1. Module 3.1

2.  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.  Students who may need special accommodations should be referred to appropriate offices. Module 1.1: Learning Center Overview

3.  Open-ended questions about student’s background will open dialogue between tutors/tutees.  Returning students should be greeted briefly at the beginning of every session. Module 1.2: Beginning and Ending a Tutoring Session

4.  Establish long-term goals as well as short term.  Encourage independence. -----------------------------------------------------  Summarize after each session.  End the session on a positive note. Module 1.2: Beginning and Ending a Tutoring Session

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

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

7.  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

8.  Walk-ins/Fill-ins  Make sure you check progress reports  Leave detailed polite notes  Scheduled sessions Break material into small chunks Make connections between old material and new Model Summarize and set goals for next session Module 1.6: Setting Goals and Planning

9.  Use positive reinforcement and specific praise.  International students  Cultural and language barriers should be dealt with in a polite and friendly manner.  Persons with disabilities  “Person first designation.”  Ask before you help. Module 1.7: Communication Skills

10.  Good rapport  Active listening  Communicating with instructors  Socratic method Module 1.7: Communication Skills

11.  Verbal and non-verbal cues are important to watch and listen for.  Tutor and tutee both must actively listen in order to have a successful learning session. Module 1.8: Active Listening and Paraphrasing

12.  Study Strategies  time management  note taking  test prep/ test taking  reading rate/comprehension Module 1.9: Study Skills

13.  Tutors should focus on being role models and helping students become better learners.  Avoid and discourage Academic Dishonesty & Plagiarism. Module 1.10: Ethics

14.  Evaluate what the tutee knows  Help the tutee learn new material  Check for comprehension Module 2.2: Use of Probing Questions

15.  Tutors should be aware of personal biases and work to reduce prejudice.  Understand the unique needs of international students with speech, writing, and reading comprehension.  Emphasize similarities versus differences.  Speak clearly and avoid slang.  Use repetition to explain concepts.  Watch for the fake-light bulb effect. Module 2.3: Cultural Awareness

16.  Know your software!  Time management is important for the student.  Self-discipline is key.  Encourage students to contact instructors. Module 2.4: Online Learning

17.  Students paraphrase lecture notes to retain and understand the lesson.  Review all correspondence before sending it and encourage students to do the same.  Tutors should watch out for the online burn-out. Module 2.4: Online Learning

18.  Knowledge-memorization  Comprehension-understanding enough to paraphrase  Application- using knowledge for problem solving  Analysis-breaking a big idea into small parts  Synthesis-putting all the pieces together  Evaluation-judging the quality and the value of information Module 2.5: Study Strategies

19.  Tutors may be asked to proctor for the Testing Center.  Once a tutor agrees, further training will be required from the Testing Center staff before the tutor can actually proctor.  There are three basic services.  Extended time, readers, and scribes.  Remember proctors can leave the testing room, but take the test with you and notify a staff member.  Document any unusual events that occurred during the test. Module 2.6:Test Proctoring

20.  Arrive early  No gum  Read the test before administering it  Ask any questions you have  Make sure your paperwork is filled out properly  Only answer questions regarding instructions  Do not prompt the test taker  Read only what is on the paper  Write down word for word what is said by the test taker Module 2.6:Test Proctoring