Theory and Practice of Peer Tutoring Tutor Session Cycle Tutor Dos and Don’ts

Jennifer Zimmerman Assistant Director Academic Resource Center Mercer University http://faculty.mercer.edu

Tutor Session Cycle Welcome Task Breakout Solution Process Concept Review Next Step

Dialog Barometer IDENTIFY PROMPT ASSURE CONFIRM

Session Cycle Roles Behaviors Attributes Welcome Authority Identify Comfortable in Tutor Roles Task Breakout Model Prompt Strong Interpersonal Skills Solution Process Guide Assure Subject Matter Expertise Concept Review Mentor Confirm Personal Commitment Next Step Coach

Welcome IDENTIFY PROMPT ASSURE CONFIRM Name and area of expertise Tutee’s name and expectations ASSURE Session guidelines CONFIRM Interest in helping

Task Breakout IDENTIFY PROMPT ASSURE CONFIRM Task Breakout into steps Each step small enough to solve CONFIRM Steps head in the right direction

Solution Process IDENTIFY PROMPT ASSURE CONFIRM Method Application to problem ASSURE Correct process and results CONFIRM Summary of process

Concept Review IDENTIFY PROMPT ASSURE CONFIRM Underlying concept How concept relates to method ASSURE Broader connections to be made CONFIRM Ability to repeat process

Next Step IDENTIFY PROMPT ASSURE CONFIRM Next step Resources required Availability of further tutoring CONFIRM Tentative plan for next step

Effective Tutoring IDENTIFY PROMPT ASSURE CONFIRM Personal commitment Comfortable in tutor roles PROMPT Strong interpersonal skills ASSURE Subject matter expertise CONFIRM Personal commitment

Session Cycle Roles Behaviors Attributes Welcome Authority Identify Comfortable in Tutor Roles Task Breakout Model Prompt Strong Interpersonal Skills Solution Process Guide Assure Subject Matter Expertise Concept Review Mentor Confirm Personal Commitment Next Step Coach

Training Modules Policies and procedures Tutoring ethics Multicultural issues Special populations Learning styles Time management Test-taking Coping with anxiety Critical thinking/Bloom’s taxonomy/questioning techniques Goal setting (helping tutees gain perspective) Motivation and active learning Research techniques, secondary sources and evaluating websites Professional courtesy Active listening and paraphrasing Speaking and presentation skills Assembling a discipline-specific referral guide with fellow tutors Discipline-specific standards, problem solving, note-taking, concept mapping and other content-oriented study strategies

Comfortable in Tutor Roles Tutor session authority Model student Guide Mentor Coach

Comfortable in Tutor Roles Tutor session authority Model student Guide to Guardian of the “bigger picture” Coach Policies and procedures Tutoring ethics Multicultural issues Special populations

Comfortable in Tutor Roles Tutor session authority Model student Guide to Guardian of the “bigger picture” Coach Learning styles Time management Test-taking Coping with anxiety

Comfortable in Tutor Roles Tutor session authority Model student Guide Guardian of the “bigger picture” Coach Discipline-specific standards, problem solving, note-taking, concept mapping and other content-oriented study strategies

Comfortable in Tutor Roles Tutor session authority Model student Guide Mentor Coach Critical thinking/Bloom’s taxonomy/questioning techniques Goal setting (helping tutees gain perspective)

Comfortable in Tutor Roles Tutor session authority Model student Guide Guardian of the “bigger picture” Coach Motivation and active learning Research techniques, secondary sources and evaluating websites

Session Cycle Roles Behaviors Attributes Welcome Authority Identify Comfortable in Tutor Roles Task Breakout Model Prompt Strong Interpersonal Skills Solution Process Guide Assure Subject Matter Expertise Concept Review Mentor Confirm Personal Commitment Next Step Coach

Strong Interpersonal Skills Welcoming Professional courtesy Projecting measured self-confidence Good communication Active listening and paraphrasing Speaking and presentation skills Encouraging Empowering

Session Cycle Roles Behaviors Attributes Welcome Authority Identify Comfortable in Tutor Roles Task Breakout Model Prompt Strong Interpersonal Skills Solution Process Guide Assure Subject Matter Expertise Concept Review Mentor Confirm Personal Commitment Next Step Coach

Subject Matter Expertise Well-defined competencies Trained to recognize academic standards Trusts own judgment and seeks assistance when needed Strives to illuminate relevant concepts Familiar with discipline-specific support network

Subject Matter Expertise Well-defined competencies Trained to recognize academic standards Trusts own judgment and seeks assistance when needed Strives to illuminate relevant concepts Familiar with discipline-specific support network Discipline-specific standards, problem solving, note-taking, concept mapping and other content-oriented study strategies

Subject Matter Expertise Well-defined competencies Trained to recognize academic standards Trusts own judgment and seeks assistance when needed Strives to illuminate relevant concepts Familiar with discipline-specific support network Assembling a discipline-specific referral guide with fellow tutors

Session Cycle Roles Behaviors Attributes Welcome Authority Identify Comfortable in Tutor Roles Task Breakout Model Prompt Strong Interpersonal Skills Solution Process Guide Assure Subject Matter Expertise Concept Review Mentor Confirm Personal Commitment Next Step Coach

Personal Commitment Friendly and equally respectful toward all tutees Concerned for tutee’s individual success Thorough, patient and open-minded Mindful of tutee’s long as well as short term goals Enthusiastic and persistent

Training Modules Policies and procedures Tutoring ethics Multicultural issues Special populations Learning styles Time management Test-taking Coping with anxiety Critical thinking/Bloom’s taxonomy/questioning techniques Goal setting (helping tutees gain perspective) Motivation and active learning Research techniques, secondary sources and evaluating websites Professional courtesy Active listening and paraphrasing Speaking and presentation skills Assembling a discipline-specific referral guide with fellow tutors Discipline-specific standards, problem solving, note-taking, concept mapping and other content-oriented study strategies

Tutor Dos and Don’ts How Understanding Your Roles As Authority, Model, Guide, Mentor and Coach Will Help You Manage the Session Cycle

Welcome Take charge of setting a positive tone Clear your head put all other work aside immediately focus on making your tutee feel important Greet your tutee eagerly speak frankly smile adopt a friendly manner Ask your tutee to briefly describe his or her primary goal for the session

Welcome Offer sincere praise for what your tutee has accomplished Acknowledge and ease your tutee’s fears Offer sincere praise for what your tutee has accomplished Empathize with his difficulties Confirm that asking for help is the “Mercer Way” suggest a variety of ways to ask for help share the situations and ways you have asked for help

Welcome Maintain a patient and respectful posture and tone of voice let your tutee do most of the talking focus your mind on listening instead of judging Build your tutee’s confidence discover your tutee’s strengths encourage your tutee to see herself as having the “right stuff” to succeed academically insist that your tutee take the credit for her own learning transformations

Welcome Engage your tutee by being a good listener make eye contact wait for the tutee to finish a thought before jumping in Monitor your tutee's responses to the session watch for symptoms of confusion, boredom or distraction change your approach based on your tutee’s responses

Welcome Don't condescend Don’t be afraid to make mistakes Don't expose confidences Don’t blame professors or others Do demonstrate your reliability and interest

Task Breakout Review tutee’s work (writing, homework problems, etc.) In order to help your tutee focus and relax, suggest that he or she write out a list of questions create a short outline for the task at hand Keep your written review notes brief Begin your discussion by praising something about the work you reviewed

Task Breakout Model clear thinking be prepared for the lab session take time with each tutee to gather your thoughts Model strategic thinking and learning share a wide range of strategies explain that developing effective strategies leads to independence build on the skills and strategies that the tutee is already using

Task Breakout Explore analytic methods progress from the concrete to the semi-concrete to the abstract sequence processes by isolating and ordering steps and/or stages separate out writing tasks ideas/argument/thesis structure/logic individual paragraphs syntax and grammar

Task Breakout When your tutee’s goals “put the cart before the horse” Prioritize the goals for the session based on the appropriate analytic method When your tutee’s goals “put the cart before the horse” be diplomatic about addressing your goals first explain how your priority goals inform your tutee’s goals If your agendas won’t jibe, set aside time to address your tutee’s goals

Task Breakout Don't dismiss your tutee’s goals Don’t go off on tangents Don’t plow ahead without outlining where you plan to go in the session Do find out where your tutee is starting from

Solution Process Go back to basics Focus on critical vocabulary Consider learning styles yours versus your tutee’s always share information via multiple channels Indulge your creativity Test your own flexibility allow yourself to make mistakes be honest about your mistakes

Solution Process Review tutee’s class or reading notes Guide tutee’s critique of his study skills Review tutee’s class or reading notes selectivity organization Inquire about tutee’s attendance at Supplemental Instruction sessions and/or study groups Check whether tutee meets with his professor during office hours

Solution Process Experiment with tutoring methods recommended by others attend discipline specific tutor training consult with other tutors (maintaining confidentiality all around) consult outside references (texts and the web) Encourage tutee to take advantage of outside resources when discipline specific progress is slowed by other deficiencies

Solution Process Don't do the work for the tutee Don’t give out the answers Don't hold the pencil Don’t talk too much or too soon Don’t “show off” using shortcuts or advanced techniques Do confirm that your tutee can summarize the solution in his own words

Concept Review Ask tutee to work new problems that require applying the same concepts and methods Suggest a variety of ways the student might practice and apply what she is learning Apply questioning techniques Ask tutee to explore conceptual connections, e.g. by drawing a concept map or an illustration

Concept Review Don't underestimate the importance of this stage Don’t allow yourself to dominate the discussion at this point Don't confuse concept review with teaching Do listen patiently and offer even more encouragement

Next Step Identify the progress made during your session Ask your tutee to summarize what she accomplished Ask your tutee if she has any questions respond to the questions (if there is time) suggest ways to find answers to open questions

Next Step Ask your tutee what her plan is for completing the task begun during the session Highlight one learning strategy reviewed during the session and suggest how your tutee might apply it elsewhere

Next Step Don't end the session abruptly Don’t answer questions about grades Don't let your tutee leave without a plan Do remind your tutee when the next tutoring lab will be