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PEER TUTOR TRAINING
What do peer tutors need to
know?
Created by:
Rhae Tullos, BSE,MS,CHD
Pensacola Junior College
Goals & Objectives
The goal of this program is to:
provide you with some training to build skills which can be
used to assist students wanting to improve their performance
in a certain course, or to become better students
Goals & Objectives
1. provide overall academic support in a
variety of subjects for students needing
assistance
2. create a personal supportive
environment and peer relationship
where learning can best take place
3. bolster the students’ self-image and
self-confidence, providing as many
successful experiences as possible
Code of Ethics
The subject proficiency and knowledge-
ability have top priority.
My major motivation is building the
student’s self-confidence.
My student deserves and will receive my
total attention.
Code of Ethics
The language my student and I share must
be mutually understood at all times.
I must be able to admit my own
weaknesses and will seek assistance
whenever I need it.
Respect for my student’s personal dignity
means I must accept each individual
student without judgment.
Code of Ethics
My student will constantly be encouraged
but never insulted by false hope or empty
flattery.
I will strive for a mutual relationship of
openness and honesty as I tutor.
I will not impose my personal value system
or lifestyle on my student.
I will not use a tutoring situation to
proselytize my personal belief system.
Code of Ethics
The student and I will always understand
my role is never to do the student’s work.
I count on my student to also be my tutor
and teach me ways to do a better job.
I will do my best to be punctual and keep
appointments, not only out of courtesy,
but also as an example for my student to
follow.
I will maintain records, lesson plans, and
progress data as expected and required.
Code of Ethics
I will do my best to stay abreast of the
current literature about tutoring as it
relates to my work.
Good tutoring enables my student to
transfer learning from one situation to
another.
Making learning real for the student is
what tutoring means and is an important
part of my goal.
My ultimate tutoring goal is my student’s
independence.
Attitude
The longer I live, the more I realize the impact of attitude on life.
Attitude, to me, is more important than facts.
It is more important than the past, than education, than money,
Than circumstances, than failures, than successes,
Than what people think or say, or do.
It is more important than appearance, giftedness, or skill.
It will make or break a company…a church…a home.
The remarkable thing is we have a choice every day regarding
the attitude we will embrace for that day.
we cannot change the past. . .
We cannot change the fact that people will act in a certain way.
We cannot change the inevitable.
The only thing we can do is play on the one string we have
And that is our attitude. . .
I am convinced that life is 10% what happens to me & 90% how I react to it.
And so it is with you. . .
We are in charge of our Attitudes.
- Charles Swindoll
Qualities of a Good Tutor
What does it take to be an effective
tutor?
Sensitivity
Patience
Compassion
Caring
Be Sensitive
Be sensitive to the unique needs of your
student.
This student is a very special person who
needs your understanding.
Put your student at ease; create a welcome
feeling; and get to know him/her on a
personal level.
Realize that your student may be
embarrassed to ask for help.
Remember, we all need help at some time
in our lives.
Be Patient
Be patient with your students. This could
possibly be the most challenging of all.
You cannot undo in one or two sessions all
the bad habits, doubts and attitudes that
have evolved through the student’s
experience. It may take some time to see
progress.
You may be challenged to devise various
methods of instruction, based on learning
styles. Be aware that we all learn at
different rates and by different methods.
Be Compassionate
Accept your peer-student as a person.
Be willing to become committed in this
depth, rather than superficially.
Be empathetic. Attempt to feel what your
peer-student is feeling: the frustration,
the sense of failure or the joy of
accomplishment
A non-judgmental attitude is essential to
successful tutoring.
Care about your student...
Above all, care about your student.
Believe in his/her ability to learn the material.
Show you care.
Get enthused.
Share experiences.
Smile!
This is what tutoring is really all about!!
A peer tutor
Must meet the following criteria:
Have an A or B average in the
discipline you wish to tutor
Be recommended by a faculty
member, in writing
Demonstrate the qualities of being
an academic role model (good
GPA, commitment to learning)
Interview with Peer Tutoring
Coordinator or committee
Peer Tutor Contract
Sample of Tutor Contract (handout)
This sample is a composite of several
contracts from multiple educational
institutions.
Tutoring is a responsibility. Often a
contract places emphasis on how
important this commitment should be.
5 Steps to being an Effective Tutor
Know what is expected of You as
a peer tutor
Setting Up the Tutoring Session
Meeting your peer-student needs
Attributes of a Good Tutoring
Session
Ending the Tutoring Session
Characteristics of a Great Tutor
Patience
Good Listener
Positive Outlook
Appropriate Silence
Insight into student’s real needs
Caring
Knowledge of subject, learning
style
Characteristics of a Great Tutor
Encouraging
Non-judgmental
Organized
Flexible
Respectful
Willing to learn
Accessible
Learning Styles
How an individual can concentrate,
absorb, or retain new or different
information or skills.
(HOW WE LEARN)
There are three major types
AUDITORY
VISUAL
KINESTHETIC
Auditory
These individuals learn by hearing.
Advise an auditory learner to:
Sit near the front to “hear” all that
is being said.
Read assignments “out loud” so
that you not only see –but hear the
information . . .and in your own
voice.
Make use of a tape recorder in
class – so that you can listen to the
lecture again to reinforce learning.
Visual
These individuals learn by seeing.
Advise a visual learner to:
Sit front and center to see
instructor, board, posters, etc.
Emphasis on graphics, overheads,
pictures, charts
Make sure printed materials are
clear and easy to read
Utilize “flash-cards” to reinforce
Kinesthetic
These individuals are hands-on.
Advise the kinesthetic learner to:
Make sure studying is done while
student is in motion – (read while up
and walking or standing)
“Doing” is the key – not reading or
listening
• Most career/technical students are
predominately kinesthetic – hands on.
How can Learning Styles
influence the way we tutor?
Knowing your own learning style
Knowing the learning style of your
peer-student
Does one influence the other?
We often “tutor” in the style to
which we learn best, however, this
is not always appropriate for our
peer-student being tutored.
Tutoring Do’s
Punctuality: Set an example
Honesty: Don’t hesitate to say that you
do not know about a particular problem.
Enthusiasm: If the tutor does not display
a love for the subject then we cannot
expect the student to enjoy it.
Come with a positive attitude. It will rub
off on our students!
Tutoring Do’s
Hard Work: Make sure you are familiar
with textbooks and the correct version
that is available to students.
Listening: Develop good listening skills
so that you can understand student’s
misconceptions and errors.
Willingness
Maintain academic standards
Good personal hygiene: Be aware of
odors; clothing, grooming products,
BREATH!!
Tutoring Do’s
Mobility: Provide easy access by
circulating around the study lab - ask if
“help” is needed.
Good questioners: ask students
questions in order to understand what
their need may be.
Encourage independence: You do not
want to foster dependence on you. Our
goal is for each student to be able to
successfully accomplish his/her goals!
Tutoring Do’s
Patience: Never act annoyed that a
student does not know or understand
something, even when you are
questioned about how “you” do it
Maintain confidentiality: Keep any
personal information between you, your
supervisor, and your student!
Tutoring Do’s
Introduce yourself and wear a name tag
Encourage students to focus on learning
“how to learn”
Allow for periods of silence. Avoid
feeling like you have to interrupt silence
by talking. Allow students to reflect on
the subject at hand
When present as a tutor - be active, be
busy with professional activities when
not helping students
Tutoring Don’ts
Do not assume the role of the instructor.
Do not think of yourself as the dispenser
of all truth and knowledge. Treat
students as equals. If they want to know
about your “upper level” courses, they
will ask.
Do not judge someone’s ability or
intellect based on appearance or age.
Tutoring Don’ts
Do not let one student monopolize all of
your time. Our goal is to enable students
to “make it on their own”.
Do not allow your students to just
“scrape by.” Challenge them to reach for
grades better than a “C”.
Do not work the students’ assignments
for them! Explain math and grammar
rules, assist students to generate their
own ideas.
Tutoring Don’ts
Do not introduce fancy ways you learned
in your upper level classes to help solve
their problems. Stick as close as
possible to the textbook version and
what you know of how the instructor
presents the material.
Do not portray lackadaisical methods
and attitudes. They discourage students
from asking you for help.
Active Listening
Your role as a tutor is multifaceted. Not only are you
expected to know what the student brings to you, but
you should also be able to explain it in a way that the
student can immediately understand.
Active listening demonstrates respect by giving the
student your undivided attention. The makes the
student feel important and communicates positive
nonverbal signals such as
EYE CONTACT
POSTURE
BODY LANGUAGE
Active Listening
Remember that how you ACT is often
just as important as what you are
tutoring or saying
If you are doing most of the talking,
something is WRONG!
Paraphrasing
Paraphrasing communicates accurately what is heard
by reflecting what is said. Organize the tutees’
remarks into one concise statement involves listening
to the tutees’ own concerns and then summarizing the
problem . . Hopefully providing clarity for the tutee.
“What I hear you saying is . . .”
“You sound . . “
“It seems to me what you are saying is . . .”
“It sounds to me like . . . “
Often when we summarize, the student has the
chance to “review” what has been said.
Probing Questions. . .
In order to assess student’s knowledge, it is
important that tutors pose good questions.
Good questions should encourage students to
work problems out on their own.
There are two types of questions:
CLOSED-ENDED QUESTIONS
usually have short responses like “yes” & “no” These
generally do not lead to other questions.
OPEN-ENDED QUESTIONS
encourage more interaction, facilitate additional
questions for more clarity
Tips For Tutors
Of course, BE FRIENDLY! Put the student at ease.
No one can learn well when they are nervous.
Stay on target - accomplish what you came to do.
Limit time for sessions - it is recommended that no
single session last more than one to one and one half
hours.
Attempt to explain information in a variety of ways.
REMEMBER - Learning Styles, we all learn in our
own “special” way - know the learning style of your
student.
Tips For Tutors
Don’t do your student’s homework for him/her -
students usually come with a list of questions. You
may be able to assist them in the learning process.
Look at student notes. . . They may contain errors
that students have already memorized!
Watch your peer-student at work . . You may be
able to catch processing errors or assist in
acknowledging where mistakes happen.
Tips For Tutors
Don’t be quick to correct student errors . . Have
students explain answers, Right or Wrong. Often
students answer questions other than the one you
thought you asked.
Find ways to enliven the course material.
Observe the students’ written work and their attitudes
toward errors. Students often know more than they
have the courage to show. . . Perhaps out of the fear
of being wrong!
Tips For Tutors
Recognize that many students come to
you to learn more about their courses. . .
Not necessarily because they are failing in
that course.
Never criticize an instructor, even by
implication. You can “grump” about the
book. But leave personalities out of it!
Tips For Tutors
Try to create an atmosphere that is good for
study. This does not always mean that you have
to whisper. An adult conversation acknowledges
your willingness to help as well as your interest in
the individual student.
Be supportive and encouraging.
Don’t bluff. If you don’t know the answer, admit
it. Do not be ashamed. Go for assistance. It
may take no more than just a quick review of the
student’s textbook!
Beginning a Tutoring Session
Greet the student when you first meet him/her and ask if help is
needed.
It is OK to socialize the first few minutes of the session in order
to provide a relaxed, comfortable environment.
Ask questions about the class in which they may need help.
Be aware of students’ needs other than academic ones.
Student may have disabilities
Learning
Physical
Psychological, Emotional
Personal - Economic, Financial, Family, Etc.
Set goals for the session whenever possible.
Ending a Tutoring Session
Know when to end a tutoring session.
End session on a positive note.
Make your student feels good about something that
he/she accomplished during the session.
Assess and review what you and your student have
accomplished during the session.
Advise the tutee with strategies for working
independently.
Remind your student that “help” is available if further
assistance is needed.
Acknowledge that you are glad that your student
came in for help.
Review Guidelines
The ultimate goal of a tutor is to help
students help themselves!
Interpersonal tips
Know the student’s name
Be relaxed and friendly
Provide “learning” environment
Concentrate on strengths
Encourage student toward increasing
expectations
End on a positive note
Review Guidelines
Technical Tips
Come prepared to work
Begin where the tutee feels comfortable
Check to make sure problem is copied correctly
Read word problems out loud
Tutor . . . don’t teach
Do not do student’s work for them
Help students find their own errors
When possible, have student explain answers
Listen . . . Listen . . . Listen !!!
Be creative in your approach toward each individual
student
Practical Application
Practice What YOU Have Learned!
Use the following peer tutoring situations
to practice specific behaviors needed to
be a successful peer tutor
References
Tips To Tutors - Content www.academic_support/guidelines.html
University of North Carolina
www.ucae.uncc.edu/tssi/documents/tutsign.html
Learning and Teaching Resource Centre
www.ltrc.edu.polyu.edu.hk/student02_1.html
Glendale Community College
www.english.glendale.cc.ca.use.sd150.html
http://www.howtostudy.org/resources.php
Becoming a Master Student, Ellis: 11th Edition 2005, Houghton
Mifflin Company
References
Middle Tennessee State University – Tutor Training Handbook
www.mtsu/~smcdanie/ACA_3000F/TutorTrainingHandbook.htm
University of Idaho at Lewis-Clark
www.educ.uidaho.edu/bestpractices/training.html
University of California – authors David Hammer / Ann D. Holley
www.home.att.net/%7Etmjordan/academic_support.tips.htm
National Association of Tutorial Services – Code of Ethics
www.home.att.net/%7Etmjordan/academic_support/tr_guide.htm
Mercer University – Academic Resource Guide
http://faculty,mercer,edu/simmerman_jj/TutorTraining/procedures
City College of San Francisco
www.ccsf.edu/Services/LAC/lern10/introtutor.html
Clayton State University – Morrow, GA
www.adminservices.clayton.edu/caa/tutoring/becomingatutor.htm
Duke University – Peer Tutoring Program
www.aaswebsv.aas.duke.edu/skills/PTPwebsite/policies.html
Pasadena City College
www.pasadeena.edu/studentservices/lac/tutor-train.cfm
The Master Tutor, McDonald, R. 2nd Edition, Cambridge Stratford, Limited,
2000, Williamsville, New York ISBN: 0-935-637-27-3
