Tutor Role, part IITutor Role, part II

Alpha Scholars ProgramAlpha Scholars Program

What is a Tutor?What is a Tutor?

Works in a structured and supervised Works in a structured and supervised educational contexteducational context

Enters into peer teaching and learning Enters into peer teaching and learning relationshiprelationship

Differences Between Differences Between Teaching and TutoringTeaching and Tutoring TrainingTraining

Job ResponsibilitiesJob Responsibilities

Term of EmploymentTerm of Employment

CompensationCompensation

StatusStatus

Relationship to SchoolRelationship to School

Six Goals of TutoringSix Goals of Tutoring

Promote independence in learningPromote independence in learning

Personalize instructionPersonalize instruction

Facilitate tutee insightsFacilitate tutee insights

Provide a student perspectiveProvide a student perspective

Respect individual differencesRespect individual differences

Follow your job descriptionFollow your job description

Responsibilities of TutorsResponsibilities of Tutors Provide individual and group tutoring for Provide individual and group tutoring for

students, as assigned by Tutor students, as assigned by Tutor CoordinatorsCoordinators

Document individual progress reports for Document individual progress reports for each student servedeach student served

Act as a role model to program participantsAct as a role model to program participants

Report for tutoring duties at times and Report for tutoring duties at times and locations assigned (by appointment)locations assigned (by appointment)

Attend tutor training workshops scheduled Attend tutor training workshops scheduled by the Tutor Coordinatorby the Tutor Coordinator

Assist Alpha Scholar participants improve Assist Alpha Scholar participants improve academic skillsacademic skills

MotivationMotivation

Results from internalized feelings of Results from internalized feelings of success at meaningful taskssuccess 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 Are youyou unmotivated? unmotivated?

ExerciseExercise

After reading the Training Manual what do After reading the Training Manual what do you consider to be the you consider to be the most important thingmost important thing for tutors to rememberfor tutors to remember concerning their concerning their roles in a tutor-student relationship. roles in a tutor-student relationship.

As we mention these important roles, think of As we mention these important roles, think of an example to illustrate each principle you an example to illustrate each principle you list. list.

Tutoring Dos & Don’tsTutoring Dos & Don’ts

Treat your students as equals.Treat your students as equals.

Don’t worry about mistakes—they provide Don’t worry about mistakes—they provide the best opportunity for teaching and the best opportunity for teaching and learning.learning.

Don’t be critical of your students.Don’t be critical of your students.

Recognize your differences, a vital step in Recognize your differences, a vital step in building a tutoring relationshipbuilding a tutoring relationship

Tutoring Dos & Don’ts, IITutoring Dos & Don’ts, II

Recognize your commonalities, a vital step Recognize your commonalities, a vital step in building a tutoring relationship.in building a tutoring relationship.

Be supportive of students’ efforts as well as Be supportive of students’ efforts as well as their accomplishments.their accomplishments.

Make learning active, fun, visual, and Make learning active, fun, visual, and hands-on.hands-on.

Tutoring Dos & Don’ts, IIITutoring Dos & Don’ts, III

Keep your eye on the significance of your Keep your eye on the significance of your effort in your students’ lives.effort in your students’ lives.

Do not use bribes or gifts to motivate your Do not use bribes or gifts to motivate your student.student.

Be willing to share your experience when Be willing to share your experience when you think it’s appropriate.you think it’s appropriate.

Tutoring Dos & Don’ts, IVTutoring Dos & Don’ts, IV

Don’t make empty promises.Don’t make empty promises.

Don’t forget how important you are—your Don’t forget how important you are—your student depends on you.student depends on you.

Be on time.Be on time.

Use differences between you and your Use differences between you and your student to open up honest conversations.student to open up honest conversations.

Tutoring Dos & Don’ts, VTutoring Dos & Don’ts, V

Forgive your errors and those of your Forgive your errors and those of your student—they were unintentional.student—they were unintentional.

Be open-minded.Be open-minded.

Be empathetic toward your students and Be empathetic toward your students and their experiences.their experiences.

Be observant and pay attention to what Be observant and pay attention to what your students enjoy and how they learn.your students enjoy and how they learn.

Tutoring Dos & Don’ts, VITutoring Dos & Don’ts, VI

Incorporate student interests into your Incorporate student interests into your activities and assignments.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 Ignore labels—they only show you part of a person.person.

Be respectful.Be respectful.

Case StudyCase Study

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

Case Study, continuedCase Study, continued

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

QuestionsQuestions

What is the problem?What is the problem?

What should Sandra do about this?What should Sandra do about this?

Next Week Next Week

Unit 2: The Tutoring CycleUnit 2: The Tutoring Cycle