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/etml Tutoring For Scheduled Study Sessions

2. What is Tutoring?

3. Tutoring … Occurs when an individual assists or guides a student to the point at which the student becomes an independent learner Aims to instill independence and confidence in the student so that they will eventually no longer need a tutor Helps the student master content through skill building May occur in a one on one situation or in a small group

4. Tutoring Is Not… Proof-reading or checking for errors A substitution for attending class An instant means of raising a student’s grade, nor a guarantee of grade improvement Teaching the material Remedial in nature nor intended to teach basic skills Just for those that are failing

5. Your Responsibility as a LAP & DSS Volunteer Learning Assistant Is primarily to the student As such, you need to: Foster an atmosphere conducive to learning Identify present academic goals Help the student gain independence in his/her learning Provide reinforcement and constructive feedback

6. Expectations of you as a LAP & DSS Volunteer Learning Assistant Assist students to the best of your ability Refer students to LAP & DSS if you are unable to assist them or believe that they need additional assistance Complete all paperwork Notify appropriate LAP & DSS staff if you or your organization is unable to provide assistance at any time Maintain all student’s information in confidence

7. Starting Your Scheduled Study Session Make sure that all students have signed in Introduce yourself to the students Determine what kind of assistance is being sought Break students up into pairs and/or small groups as appropriate based on assistance that they need

8. Working with a Group Gain an understanding of what the group is expecting Let them know what you can and cannot help them with Keep in mind that there are myriad learning styles and that what works for one student may not work for another students Realize that students may come in and out during the scheduled study session

9. Ending a Scheduled Study Session Take the last 5 minutes to wrap up and review Make sure that the material discussed was understood or at least heard by the tutee Make sure they are aware of when assistance will be available next

10. The Do’s and Don’ts of Tutoring

11. The Do’s of Tutoring Punctuality Honesty Enthusiasm Hard work Listening Willingness Awareness of the student code of conduct Maintain academic standards Good questioners Encourage independence Patience Maintain confidentiality

12. The Do Not’s 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 Do not attempt to resolve issues that are “over your head”

13. Setting Goals for Tutors and Tutees Having goals helps the tutor know “where to go” and fosters confidence with the tutee Tutor goals include: Helping students understand their course content Improving study, reading, or writing skills Identifying learning weaknesses and strengths Using appropriate materials and planning appropriately

14. Using Strong Communication Skills Helps Facilitate Tutoring Develop rapport with the tutee Be an active listener Paraphrase when appropriate Use nonverbal listening (only a small portion of communication is verbal) Be aware of communication barriers: Poor eye contact Being easily distracted Irrelevant talk Closed posture Having a bored look Physical “tics” (leg shaking, finger tapping)

15. Communication Skills: Active Listening & Responses Active listening can be demonstrated by: making eye contact leaning slightly toward the student nodding appropriately responding with appropriate facial expressions 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

16. Communications Skills: Paraphrasing Useful phrases include: “What I hear you saying is…” “It seems to me what you are saying is…” “You sound…” “It sounds to me like…”

17. Does Academic Success Guarantee That You’ll Be a Good Tutor? Give some thought to your answers to the following: Do most students come prepared for college? Why or Why not? What role does organization play in studying? Have good grades always come easy for you? Why do you want to tutor?

18. How Have You Become a Successful Student? 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)

19. Transitioning From a Good Student to a Good Tutor: Be aware that what works for you will not work for everyone else; it may or may not work for your tutee To help students, you need to know what they are “missing” In an effort to assess the students’ knowledge and understanding of the material, you must ask intentional, encouraging questions

20. Instead of….. Assuming you know what is “missing,” use open ended, probing questions to find out Asking whether or not the student understands the material discussed or whether or not the information is clear to the student, be patient and ask the student to relate to you what they have learned Trying to answer all of the questions, use other students in the study session to interact and provide information as well

21. Different Kinds of Students Traditional vs. Non-Traditional Student Learning Styles Students with Disabilities Ethnic Minorities

22. Common Characteristics of Adult (Non-Traditional) 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

23. Learning Styles Visual – Auditory – Read-Write – Kinesthetic –

24. Diversity Issues Most frequently noted disabilities on campus are Learning Disabilities (Written Expression, Reading Disorder, Mathematics Disorder) and Attention Deficit Hyper Activity Disorder May need to physically re-arrange the room Treat others as you would wish to be treated Examine your own biases and prejudices Avoid assumptions or stereotypes

25. Developing Diversity Competency Develop self-awareness Examine your own biases and prejudices Read books or watch movies about other cultures Attend artistic performances from other cultures Be observant of diverse societal “norms” Visit various offices on campus such as Educational Access Programs or Disability Support Services Seek interactions with varied members of society Communicate respect to members of other cultures Display empathy to members of other cultures Reserve judgment Be flexible Acknowledge errors to members of other cultures

26. Scheduled Study Session Checklists Complete confidentiality form Provide LAP & DSS staff with times and locations for when Scheduled Study Sessions will be provided Determine who will be covering each session Maintain sign in sheets that are to be submitted to LAP & DSS each week by Friday at noon Become familiar with offices that provide support outside of LAP & DSS Make referrals as appropriate to LAP, or other applicable programs Notify LAP & DSS staff immediately if there are any issues, questions or concerns that arise