Module 2.1

 The Tutoring Center supplies learning assistance to all OSUN/COTC students for any class  Students who seek tutoring may do so for a variety of reasons  Peer tutors should serve as mentors, guiding students to knowledge in a supportive and comfortable environment  Tutors should be respectful, reliable, professional, and punctual Module 1.1: Tutoring Center Overview

 Tutors should be courteous and friendly to students  Light conversation at the beginning of every session shows tutee that tutor is interested Module 1.1: Tutoring Center Overview

 CAPSOL can help tutors and tutees identify learning styles  Students who may need special accommodations should be referred to the appropriate office(s) Module 1.1: Tutoring Center Overview

 Open-ended questions about a student’s background will open dialogue between the tutor and tutee as well as give the tutor insightful information about the student (hobbies, major, learning style, etc.)  Returning students should be greeted briefly at the beginning of each session  Establish long-term goals as well as short-term Module 1.2: Beginning & Ending A Tutoring Session

 Encourage independence  Summarize what happened at the end of each session  What we did, how we did it, what comes next  Always end on a positive note! Module 1.2: Beginning & Ending A Tutoring Session

 Listen  Ask questions  Discuss material  Give examples  Help correct errors in work  Model  Give honest and supportive feedback  Show students how to utilize available resources  Encourage tutees to take responsibility for their work Module 1.3: The Tutor’s Role

 Styles of Learning  Auditory/Kinesthetic/Visual  Individual/Group  Global/Sequential  Oral/Written Module 1.4: Learning Styles

 Being able to express oneself without violating the rights of others  In other words you are putting yourself in the leadership position without abusing your role or neglecting your responsibilities Module 1.5: Assertiveness

Fill-ins: A substitute tutor “fills in” for another tutor during a scheduled session Check progress reports from previous/regular tutor Leave notes for next/regular tutor Remember to watch your time! Walk-ins: A tutor schedules a block of time in which any student who is registered with the Tutoring Center for that class may attend Tutees are not required to arrive at any specific time, nor are they required to attend every session May lead to group sessions in which not all students want to cover the same topic May be sessions where there are no students at all! Module 1.6: Setting Goals and Planning

Make connections between old/new material Model Keep students active in their learning Use last 5 minutes to summarize with tutee and set goals for the next session Module 1.6: Setting Goals and Planning

 Tutors should re-teach material that students find difficult using different words or strategies than the textbook or instructor  Remember to reflect after every session, good or bad Module 1.6: Setting Goals and Planning

 Positive reinforcement and specific praise are important  International students  Cultural differences  Language barriers may need to be addressed as well, but remember to BE NICE  Persons with disabilities  “Person first” designation  Sit down when addressing people in wheelchairs  Ask before you help Module 1.7: Communication Skills

 Good rapport makes all students feel more comfortable and provides the foundations for communication  Active listening is an effective tool for improving communication  Be sure to communicate with instructors as well Module 1.7: Communication Skills

 Socratic method helps keep students active in their learning  Beware of the “fake light bulb” effect  Help tutees build self-confidence Module 1.7: Communication Skills

 Listening and responding to tutees in a way that encourages them to talk and ask questions  Non-verbal communication  Setting  Seating  Posture  Eye contact  Attitude  Facial expressions Module 1.8: Active Listening & Paraphrasing

 Allow silence  Minimal prompts  Open-ended questions  Paraphrasing  Summarizing Module 1.8: Active Listening & Paraphrasing

Time management Note taking Test preparation and test taking Reading rate and comprehension Module 1.9: Study Skills

 Break material into small chunks  Develop and expand background experiences  Help students set goals  Review after each section  Involve the student in a creative and personal way Module 1.9: Study Skills

 Identify possible test questions  Make sure the student understands symbols and terminology  Encourage students to respond after each lesson  Pictures, charts, and graphic organizers can help simplify problems Module 1.9: Study Skills

 Be able to admit weakness and seek assistance when necessary  Show respect for peers and colleagues  Encourage students without giving false hope or flattery  Not impose personal beliefs or ideas on tutees Module 1.10: Ethics

 Never do tutees’ work for them  Be a role-model  Teach students how to be better learners  Maintain confidentiality Module 1.10: Ethics

 Violating the integrity of tests/quizzes/other evaluations  Using unauthorized material during exams/quizzes/etc.  Copying someone else’s work on a test/quiz/etc. Module 1.10: Ethics

 Giving students unauthorized material to prepare for or use on an exam  Taking an exam in place of someone else  Using another person to take an exam in one’s place  Changing material on graded exams and asking for a re-grade Module 1.10: Ethics

 Submitting work which has been previously submitted in another class  Using someone else’s words or ideas without proper citation  Allowing one’s work to be submitted as someone else’s Module 1.10: Ethics

 Knowingly altering or destroying another student’s work  Aiding in or committing academic dishonesty Module 1.10: Ethics

 Tutors should maintain professional relationships with tutees at all times  Remember, “They will follow you home!” Module 1.10: Ethics