutor: And do you agree with that in your paper?  Writer: Yes, I think her points were reasonable.  Tutor: I’ll tell you what. Will you read the paper to me? That will help me get a good feel for your paper.

6. Global Issues  Higher Order Concerns Come First o Assignment o Thesis Statement o Organization o Support o Audience

7. First Questions  Is the writer addressing the assignment?  Is there a need for a thesis, and if so, is there one?  Do arguments have the support they need?

8. Higher Order Concerns  Entire Paper Organization Paragraphs Paragraphs Sentences Sentences Word-by-Word Connections Word-by-Word Connections

9. Local Issues o Patterns of error affecting sentence meaning o Lexical Problems: word choice, wrong word, homophones, homonyms o Performance errors: misspelled words, word endings, missing words, etc.

10. Error Analysis  Ask, “Do you see an error in this sentence?”  If the writer doesn’t see it, talk about the general class of errors and give the writer time to spot it.  If he still doesn’t see it, point out the error to him. Ask about the writer’s logic behind making the error. Help him make the fix if needed but explain thoroughly why you’re making the choices you made.

11. Tips  Don’t deal with more than three different types/patterns of errors in one session.  Point out instances where the writer has made correct choices and provide him/her with positive reinforcement.

12. Active Listening Skills  Attending  Paraphrasing  Clarifying  Perception Checking  Summarizing  Primary Empathy  Advanced Empathy

13. Unproductive Verbal Responses  Interrupting: Here, let me show you  Exhorting: Come on, come on, you can do it, come on  Preaching: If you would do this, you could…  Teasing: My baby brother could do this.  Shaming: I can’t believe you’re not getting this.  Using cliches: No need to worry.  Patronizing: I know this is sooo hard for you. I’ll try to teach this to you.

14. Tips and Reminders 1. All scheduled shifts should be attended. Please notify Lori, John, or Caroline of absences within a reasonable period of time. If possible, attempt to find a tutor willing to take over your shift. 2. Keep your voice low and be aware of the whole room even when tutoring somebody. 3. Avoid socializing with students, other tutors, or friends while in the lab. It can be disruptive to both students and other tutors in the lab. 4. Don’t talk on your cell phones while in lab. Students are asked to go in the hall, and we will do the same. 5. If students are working independently check in with them periodically to see if they have any questions. 6. Do not let one tutor do all the tutoring in the lab. Keep in mind that some tutors work long shifts and may need a break. Take on an equal amount of responsibility. 7. Use the computers only when the lab is relatively quiet. If the lab is crowded, we are usually unable to see people who need help if we are on the computers.

15. Comments and Questions  Thank you for attending.  Let’s Break Out! o Advocacy Center Tutors – JH 308 o College Level English Tutors – JH 216 o Developmental English and Reading Tutors – JH 229