1. Bsc Academic Resource Center

2.  1. Be on Time  2. Log your Student In  3. Be Prepared  4. Be an Active Listener  5. Repeat Back the Problem Areas  6. Be Patient  7. Be able to present the information in various ways

3.  Don’t Talk Down to a Student  Don’t Lecture  Don’t add to Their Anxiety  Don’t Rush a Student  Don’t Do a Student’s Work for Them  Don’t be afraid to say I don’t know, or I don’t remember that part  Don’t be afraid to refer the Student to the Director or the Professor for additional help.

4.  Teachers need to be sure they are evaluating a student's own work; therefore, never write any part of a student's paper. Instead of writing sections of students' papers for them, use guiding questions and comments to help them recognize their difficulties and come up with their own solutions.  Never comment negatively to students about a teacher's teaching methods, assignments, personality, or grading policies.  Never suggest a grade for a paper.  Never criticize the grade a teacher has given a paper.  Honor the confidentiality of the tutoring relationship.

5.  Ross B. MacDonald, Ph.D., author of The Master Tutor: A Guidebook for More Effective Tutoring, outlined the twelve-step tutoring Cycle These Steps can be utilized in even short sessions

6. 1. Greeting 2. Identification of Task 3. Breaking Task into Parts 4. Identification of thought processes that underlie task 5. Set the Agenda for the Task 6. Addressing the Task

7.  Tutee Summary of Content  Tutee explanation of process  Confirmation by Tutor  What’s Next? Explanantion of how the student should reinforce  Plan or Arrange Next Session  Goodbye

8.  This is important even if you already know the Student  If you don’t, introduce yourself.  Try to keep this professional

9.  Ask the Student what they are struggling with.  Repeat back and ask questions.  Make sure the student has the background information necessary to comprehend the task.  If there are more than one task separate them out.  IF it is a complex concept, breaking it into parts will be helpful to the student

10.  Important to show the student how to solve the problem and not solve it for them  Teach the tutee how to learn the content  Ask questions that foster critical thinking and problem solving  IF the student can be prompted to come to the solution themselves the session will be more productive.

11.  Now that you know how big or small the task is you can a lot the current amount of time.  If the students is far behind, you may say “Let’s tackle X first, and then Y and see how far we get today.”  Don’t make the student feel overwhelmed  However, it is always important to involve the student in setting the Agenda

12.  Remember that the course content may have been different when you took the course  Therefore Course Material is the basis for the Task  Be available to explain the task in many different ways

13.  These are the most important steps  The repetition back helps solidifies a students understanding.  Furthermore, the student should be able to explain how they came to the greater understanding of the problem  This last step will be helpful not only to the Tutee, but also to you becoming a better tutor.

14.  Let the student know what they should do to solidify their understanding  This is not a time to give homework, just tips.  Ask if they would like to make a follow up appointment for review or test prep.  Say Goodbye and let them know they contact either yourself or the Director should they require additional services  Log the student out of Tutortrac.

15.  http://www.youtube.com/watch?v=DvQ982C w4uw http://www.youtube.com/watch?v=DvQ982C w4uw