Definition of Tutoring and Responsibilities

As adapted from the following websites:http://frank.mtsu.edu/~smcdanie/ACA_3000F/TutorTrainingHandbook.htmhttp://crs.uvm.edu/gopher/nerl/personal/comm/etml

Tutoring For Scheduled Study Sessions1What is Tutoring?Tutoring Occurs when an individual assists or guides a student to the point at which the student becomes an independent learner Aims to instill independence and confidence in the student so that they will eventually no longer need a tutorHelps the student master content through skill buildingMay occur in a one on one situation or in a small group

3Tutoring Is NotProof-reading or checking for errorsA substitution for attending classAn instant means of raising a students grade, nor a guarantee of grade improvementTeaching the materialRemedial in nature nor intended to teach basic skillsJust for those that are failing

4Your Responsibility as a LAP & DSS Volunteer Learning AssistantIs primarily to the studentAs such, you need to:Foster an atmosphere conducive to learningIdentify present academic goalsHelp the student gain independence in his/her learningProvide reinforcement and constructive feedback5Expectations of you as a LAP & DSS Volunteer Learning AssistantAssist students to the best of your abilityRefer students to LAP & DSS if you are unable to assist them or believe that they need additional assistanceComplete all paperworkNotify appropriate LAP & DSS staff if you or your organization is unable to provide assistance at any timeMaintain all students information in confidence6Starting Your Scheduled Study SessionMake sure that all students have signed inIntroduce yourself to the studentsDetermine what kind of assistance is being soughtBreak students up into pairs and/or small groups as appropriate based on assistance that they needWorking with a GroupGain an understanding of what the group is expectingLet them know what you can and cannot help them withKeep in mind that there are myriad learning styles and that what works for one student may not work for another studentsRealize that students may come in and out during the scheduled study session Ending a Scheduled Study SessionTake the last 5 minutes to wrap up and reviewMake sure that the material discussed was understood or at least heard by the tuteeMake sure they are aware of when assistance will be available nextThe Dos and Donts of TutoringThe Dos of TutoringPunctualityHonestyEnthusiasmHard workListeningWillingness Awareness of the student code of conductMaintain academic standards Good questionersEncourage independencePatienceMaintain confidentiality

11The Do Nots of TutoringDo not assume the role of the instructorDo not think of yourself as the dispenser of all truth and knowledgeDo not judge someone's ability or intellect based on appearance or ageDo not work the students' assignments for themDo not use tutoring as your personal dating serviceDo not attempt to resolve issues that are over your head

Setting Goals for Tutors and TuteesHaving goals helps the tutor know where to go and fosters confidence with the tuteeTutor goals include:Helping students understand their course contentImproving study, reading, or writing skillsIdentifying learning weaknesses and strengthsUsing appropriate materials and planning appropriately

Is there anything anyone would like to add?13Using Strong Communication Skills Helps Facilitate TutoringDevelop rapport with the tuteeBe an active listenerParaphrase when appropriateUse nonverbal listening (only a small portion of communication is verbal)Be aware of communication barriers:Poor eye contactBeing easily distractedIrrelevant talkClosed postureHaving a bored lookPhysical tics (leg shaking, finger tapping)14Communication Skills: Active Listening & Responses Active listening can be demonstrated by:making eye contactleaning slightly toward the studentnodding appropriatelyresponding with appropriate facial expressionsAn active response may be to:paraphrase what the student communicatedask questions that will lead the student to her/his own solutionoffer constructive feedback rather than criticizeguide students to make appropriate choicesask the student if there is anything else s/he can share

15Communications Skills: ParaphrasingUseful phrases include:What I hear you saying isIt seems to me what you are saying isYou soundIt sounds to me like16Does Academic Success Guarantee That Youll Be a Good Tutor?Give some thought to your answers to the following:Do most students come prepared for college? Why or Why not? What role does organization play in studying?Have good grades always come easy for you?Why do you want to tutor?

What study skills do you think they are lacking? Students may have much more study time when looking at the organization involved in time management! Understanding what to study, and how to study are also related to organization. 17How Have You Become a Successful Student? How do you study for a test?

How do you write a paper?

How do you prepare differently across courses? (i.e. Math/English/Science)

Transitioning From a Good Student to a Good Tutor:Be aware that what works for you will not work for everyone else; it may or may not work for your tuteeTo help students, you need to know what they are missingIn an effort to assess the students knowledge and understanding of the material, you must ask intentional, encouraging questionsWhy? Because students need to address these questions and answer these questions by themselves. They will not always have a tutor available to help them. Can anyone provide an example, or examples of this? Does this make sense to everyone? 19Instead of..Assuming you know what is missing, use open ended, probing questions to find outAsking whether or not the student understands the material discussed or whether or not the information is clear to the student, be patient and ask the student to relate to you what they have learnedTrying to answer all of the questions, use other students in the study session to interact and provide information as well

Different Kinds of StudentsTraditional vs. Non-Traditional StudentLearning StylesStudents with DisabilitiesEthnic Minorities

Common Characteristics of Adult (Non-Traditional) Learners Accumulated life experiencesEstablished opinions, values and beliefs Intrinsically motivatedIndividual differencesLearn best in a democratic, participatory and collaborative environmentMature people and prefer to be treated as suchGoal oriented / relevancy orientedAutonomous and self-directedPractical and problem-solversAgeing concernsMay have insufficient confidence22Learning StylesVisual Auditory Read-Write Kinesthetic

Diversity IssuesMost frequently noted disabilities on campus are Learning Disabilities (Written Expression, Reading Disorder, Mathematics Disorder) and Attention Deficit Hyper Activity DisorderMay need to physically re-arrange the roomTreat others as you would wish to be treatedExamine your own biases and prejudicesAvoid assumptions or stereotypes

Developing Diversity Competency

Develop self-awarenessExamine your own biases and prejudicesRead books or watch movies about other culturesAttend artistic performances from other culturesBe observant of diverse societal normsVisit various offices on campus such as Educational Access Programs or Disability Support Services

Seek interactions with varied members of societyCommunicate respect to members of other culturesDisplay empathy to members of other culturesReserve judgmentBe flexible Acknowledge errors to members of other cultures

Scheduled Study Session ChecklistsComplete confidentiality formProvide LAP & DSS staff with times and locations for when Scheduled Study Sessions will be providedDetermine who will be covering each sessionMaintain sign in sheets that are to be submitted to LAP & DSS each week by Friday at noonBecome familiar with offices that provide support outside of LAP & DSSMake referrals as appropriate to LAP, or other applicable programsNotify LAP & DSS staff immediately if there are any issues, questions or concerns that arise