1. Tutoring Training Spring 08
Slides by former tutors employed at the Center for Academic Support and Excellence

2. What is a tutor
A tutor is a person who enters into a peer teaching and learning relationship in a structured and supervised educational context and environment (MacDonald p. 6).
Peer means that both the tutor and tutee are approximately the same grade level in school.
A teaching and learning relationship means that both the tutor and tutee develop ways to communicate which fit the purpose of teaching and learning. A tutor/tutee relationship is different from student/teacher, parent/child, worker/supervisor, student/advisor, etc.
Teaching is an act that facilitates or provides for another's learning.
Learning is defined as acquiring knowledge.

3. Job summary of tutor:
To assist in the activities, operation, and job tasks in the tutoring center.
Helping students with course work, assignments, study skills, and learning strategies to increase class performance.
To assist in the provision of services to both students and faculty, by assisting with record keeping, and by actively pursuing "professional development" opportunities that are offered on the campus.
To assist students with computer hardware and software to the extent of one’s ability.

4. Tutor Responsibilities
Tutor in specific subject areas and courses in major as pre-determined.
Help students improve study skills, note taking skills, and test taking skills as opportunities present themselves.
Assist students with the software available on the campus computing network such as Word, Excel, PowerPoint, Microsoft Explorer, Blackboard, , etc.
Oversee the operations of the Center if the Director and other staff are not available.
Make referrals to other appropriate departments, offices, and personnel when necessary.
Assist in the training of new tutors through mentoring, shadowing, and other training opportunities.
Uphold the policies and procedures as set forth by the Director of the Support Center and the Dean of the Library.
Assist in the general maintenance, housekeeping, and operation of the Center.

5. Beginning a session… Establish a Rapport Introduce yourself
Ask general questions of the student to make them feel comfortable
Name
Major
Where from?

6. Determine what the student already knows
Ask questions like:
“What do you know?”
“Which concepts do you understand best?”
“What needs clarification?”
Build on what they know

7. Ending a session…
Informally quiz the student’s understanding of material covered
Say “Teach me”
Be sure student feels confident with material before s/he leaves you
Invite the student back.
Encourage them to continue getting help
Thank them for coming. Give them your tutoring schedule
Wish them a good day. Even the simplest things will make the best of the session!

8. LEAVE THE STUDENT FEELING GOOD ABOUT THE SESSION, LIKE THEY HAVE MADE PROGRESS!

9. Be a listener! Student needs to be convinced that you WANT to help!
Listen to what they say.
Pay attention to words/phrases that may reveal what they understand or what specifically they’re asking for.
Be sure you understand exactly what the student needs.
Paraphrase or re-ask the question to confirm that you understand.
Afterwards, ask “Did I answer your question?”
Offer to explain another way if needed. Students sometimes are reluctant to ask!

10. Body Language says a lot!
Look the student in the eye.
Face student, but give them personal space.

11. Goals Set goals for yourself, as a tutor.
Brush up on old material you’ll be tutoring
Know the students you work with
Plan to get student to a certain level of understanding
Have a “how-to” plan
Example: “I want to have Student fully understanding Chapter Two by this Friday so she is ready for her exam.”
I’ll..
review key terms
prepare visual aids

12. Help students set goals for themselves
Discuss time-management skills
Study skills
Make an appointment with a CASE manager for one-on-one study skills improvement sessions
Show student importance of short-term goals. Set them up for success!
Do all HW assignments
Read 10 pgs tonight
Seek tutoring 2-3 times per week

13. Don’t just give them all of the answers.
Show them how and where to find them on their own.
How to use the textbook and other resources
Ask “Why” questions
Cover the entire context of the material.

14. Basic Tutoring Guidelines
Build a sense of trust with your tutee. Do not make them feel inferior.
Ask your tutee questions.
Allow your tutee to answer the questions.
Be inviting to your tutee.
Be honest to the tutee.

15. Tips for tutoring Math and Science
Learning Math and Science requires persistence and patience.
Always check that the problem is written down correctly.
Ask the tutee to explain the procedure before beginning the problem.
After listening explain where the student is correct or wrong.
Ask tutee questions and encourage the student to solve the next problem without your assistance.

16. Basic Tutoring Dos Assess the situation
Give the tutee your full attention
Ask to see assignment and text
Check for comprehension at the beginning of the session
Facilitate opportunities for practice
Admit if you don’t know the answer
Direct the student to the appropriate professors and/or tutors for help
Help the students review for quizzes and tests
Teach study strategies as you go
Allow time toward the end of the session to review what you have taught and
Ask the student to tell you what he/she has learned from the session

17. Basic Tutoring Don'ts Be late Do the work for the students
Show lack of interest, yawn, watch the clock

18. Code of Ethics
1. Subject proficiency, knowledge, and ability have my top priority
2. My major motivation is building the student’s self-confidence
3. My student deserves and will receive my total attention
4. The language my student and I share must be mutually understood at all times.
5. I must be able to admit my own weaknesses and will seek assistance whenever I need it.
6. Respect with my student’s personal dignity means I must accept that individual without judgment.

19. 7. My student will constantly be encouraged but never insulted by false hope or empty flattery.
8. I will strive for a mutual relationship of openness and honesty as I tutor.
9. I will not impose my personal value system or lifestyle on my student.
10. I will not use a tutoring situation to proselytize my personal belief system.
11. Both the student and I will always understand my role in never to do the student’s work.
12. I count on my student to also be my tutor and teach me ways to do a better job.
13. I will do my best to be punctual and keep appointments, not only out of courtesy, but also as an example for my student to follow.

20. 18. My ultimate tutoring goal is my student’s independence.
14. I will maintain records, lesson plans, and progress data as expected and required.
15. I will do my best to stay abreast of the current literature about tutoring as it relates to my work.
16. Good tutoring enables my student to transfer learning from one situation to another.
17. Making learning real for the student is what tutoring means and is an important part of my goal.
18. My ultimate tutoring goal is my student’s independence.
From the National Association of Tutorial Services
And adopted by the SUNY Cobleskill
Center for Academic Support and Excellence Peer Tutoring Program

21. Tutor Manners Greet all students
If you aren’t the tutor the student is looking for, walk the student to the tutor board and show them how to use it
Be engaging from the moment a student approaches you about tutoring
Ask the tutee his/her name and offer them a chair at your table

22. Housekeeping notes
Arrive on time. Sign in on Accutrak and on the paper sheet in the Center.
Put on your green apron and badge
Sit facing outwards in the Center
Fill out the appropriate time sheet on a daily basis. Sign all times sheets in your folders.
Fill out the tutor log sheets as you go
If you aren’t busy with tutoring, ask the staff of CASE if they need any help. Often an extra pair of hands are needed

23. CONFIDENTIALITY
I________________ agree to respect the privacy of fellow students, tutors, and the staff of CASE by not discussing with any one outside the CENTER matters regarding private information. This would include academic inabilities as well and as personal information shared with you while employed at CASE.
_______________________________________
Name
Date