1. Tutor Role, part II Alpha Scholars Program

2. What is a Tutor? Works in a structured and supervised educational context Works in a structured and supervised educational context Enters into peer teaching and learning relationship Enters into peer teaching and learning relationship

3. Differences Between Teaching and Tutoring Training Training Job Responsibilities Job Responsibilities Term of Employment Term of Employment Compensation Compensation Status Status Relationship to School Relationship to School

4. Six Goals of Tutoring Promote independence in learning Promote independence in learning Personalize instruction Personalize instruction Facilitate tutee insights Facilitate tutee insights Provide a student perspective Provide a student perspective Respect individual differences Respect individual differences Follow your job description Follow your job description

5. Responsibilities of Tutors Provide individual and group tutoring for students, as assigned by Tutor Coordinators Provide individual and group tutoring for students, as assigned by Tutor Coordinators Document individual progress reports for each student served Document individual progress reports for each student served Act as a role model to program participants Act as a role model to program participants Report for tutoring duties at times and locations assigned (by appointment) Report for tutoring duties at times and locations assigned (by appointment) Attend tutor training workshops scheduled by the Tutor Coordinator Attend tutor training workshops scheduled by the Tutor Coordinator Assist Alpha Scholar participants improve academic skills Assist Alpha Scholar participants improve academic skills

6. Motivation Results from internalized feelings of success at meaningful tasks Results from internalized feelings of success at meaningful tasks What kinds of tasks do you like to do? What kinds of tasks do you like to do? What kinds of tasks are you likely to avoid? What kinds of tasks are you likely to avoid? Are you unmotivated? Are you unmotivated?

7. Exercise After reading the Training Manual what do you consider to be the most important thing for tutors to remember concerning their roles in a tutor-student relationship. As we mention these important roles, think of an example to illustrate each principle you list.

8. Tutoring Dos & Don’ts Treat your students as equals. Treat your students as equals. Don’t worry about mistakes—they provide the best opportunity for teaching and learning. Don’t worry about mistakes—they provide the best opportunity for teaching and learning. Don’t be critical of your students. Don’t be critical of your students. Recognize your differences, a vital step in building a tutoring relationship Recognize your differences, a vital step in building a tutoring relationship

9. Tutoring Dos & Don’ts, II Recognize your commonalities, a vital step in building a tutoring relationship. Recognize your commonalities, a vital step in building a tutoring relationship. Be supportive of students’ efforts as well as their accomplishments. Be supportive of students’ efforts as well as their accomplishments. Make learning active, fun, visual, and hands-on. Make learning active, fun, visual, and hands-on.

10. Tutoring Dos & Don’ts, III Keep your eye on the significance of your effort in your students’ lives. Keep your eye on the significance of your effort in your students’ lives. Do not use bribes or gifts to motivate your student. Do not use bribes or gifts to motivate your student. Be willing to share your experience when you think it’s appropriate. Be willing to share your experience when you think it’s appropriate.

11. Tutoring Dos & Don’ts, IV Don’t make empty promises. Don’t make empty promises. Don’t forget how important you are—your student depends on you. Don’t forget how important you are—your student depends on you. Be on time. Be on time. Use differences between you and your student to open up honest conversations. Use differences between you and your student to open up honest conversations.

12. Tutoring Dos & Don’ts, V Forgive your errors and those of your student—they were unintentional. Forgive your errors and those of your student—they were unintentional. Be open-minded. Be open-minded. Be empathetic toward your students and their experiences. Be empathetic toward your students and their experiences. Be observant and pay attention to what your students enjoy and how they learn. Be observant and pay attention to what your students enjoy and how they learn.

13. Tutoring Dos & Don’ts, VI Incorporate student interests into your activities and assignments. Incorporate student interests into your activities and assignments. Be creative. Be creative. Set educated goals and strive for them. Set educated goals and strive for them. Ignore labels—they only show you part of a person. Ignore labels—they only show you part of a person. Be respectful. Be respectful.

14. Case Study Sandra, a writing tutor, lives in an on-campus dorm. Most of her friends live on the same floor and all know she tutors for Alpha. One friend, in particular, Casey feels insecure about her writing. At 11:00 p.m. on evening, Casey raps on Sandra’s door, draft of an assigned essay in her hand. Casey says, “Sandra! This essay is due at 9 am tomorrow and I need you to edit

15. Case Study, continued it for me. Can you just slip it under my door when you’re done? I need sleep.” This is the third time Casey has made such a request of Sandra. The first two times, Sandra helped Casey by going over the essay with her. On each occasion they worked together until the early hours of the morning. Sandra is tired and feeling imposed upon, but wants to continue her friendship with Casey.

16. Questions What is the problem? What is the problem? What should Sandra do about this? What should Sandra do about this?

17. Next Week Unit 2: The Tutoring Cycle Unit 2: The Tutoring Cycle