Presentation on theme: "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."— Presentation transcript:
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. Can someone point out the strongest points in this statement?
Possible Main Points Guiding Assisting How do these methods differ from one another? Independent Learning Confidence Building How are these achievable?
Communication Skills What forms do communication skills take on? Constructive Criticism Patience with Questions Admitting when Wrong Encouragement Non-Verbal Communication Eye Contact
Tutoring Do’s and Don’ts Tutors may: Be prepared and be on time for all sessions Help improve understanding by discussing concepts and methods Provide explanations for material appearing in the text, class notes, and previously graded tests and assignments Help identify key concepts and methods by comparing and contrasting sample problems Help in understanding errors on previously graded assignments Help develop independent problem solving skills Help sort ideas into a logical order
Tutoring Do’s and Don’ts Tutors may NOT: Assist with assignments that will be submitted for a grade Provide presentations of material the tutee missed because of class absences Be an alternative to reading the text Error-check Watch the tutee complete assignments Rewrite sentences Predict the grade an instructor will assign for a paper
Tutoring Do’s and Don’ts Tutors Should:Tutors Should Not: Be prepared and be on time for all sessions Bring text, notes, exams, quizzes, a calculator- anything needed for a productive tutorial session Decide in advance what content needs to be worked on Attentively listen to the tutor explain information Go to class regularly and keep up with all readings and assignments Miss a tutoring session without giving notification at least 24 hours in advance, unless there is an emergency Ask for assistance on assignments which will be graded Miss class and ask for assistance on missed class material Arrive at a session without material to cover
Learning Assistance Programs Tutorial Process: 1. The tutee recognizes the need for academic assistance. 2. Tutorial requests are made online through LAP’s website or in person, UC302. 3. If the request is made online pertinent intake questions are answered on the electronic tutorial request form. A staff member of Learning Assistance Programs carries out the intake for tutorial requests made in person. 4. If a successful match is made with tutee and tutor, the tutee and tutor are informed via e-mail of the match and the initial scheduled appointment. Furthermore, when a match cannot be made, the tutee is sent an email explaining why and suggestions for alternative actions for academic success. 5. At the first tutorial appointment, the tutee and tutor review and sign the tutor/student contract. Additionally, the tutor and tutee arrange a schedule for subsequent tutorial sessions.
Student Support Services Tutorial Process What is the Tutorial Process for Student Support Services?
Hardcopy Documentation The need for paperwork to be completed correctly, appropriately, and in a timely fashion. Data Pay Progress
On-Line Tutoring What is On-Line Tutoring? How does it work? AskOnline
Characteristics of Adult Learners More actively engaged in learning – intrinsically motivated Goal oriented see learning as a means to an end and a new career Accumulated life experiences – associate old with new Learn new material slower, but just as well Concerned about immediate applicability of learning Errors are taken personally, take fewer risks – low self-esteem Concerned about effective use of time – dislike long lectures and like “hands on” Autonomous and self-directed – like to choose the topic, control the pace and etc Established opinions – like an environment where they can express their opinions They like open-ended questions and clarifying responses Like for expectations to be clear and concise from the start
Cultural Competency Develop self-awareness of your own cultural heritage Be aware of how your cultural background influences attitudes and values Acknowledge that you are not a multicultural expert Be aware of your own negative and positive reactions toward other groups Expose yourself to various cultural events and activities Seek interactions with members of others cultures Communicate respect to members of other cultures (beliefs and values; helping practices) 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 Be willing to seek help when tutoring individuals from a different culture
Working with Students with Disabilities Knowledge that a student has a disability You are not sure, but think that a student may have a disability Etiquette – general guidelines
Beginning a Tutorial Session 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.
Ending a Tutoring Session Do not end your session suddenly or abruptly Summarize and clarify what was addressed during the session Create interest for the next tutorial session Make possible suggestions for activities to build on their strengths
Ultimately Be Prepared Be Organized Be Punctual Be Visible Be Perceptive