2. Module 2: Beginning and Ending a Tutoring Session

3.  Understand the importance of the beginning and ending of a tutoring session, and how it can influence the working relationship between the tutor and tutee.  Review information on how to involve the tutee during the session.  Gain knowledge on how to assess the tutee’s needs during the initial session.  Become aware of certain behaviors that might indicate that the tutee could require professional counseling.

4.  Greeting New Tutees  New tutee paperwork (Progress Report, Responsibility Form)  Check for correct contact information (Phone number, email address)  Exchange background info (hobbies, interests, major, etc.)  Listen carefully to any questions or concerns the tutee has about tutoring  Greeting Returning Tutees  Keep it short and simple

5.  How to Begin a Session  Learn a little about the student by asking questions  Make the tutee feel comfortable  When the tutee arrives: ▪ Greet the tutee ▪ Ask some open-ended questions about what the tutee wants to get out of the session or what he/she wants to work on

6.  How to Begin a Session (cont.)  A dialogue will help tutors learn where the student is having trouble  Try to establish long-term goals like helping the tutee become a better learner, as well as addressing short-term goals like homework  Encourage students to work on their own  Don’t just give answers

7.  Warning Signs  Anxiety ▪ Sleeping troubles ▪ Specific obsessions over stressful topics ▪ Difficulty thinking about anything besides a stressful topic ▪ Feeling tense, restless, jittery, or dizzy ▪ Having trouble concentrating ▪ Fluctuations in appetite ▪ Being overly cautious ▪ Being startled easily ▪ Having an omnipresent feeling of impending danger or disaster ▪ Feeling out of control

8.  Warning Signs  Depression ▪ Feelings of guilt and worthlessness ▪ Feelings of negativity, pessimism and hopelessness ▪ Persistent sad, anxious or empty mood ▪ Difficulty concentrating and staying focused on a specific task ▪ Sleep difficulty ▪ Difficulty managing mood swings

9.  Warning Signs  ADHD Inattention Symptoms ▪ Loses things ▪ Seems not to listen ▪ Has difficulty keeping attention on something ▪ Avoids tasks requiring focus for any sustained amount of time ▪ Gets easily distracted ▪ Is very unorganized ▪ Has problems following instructions ▪ Is forgetful in the short-term ▪ Makes careless mistakes

10.  Warning Signs  Hyperactive Symptoms of ADHD ▪ Interrupts without noticing ▪ Talks too much ▪ Cannot stay still or fidgets ▪ Has problems with doing activities quietly ▪ Difficulty waiting in line or taking turns ▪ Very impatient

11.  If a tutor notices any of the above symptoms or suspects there is something wrong other than a lack of knowledge in a specific subject area, the tutee should be referred to the Office of Disability Services

12.  Reinforcement Issues  Students know material and can do class work when tutor is present, but not alone  Use positive reinforcement to increase student self- confidence  Give tutee plenty of chances to do exercises both with and without the tutor’s presence  If nothing seems to help, contact the Office of Disability Services for help

13.  Ending the Session  Don’t rush!  Positively assess the work done in the session  Ask if the tutee has any further questions  Help the student create a plan of what to do after the session  Do any necessary paperwork

15.  Next Steps:  Submit Quiz answers and documentation to Tutoring Center Coordinator  Module 3: Tutoring Dos and Don’ts