2. Module 3: The Tutor’s Role

3.  Gain an understanding of some strategies to use within the tutoring session.  Comply with behavioral boundaries.  Learn the rationale and procedures related to working with students who have disabilities.

4.  Do’s  Listen to ideas and answer questions.  Ask questions to help students clarify and focus their thoughts.  Ask questions to help tutees understand the material.  Discuss the material with the tutee.  Discuss course content and give examples.

5.  Do’s  Work with students to help them identify and correct errors in their work.  Demonstrate techniques students can use to do their own work.  Suggest, demonstrate, or model practices that will improve students’ work.  Show students how to brainstorm, narrow a topic, and organize their thoughts by asking themselves questions.

6.  Do’s  Focus the session on a particular topic or activity if this is suggested by an instructor.  Give students honest, but supportive, feedback about their work, pointing out strengths and weaknesses.  Encourage students to take responsibility for their own work.  Show students how to get the most out of their textbooks and introduce students to other resources including websites, student solution manuals, and handouts.

7.  Do’s  Help students find and correct errors in homework problems.  Work problems like those from the homework as examples.  Ask the tutee to “talk through” the problem.  Outline steps in solving problems.

8.  Don’ts  Violate confidentiality principles.  Rewrite assignments for the students.  Do students’ work for them  Predict students’ grades on assignments  Encourage or support criticism of instructors, assignments, or textbooks.  Allow students to access solution manuals without assistance.

9.  Reminders  Tutors are expected to tell a staff member if they need to leave the room while they are scheduled to work.  Maintain the tutee’s privacy at all times.  Do not eat or drink in the Tutoring Lab.  The tutor’s presentation and appearance represents the Tutoring Lab

10.  Reminders (cont.)  Tutors may do homework, talk quietly, or do leisure reading. However, they should stay alert to assist new tutees or the Program Coordinator.  The phone behind the desk should be used for Tutoring Lab calls only.  If a department or an instructor needs to be contacted, please notify the Program Coordinator or staff member.

11.  Reminders (cont.)  If the Program Coordinator or staff member does not contact a department or instructor when asked, please give a friendly reminder.  Keep noise levels in control.  If a tutor is sick and cannot work, or needs to adjust his/her schedule, he/she should contact the Program Coordinator or a staff member as soon as possible

12.  Reminders (cont.)  Return materials to the desk or bookshelf (textbooks/answer books) after use. Do not let materials leave the Tutoring Lab.  Clean the work area when each session is over.  Try to have a positive and respectful attitude while working. Make the experience here enjoyable for everyone.  Conduct oneself in a professional manner.

13.  Next Steps:  Submit quiz answers and all necessary paperwork to Tutoring Center Coordinator  Remaining Level I training will be scheduled at the end of the quarter ▪ Watch for schedule postings ▪ REQUIRED to maintain employment at OSUN/COTC  Congratulations! You are ready to begin tutoring!