PEER TUTORING TRAINING MANUAL by 7ODBPL

VIEWS: 77 PAGES: 41

									  TAMANAWIS
  SECONDARY


 PEER TUTORING
   PROGRAM
TRAINING MANUAL


              September 2009
2
                                        TABLE OF CONTENTS
SECTION 1: OVERVIEW, OUTLINE & ASSESSMENT

     Introduction………………………………………………………………                                                        7
     Peer tutoring course outline……………………………………………                                               8
     Why be a Peer Tutor? Why do some students need a peer tutor?                                9
     Definition of the learner support team model………………………..                                     9
     Expectations for classroom teachers re: peer tutors……………….                                  10
     Teacher term report of tutor…………………………………………...                                             11

SECTION 2: EFFECTIVE TUTORING

     Code of ethics…………………………………………………………..                                                      15
     Goals for the tutor………………………………………………………                                                    16
     What’s expected of me as a tutor?.................................................          16
     Tutor Behaviours……………………………………………………….                                                      17
     The ten commandments of listening…………………………………                                              18
     “The Big Three” – Powerful communication tools………………….                                      19
     Tutoring tips…………………………………………………………….                                                       20
     Goals for the tutee……………………………………………………..                                                   20
     How to handle right and wrong answers…………………………….                                           21
     Tutoring management………………………………………………....                                                   22
     Positive/Negative reinforcement………………………………………                                              23

SECTION 3: PEER TUTOR PAPERWORK

     Peer Tutoring Journal…………………………………………………..                                                  27
     Peer Tutoring Journal Evaluation Rubric……………………………..                                        28
     Peer Tutoring program letter……………………………………………                                               29
     Request for a peer tutor form………………………………………….                                              30

SECTION 4: TRAINING EXERCISES & ASSIGNMENTS

     Day 1 assignment – Why I Want to be a Peer Tutor………………..                                    33
     Thinking on your feet #1-5……………………………………………..                                               33/34
     HOMEWORK CLUB…………………………………………………….                                                          34
     Learning Styles………………………………………………………….                                                      35
     Multiple Intelligences……………………………………………………                                                  36
     On-Line assignment…………………………………………………….                                                     37
     Final Project……………………………………………………………...                                                     39
     Final Project evaluation Rubric………………………………………...                                           40
     Peer Tutoring Contract...................................................................   41




                                                                                                         3
4
    SECTION 1:

OVERVIEW, OUTLINE &
   ASSESSMENT




                      5
6
                                         Introduction

Welcome! You are now involved in a very necessary and very important component of the
educational process at Tamanawis Secondary. As part of the Learning Support Team, you
have just begun a partnership in learning and teaching at this school. You are a very important
and integral part of our program. When you are a Peer Tutor you are more than a student: you
are a role model, a mentor, someone that others look up to and admire. Our unique program
here could not function without you. You are a very special person! You are beginning an
unforgettable year, and we welcome you.




                                                                                              7
Peer Tutoring Course Outline

The main focus of peer tutoring is to assist other students in classroom settings or work with
Learning Support students in a tutorial classroom. Peer tutoring provides valuable experience
in working with people in a leadership role, while enhancing the study skills, general
knowledge and academic expertise of the tutor. It may also complement their Graduation
Transition Plan.

Peer tutoring is associated with many occupations, including teaching, health care, counseling,
law, and the hospitality industry. It provides a valuable learning experience, and helps you
learn more about yourself as well!

Peer tutors work under the supervision of a sponsor teacher and receive training in the
following areas:
     Interpersonal skills
     Communication skills
     Learning styles
     Multiple Intelligences
     Planning and record keeping
     Confidentiality
     Instructional strategies

The responsibilities of a Peer Tutor are:

      To role-model positive behaviour, work ethic, attitude and attendance
      To successfully complete peer tutoring training
      To complete monthly journals and a final report
      To maintain regular contact with the sponsor teacher
      To respect confidentiality
      To work collaboratively with the sponsor teacher

Tutoring opportunities:
    Learning Support Team tutorial classes
    Individual tutoring in the classroom setting (working one-on-one)
    Floater in the classroom

Types of program placement Grades 8 through 12:
    Learning Support Team
    Regular classes
    ESL
    Bases program

Evaluation:

       Sponsor Teacher Reports                 50%
       Paperwork                               10%
       Journals                                20%
       Major Project                           15%
       Homework Club                           5%
                                                                                                 8
Why Be A Peer Tutor?

      Help students learn how to learn
      Help students feel good about themselves as they learn
      Help the classroom teacher who cannot reach all the students each day
      Earn valuable experience that can be applied to employment
      Document Peer Tutoring on a resume
      Feel good about yourself from helping others
      Learn from those with whom you work
      Be an integral and valuable asset to Tamanawis

Why Do Some Students Need A Peer Tutor?

      Poor organizational skills/test-taking skills
      Absent from class due to illness
      Need additional support/low self-esteem, poor motivation
      Need a challenge/stay interested
      Poor achievement, low ability
      Difficulties with a new language and culture: English/Canadian
      Have learning disabilities

PEER TUTORING = 4 CREDITS (APPLIED SKILL)


Definition of the Learner Support Team Model

The Learner Support Team model recognizes that it is in the best interests of students that
educators work together by systematically coordinating their efforts and expertise to enhance
student achievement.

The Learner Support Team, school and district-based teachers qualified in Special Education
(LA/Tutorial/CELD) or ESL, work collaboratively and cooperatively in delivering a range of
support to students with diverse learning.

Members of the LST coordinate their efforts, skills and expertise, as well as directly support the
regular classroom teacher in identifying, planning, teaching and assessing students with
learning needs. There is no single, correct way to structure these services.




                                                                                                9
               PEER TUTOR EXPECTATIONS for CLASSROOM TEACHERS


We are striving to match teacher/student needs with the most suitable tutors available in each
block. Teachers are asked to complete a simple evaluation at the end of each reporting
period, which the tutor will obtain from you in a sealed envelope, but informal feedback is
always welcome!


             Tutors should model behaviour, attendance, attitude, work habits, etc.
             Tutors should NOT leave your classroom during class time, unless directed by
              you or the supervising teacher.
             Tutors may work with a specific student, or a small group as required.
             Tutors should provide support to tutees as independently as possible, but they
              will need to know YOUR specific expectations regarding the type and degree of
              support you expect.
             Tutors are to keep a reflective journal of the process they are engaged in your
              class in your class, which they will be submitting to the supervising teacher, not
              yourself.
             Teachers are to report any anomalies in attendance or lates to the supervising
              teacher.




                                                                                               10
                 TAMANAWIS SECONDARY PEER TUTORING PROGRAM

                                 Teacher Term Report of Tutor

                                                       Teacher

                                                       Tutor

                                                       Block

Rating Scale:              Please rate your tutor on a scale of 1 to 10 with 1
                           indicating poor and 10 indicating excellent.


1.    Attendance / Punctuality                                       /10

2.    Organized / Prepared                                           /10

3.    Enthusiastic / Reliable /
      Hardworking / Productive                                       /10

4.    A positive role model                                          /10

5.    Self-motivated (seeks ways to help
      teacher and communicates well with teacher)                    /10

                                                       =============

                                         Total                       /50

Additional comments about their strengths:




Teacher Signature:

Please return this form to your Peer Tutor in the envelope provided and then seal it. Your Peer
Tutor will deliver it to Mr. McMaster.

Thank you.
                                                                                        01/2008




                                                                                            11
12
    SECTION 2:

EFFECTIVE TUTORING




                     13
14
                                        Code of Ethics

      Tutors must speak and act towards clients with respect and dignity at all times.
      Tutors must work fairly with their clients, and remember their individual rights and
       feelings.
      Tutors must review with their Teacher Contact progression or digression of their client.
      Tutors must behave accordingly as a role model for their clients, and maintain a “clean”
       record with the administration.

**Tutors MUST keep all information and business with their client absolutely, and completely
CONFIDENTIAL.**


Peer Tutoring provides tutors with a unique opportunity to pass on the knowledge and learning
strategies that have been effective for them.

Peer Tutoring tries to help students overcome blocks that are preventing them from being
successful:
    Poor organization
    Poor study methods and homework habits
    Communication problems
    Discouragement and frustration

Remember it is the goal at Tamanawis that all students experience success.




                                                                                               15
Goals For The Tutor

     To improve your own organizational, study and communications skills
     To improve your attitude to and achievement in your own classes
     To increase your awareness of and ability to respond to your tutee’s (and others’) needs
     To increase your empathy with other students
     To appreciate the teacher’s role
     To provide subject support through tutoring course skills, reviewing and studying course
      concepts and editing of course assignments, thus actively engaging the student in
      his/her learning process
     To assist the tutee in “learning how to learn” through learning strategies and study skills
      that enable success in the regular classroom
     To model cooperation and respect in the learning process, both for oneself and for the
      tutee
     To provide support and encouragement in the tutee’s development of a positive self-
      image, a belief in his/her ability to learn, and a sense of pride and accomplishment in
      what he/she is able to do
     To demonstrate flexibility and adaptability in the learning process

  What is Expected of me as a Tutor?

  A. Tutor Qualities
  1. Genuine interest in others
  2. A love of tutoring.
  3. A desire for personal involvement in the learning process of others.
  4. A willingness to learn.
  5. A sense of responsibility and respect for the learning process.
  6. Competence in the course subject areas.
  7. A good self-concept and mature attitude.




                                                                                              16
B. Tutor Behaviours

1. BE YOURSELF          You have been accepted into this program because you are the way you
                        are. The tutee will not find it difficult to be relaxed if you are.

2. BE CONFIDENT         The key to effective tutoring is good communication. The more
                        confidence you demonstrate, the more confidence the tutee will have in
                        you.

3. BE PREPARED          Model independent, responsible learning behaviours by keeping your log
                        book up to date and by planning the lesson in a thorough manner.

4. BE FLEXIBLE          If one approach in tutoring is not effective for the tutee, be prepared to try
                        alternate methods or materials. There are a variety of learning styles.

5. BE RESPONSIBLE       Model responsibility by arriving on time, by being ready to work, and by
                        coming with all equipment. Encourage the tutee to set to task
                        immediately.

6. BE ALERT             Watch for changes in your tutee’s attitude and attention. Physical traits
                        such as frowning, fidgeting, or hair twisting, etc. may indicate frustration
                        or confusion with the work.

7. BE PATIENT           It may take your tutee a little longer to learn than you, but each person
                        has a different learning style and rate of learning. Learn to be satisfied
                        with small successes at first.

8. BE HONEST            When your tutee asks you about his/her reading level or learning
                        disability, be honest. Don’t make promises about how much he/she will
                        progress. Broken promises only cause distrust and disappointment.

9. BE PROFESSIONAL Perhaps this is the most important behaviour you must demonstrate.
                   Respect all confidences regarding the tutee with whom you are working.
                   Keep all information and test results to yourself and the teacher. DO NOT
                   discuss the personal problems with your tutee to any of your friends.

10. BE FRIENDLY         Nothing works as effective as a smile, but it must be sincere. If you are
                        glad to see your tutee and are sincere in your willingness to help, your
                        tutee will know it.




                                                                                                     17
                         The Ten Commandments of Good Listening

1. STOP TALKING
You cannot listen if you are talking.

2. PUT THE TALKER AT EASE.
Help the student feel that he/she is free to talk. Focus on the student by using personal terms
like “you” and “your” instead of “I” and “me”.

3. SHOW THE STUDENT THAT YOU WANT TO LISTEN
Respond to the student in an interested manner. Use eye contact and body language to show
that you are interested. Look like you don’t want to miss a single word. Don’t daydream.

4. REMOVE DISTRACTIONS
Don’t model distractible behaviour by doodling, tapping, or shuffling papers.

5. EMPATHIZE
This means trying to put yourself in the student’s place so that you can see from his/her point
of view.

6. BE PATIENT
Allow plenty of time. Do not interrupt the student. Don’t start to walk away. Stick to the
student’s subject or concern.

7. HOLD YOUR TEMPER
An angry person gets the wrong meaning from words.

8. GO EASY ON ARGUMENT AND CRITICISM
This puts the student on the defensive. The student may “clam up” or get angry. Don’t argue;
even if you win, you lose.

9. ASK QUESTIONS
This encourages the student and shows that you are listening.

10. STOP TALKING
This is the first and last commandment because all other commandments depend on it. You
just can’t do a good job of listening while you are talking.




                                                                                              18
                     “The Big Three” – Powerful Communication Tools

I have found the following three ideas to be extremely powerful and effective ways to
communicate with students. The beauty of their simplicity will be clear to you the first time you
use them.

   1. When a student says, “I don’t know” as an answer to a life dilemma or as an answer to
      a solution to something that needs to be dealt with, say to him or her, “IF you did know,
      what would it be?”
   2. When a student says, “I can’t do this!” say, “Okay, show me how CLOSE you can get!’

   Why does this work? The student knows he or she can do CLOSE, and will start working –
   which is what we want! In most cases, students find out that “close” is much closer to
   completion than they though possible for them.

   3. Never tell a student that something is “easy”. Say, “I agree with you; I think it is
      DIFFICULT, too and I BELIEVE you can do it!”

This response is much better for building self-esteem as opposed to “It’s easy,” which
translates to “Everyone else can do it; why can’t you?”




                                                                                               19
                                          Tutoring Tips

The following tips will provide you with the guidelines necessary to function effectively as a
tutor:

   1. Learn your tutee’s name and pronounce it correctly.

   2. Give your tutee your undivided attention while you are tutoring him/her.

   3. Listen to your tutee. Let him/her think and speak.

   4. Establish good rapport with your tutee. Let him/her know that you care by showing trust,
      respect, and acceptance.

   5. Build the tutee’s confidence whenever possible.

   6. Make sure the tutee understands the purpose of tutoring.

   7. Be familiar with the vocabulary needed to converse with your tutee.

   8. Determine your own attitudes about school, teachers, teaching and learning. Be sure
      not to allow them to influence your behaviour during a tutoring session in any negative
      way.

   9. Talk to the supervising teacher and make sure that the work is being covered in the
      manner assigned.

   10. Be relaxed and friendly during all sessions.

   11. Know the skills that you are working on for each tutee.

   12. Use correct language and pronunciation during your tutoring sessions.

   13. Never let your tutees struggle with their answers to the point of frustration.


   Goals for the Tutee

          To make work more productive by better organizing study time, and learning
           activities in all core subjects.
          To handle homework assignments more effectively.
          To improve the presentation and content of written work.
          To acquire strategies for study-reading, note-taking, and reviewing for and taking
           tests.
          To become self-reliant and self-sufficient
          To be able to maintain passing grades




                                                                                                 20
How To Handle Right and Wrong Answers

How To Handle Right Answers

  1. Give praise and rewards at the right time.

  2. A right answer must be both complete and correct.

  3. Praise your student after every correct answer.

  4. When your student gives a right answer on the first try, without help, give special
     recognition.

  5. Let the student know it is all right to try, even if unsure of the answer.

  6. If your student doesn’t answer, do these things:
         a. Calmly ask the question again, give a hint, ask another question that might elicit
             the same answer, and be encouraging.
         b. Sound pleased when you get an answer, and praise the student if it is right.
         c. Don’t make an issue of the resistance to answer.
         d. Have the student think out loud rather than say nothing.

How To Handle Wrong Answers

  1. Correct your student’s work without being discouraging.

  2. Don’t say “no” or “that’s wrong” and never make fun of answers.

  3. Always try to get a right answer before going on to the next problem.

  4. If the student’s answer is incomplete, help the student with the question and the answer.

  5. If the answer is incorrect, give clues to help discover the answer.

  6. Once the student has discovered the right answer, repeat the question, have the
     student repeat the right answer, and provide praise.

  7. Be sure the student understands what the error was, and give another opportunity later
     to repeat the question and answer so that the correct answer is reinforced.

  8. If the student consistently gets the wrong answer, review the different ways you might
     involve the student and try another approach until you find one that provides success for
     the student.

  9. If your student tries to get you to do the work, be patient and encouraging, but don’t do
  the work for them.




                                                                                                 21
   Tutoring Management

   The best approach to discipline is a preventative one. Positive reinforcement is one of the
   strongest approaches used. Problems will arise. This does not indicate a lack of training or
   ability on your part, but rather that you cannot control all situations. By considering certain
   problem areas early, you may be better able to handle them, should they occur.

   Think about these possibilities and answer these two questions for each of the following
   situations given:

      1. What is your responsibility, should the situation occur?

      2. What would you do if the situation did occur?


Situations

A student is involved in cursing or giving an obscene gesture.
A student shouts at you angrily and threateningly.
A student ignores you while working.
A student refuses to co-operate with your request.
A student leaves without your permission.
A student cheats on his or her test.
A student uses the situation as an opportunity to show off.
A student speaks poorly of the teacher you are working with.
A student uses the time to take long washroom breaks.
A student asks you for the answers.




                                                                                                22
                             Positive/Negative Reinforcement

Positive Reinforcement:

Using praise to reward good behaviour as a way to encourage repetition of that behaviour.

Negative Reinforcement:

Making a poor/degrading type of statement or action designed to eliminate the behaviour just
exhibited.

Positive reinforcement has three steps for implementation:

   1. Rules: Identify specific behaviour that you want the student to learn. Keep the rules
      simple and few. There should be a very clear way of identifying whether the rule is
      being followed.
   2. Ignore: Identify specific behaviour that you want changed. Do not respond to disruptive
      or incorrect behaviour with reprimands or scolding. (This step is the most difficult to
      follow.)
   3. Praise: Identify appropriate behaviour with approval. The prime rule is “Catch the
      student being good.”

Positive Reinforcement is a procedure of modifying behaviour. You can ignore disruptive
behaviour unless someone is getting hurt. Focus your attention on the students who are
working well to prompt correct behaviours in the students who are misbehaving.

Remember: Affecting a real change in behaviour is a slow process. Many of the inappropriate
behaviours have been learned and acquired over a long time.




                                                                                            23
24
     SECTION 3:

PEER TUTOR PAPERWORK




                   25
26
                                     PEER TUTOR JOURNAL


Your journal is meant to be a reflective account of the time you spend tutoring. Rather than a
simple diary of your activities, your journal should include observations and insights such as:

             Teaching strategies of the classroom teacher
             Learning style of the student(s) you are tutoring
             Strategies you use that work, or don’t work
             How your personal learning style differs from that of your student
             Personal highs and lows you experience while tutoring
             Awareness of your own strengths and weaknesses
             Feelings about how this work might pertain to future career goals
             Ways in which your relationship with your student changes over time
             Cues you have picked up through your student’s body language
             How Multiple Intelligences theory has affected your interactions
              (Remember – it’s not how smart you are, it’s how you are smart!)

Although your journal will not be evaluated on it containing daily entries, it is important that you
keep it up to date. The following dates are deadlines for submission:

              Friday October 7
              Friday November 6
              Friday December 4
              Friday Jan 22/Monday Jan 25 = Final Project Presentation

If your journal is found to be lacking in reflective qualities, as outlined above, you will be
required to submit on a weekly basis.

              Evaluation:    Classroom teacher assessment                50%
                             Quizzes & assignments                       10%
                             Journal                                     20%
                             Final Project                               15%
                             Homework Club Participation                 5%




                                                                                                 27
                PEER TUTORING JOURNAL - EVALUATION RUBRIC


             CRITERIA                       0-1 (0-59%)           2 (60-72%            3 (73-85%)            4 (86-100%)
KNOWLEDGE/UNDERSTANDING                  Shows a limited       Shows some           Shows considerable    Shows a high
Connect experiences with tutees to       understanding of      understanding of     understanding of      degree of
what you learned about                   connections           connections          connections           understanding
communication tools with tutee and       between               between              between               connections
teacher, dealing with right and wrong    experiences/tasks     experiences/tasks    experiences/tasks     between
answers, positive and negative           as a tutor and        as a tutor and       as a tutor and        experiences/tasks
reinforcement…                           information from      information from     information from      as a tutor and
                                         training sessions.    training sessions.   training sessions.    information from
                                                                                                          training sessions.
THINKING/REFLECTING &                    Analyzes              Analyzes             Analyzes placement    Analyzes placement
GROWING AS A TUTOR AND AS                placement             placement            experience with       experience with a
A LEARNER                                experience with       experience with      considerable          high degree of
Analyze placement experiences.           limited               some                 effectiveness.        effectiveness. Has
Have your experiences taught you         effectiveness.        effectiveness.       Considers a variety   learned from several
how people learn. Can you                Considers and         Considers some       of placement tasks    aspects of a variety
recognize different learning styles      writes about          key placement        and experiences as    of placement
and different ‘ways students are         experiences as        tasks and            opportunities for     experiences.
smart’? Can you take what you’ve         potential learning    experiences as       learning.             Learning has been
learned working with one tutee and       opportunities only    opportunities for                          about tutoring and
apply it to another tutee, or your own   when prompted.        learning.                                  your own growth as
learning?                                                                                                 well.
                                         Writing is weak.      Writing is           Writing is good.      Writing is excellent.
                                         Vocabulary,           satisfactory.        Vocabulary is         Vocabulary is exact.
THE WRITING                              sentences,            Vocabulary,          precise, sentences    Sentences are
                                         paragraphs and        sentences,           are correct, and      varied in length and
                                         overall meaning are   paragraphs and       paragraphs follow     pattern. Paragraphs
                                         weak.                 meaning are all      conventional rules    follow conventional
                                                               acceptable, but      for organization &    rules for
                                         The length and        more work is         development.          organization &
                                         number of             needed to fix        Meaning is clear.     development.
                                         responses shows a     errors and                                 The length and
                                         lack of concern       improve clarity.     The length and        number of
                                         and/or effort as a    The length and       number of             responses shows
                                         tutor.                number of            responses shows a     diligence and
                                                               responses shows      high degree of        thoughtful reflection
                                                               satisfactory         concern and effort    as a tutor – and a
                                                               concern and effort   as a tutor.           learner yourself.
                                                               as a tutor.




                                                                                                                          28
                         TAMANAWIS PEER TUTORING PROGRAM

       Supervising Teacher:                                 .

Dear                              :

Thank you for accepting a peer tutor into your classroom.

This letter is to inform you that                                       has been assigned to
peer tutor in your classroom during block           .

All peer tutors have completed the training component of the Peer Tutoring program and are
aware of the expectations and responsibilities they take on as peer tutors. Our goal is to make
the placement of the student as helpful to you and your students as possible, as well as
provide a valuable experience for the tutor.

Please let us know as soon as possible of any concerns or problems that may arise, or if the
needs of your classroom change that may require a change in placement.

Attached is a list of teacher expectations regarding peer tutors. All tutors have their own copy,
but you may wish to review it with them.

Peer tutors will not appear on your class lists, and they have been instructed to register
excused absences directly with the office. Please let us know via FirstClass if you notice any
irregularities in attendance or lates.

Tutors are responsible to collect an evaluation form from you at the end of each reporting
period. This evaluation accounts for 50% of the tutor’s mark, and has been designed to be as
expeditious for you as possible.

Thank you again for sponsoring a peer tutor, and helping this program to be successful.


Sincerely,




                                                                                               29
         TAMANAWIS SECONDARY PEER TUTORING PROGRAM

                         Request for a Peer Tutor


Yes ___ I need a Peer Tutor!

***************************************************************************
Block:      __________            Subject: ________________________

Grade:      __________            Subject Teacher: __________________

Room No. __________


Your special instructions or requests:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________


Please return this form to the Career Resource Center (Room N209)
Attn: Mr. McMaster


                                                                    09/2009


                                                                              30
    SECTION 4:

TRAINING EXERCISES
  & ASSIGNMENTS




                     31
32
                           Peer Tutoring Exercises (to be handed in)


Day 1 Assignment – Why I Want to be a Peer Tutor

Write two or three paragraphs explaining why you have elected to become a peer tutor. What
are your strengths? What are some of your weaknesses you may have to overcome? How
will you make a difference to the students you will be working with. Are there particular subject
areas you would be more comfortable in? (Note: You will not necessarily end up in a class you
are strong at). Describe your expectations for your involvement ion the peer tutoring program.

Thinking on your Feet #1 – Goal Setting

Your assignment is to set yourself a 5-day goal. This goal must be difficult for you to achieve.
Devise a plan to achieve the goal. Record, like a journal, each day, each attempt, and the
results of that attempt. Hand it in on the 6th day.

       This goal does NOT have to be about school. It can be about anything substantial.

Thinking on your Feet #2 – Follow-up to Goal #1

Write a paragraph answering these questions:

   1. Was the goal a realistic one for the 5-day period?
   2. Did I have a problem with my PLAN to achieve this goal?
   3. Did I need help, but couldn’t count on that person to help me?
   4. What could I have done differently to achieve this goal?
             Or
      What difficult thing did I have to do to achieve this goal?
   5. How do I feel about achieving this goal?

Thinking on your Feet #3 – Flexibility, Explanation, Brevity & Clarity in Presentation

It is important to our clients to learn how to organize, to study, to use strategies and to learn
from modeling. The purpose of this exercise is to see how clearly you can give instructions.

Choose a task that you know how to do well, and in ten lines or less, explain HOW TO do this
task to me. Assume that I know absolutely nothing about the task. Use your knowledge of
writing skills to organize your instructions in a clear, brief expression.

Thinking on your Feet #4 – Assignment, Organization & Completion

Your tutee comes to you two to three times per week, for about an hour and fifteen minutes
each session. He comes in and tells you that he has a Socials test in three days. It would
cover all the information from Chapter 2 in the textbook. He also tells you that he needs your
help, or he won’t pass. The Socials teacher gave him a Study Guide, but it was 16 pages long!

Specifically, describe in an organized manner, and in point form, the steps you would take to
help this tutee to pass this test/assignment. Conclude by explaining what you could do to
follow up after the test. (Note: You will have 3 classes with this tutee.) Good Luck!
                                                                                                    33
Thinking on your Feet #5 – Case Study – Castles Project

Your tutee comes to you in mid-November. He has been assigned a project on Castles. The
idea is to use available information and resources to design a castle that could be well
defended in the Middle Ages in Europe. Included must be:
    A diagram with labels
    An essay describing the war conditions of the times and how the castle was designed to
       protect the inhabitants.
Your tutee has two weeks to complete the project.

Explain, in a paragraph, the steps you would take, and the strategies you would use, to help
this student plan for and execute the demands of this assignment in the time allotted. Please
remember not to do the tutee’s work (because he/she will try to get you to). Good luck!



HOMEWORK CLUB

An expectation for all peer tutors at Tamanawis is participating in the supervision of the
Homework Club.

ALL peer tutors must select 3 sessions over the semester when they will attend Homework
Club to assist other students with their homework. A calendar will be posted in the Career
Centre.

It is YOUR RESPONSIBILITY to remember which sessions you have signed up for!
(Attending 3 sessions is worth 5% of your mark for the program)

Homework club runs every TUES, WED, & THURS from 2:45 – 3:30

in the Career Centre (N209)




                                                                                                34
This chart helps you determine your learning style; read the word in the left column and then answer the
questions in the successive three columns to see how you respond to each situation. Your answers may
fall into all three columns, but one column will likely contain the most answers. The dominant column
indicates your primary learning style.

   When you..                  Visual                          Auditory                 Kinesthetic & Tactile
                                                     Do you sound out the word Do you write the word down
      Spell       Do you try to see the word?
                                                     or use a phonetic approach? to find if it feels right?
                  Do you sparingly but dislike       Do you enjoy listening but      Do you gesture and use
                  listening for too long? Do you     are impatient to talk? Do you   expressive movements? Do
      Talk
                  favour words such as see,          use words such as hear,         you use words such as feel,
                  picture, and imagine?              tune, and think?                touch, and hold?
                  Do you become distracted by        Do you become distracted        Do you become distracted by
  Concentrate
                  untidiness or movement?            by sounds or noises?            activity around you?
                                                     Do you forget faces but
                  Do you forget names but
 Meet someone                                        remember names or               Do you remember best what
                  remember faces or remember
     again                                           remember what you talked        you did together?
                  where you met?
                                                     about?
                                                                                     Do you talk with them while
 Contact people Do you prefer direct, face-to-       Do you prefer the
                                                                                     walking or participating in an
  on business   face, personal meetings?             telephone?
                                                                                     activity?
                                                    Do you enjoy dialog and
                  Do you like descriptive scenes or                                  Do you prefer action stories
      Read                                          conversation or hear the
                  pause to imagine the actions?                                      or are not a keen reader?
                                                    characters talk?
 Do something     Do you like to see                 Do you prefer verbal
                                                                                     Do you prefer to jump right in
    new at        demonstrations, diagrams,          instructions or talking about
                                                                                     and try it?
  work/school     slides, or posters?                it with someone else?
                                                    Do you prefer verbal             Do you ignore the directions
 Put something    Do you look at the directions and
                                                    instructions or talking about    and figure it out as you go
    together      the picture?
                                                    it with someone else?            along?
Need help with a                                     Do you call the help desk,
                 Do you seek out pictures or                                         Do you keep trying to do it or
   computer                                          ask a neighbour, or growl at
                 diagrams?                                                           try it on another computer?
  application                                        the computer?




                                                                                                                35
                                   MULTIPLE INTELLIGENCES


                                           Eight Ways of Being Smart

    Intelligence Area                Is strong in:                    Likes to:                  Learns best
                                                                                                  through:


  Verbal-Linguistic             reading, writing, telling        read, write, talk,          reading, hearing and
                                  stories, memorizing           memorize, work at                seeing words,
                                   dates, thinking in                puzzles.                  speaking, writing,
                                         words.                                                 discussing and
                                                                                                   debating.
  Math-Logic                    math, reasoning, logic,    solve problems,                  working with patterns
                                  problem-solving,       question, work with                  and relationships,
                                       patterns.        numbers, experiment.                     classifying,
                                                                                            categorizing, working
                                                                                              with the abstract.
  Spatial                       reading, maps, charts,    design, draw, build,  working with pictures
                                   drawing, mazes,      create, daydream, look and colors, visualizing,
                                   puzzles, imaging           at pictures.            drawing.
                                 things, visualization.
  Bodily- Kinesthetic              athletics, dancing,         move around, touch             touching, moving,
                                  acting, crafts, using          and talk, body             processing knowledge
                                          tools.                   language.                    through bodily
                                                                                                  sensations.
  Musical                         singing, picking up           sing, hum, play an             rhythm, melody,
                                 sounds, remembering           instrument, listen to         singing, listening to
                                  melodies, rhythms.                  music.                 music and melodies.
  Interpersonal                 understanding people,          have friends, talk to         sharing, comparing,
                                 leading, organizing,          people, join groups.         relating, interviewing,
                                   communicating,                                                cooperating.
                                  resolving conflicts,
                                        selling.
  Intrapersonal,                  understanding self,           work alone, reflect,        working alone, doing
                                 recognizing strengths           pursue interests.          self-paced projects,
                                   and weaknesses,                                             having space,
                                     setting goals.                                              reflecting.
  Naturalist                    understanding nature,             be involved with            working in nature,
                                 making distinctions,              nature, make               exploring things,
                                 identifying flora and              distinctions.           learning about plants
                                         fauna.                                              and natural events.

The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at
Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited.
Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in
children and adults.




                                                                                                                          36
                                ONLINE ASSIGNMENT


                   LEARNING STYLES & MULTIPLE INTELLIGENCES


    Google “Abiator’s Online Learning Styles Inventory”, which should take you to:
     http://www.berghuis.co.nz/abiator/lsi/lsiframe.html
   Scroll down the menu bar on the left to Learning Styles Test 1 and submit to find your
     dominant style of learning. Make sure you click on your type to read about strategies
     suggested for your learning style.
      Take NOTES on what you believe to be the key points.
   Since you will be tutoring students with different learning styles from your own, click on
  the other styles as well, to see how strategies may differ.
      WRITE DOWN some of the strategies you might use for these learners.
   Click on Learning Styles Test 2 and complete the questions. This time you will see a
graph comparing your dominant learning style to the other types.
      REPRODUCE this graph as neatly as you can.
   Now click on Multiple Intelligences Assessment on the left menu bar and do the test.
      REPRODUCE this graph as neatly as you can.
   Find out more about Multiple Intelligences by Googling: “MI MindMap” which should
  take you to: http://www.chaiho.k12.ri.us/curriculum/MISmart/MImapDef.htm
      RECORD the ways you are smart, according to MI theory.
   Think of the classrooms or subjects where the environment best suited your own
  personal learning style and strongest area of intelligence.
      DESCRIBE how this information will help you a when you are out in the classroom
         helping students who have completely different learning styles or “ways of being
         smart” from your own.




                                                                                             37
38
                               Peer Tutoring Final Project

Due Date:                            .


As your final project, create a presentation that you feel captures the essence of your
experience as a peer tutor.

Consider:

               What your introduction to the course was like when you first came to N209.

               What were your successes…

               What were your challenges…

               Where are you going from here…

               What advice would you give to the next group of peer tutors?

For example:
         Create a new case study/training example, like the ones in the Training Manual.
             Make sure you include your suggested ‘solution’ (eg. for tutees of different
             learning styles?)

               Create a PowerPoint presentation using images and key ideas or concepts.

               Make a mock newspaper page with articles about situations you came across
                during your tutoring experience. (Don’t use real names)

               The options are many.




The format is up to you. Be creative. Just make sure it is thoughtful, and reflective.
The final project will count for 20% of your final grade for Peer Tutoring.
Evaluation of your final project will be according to the criteria on the back of this sheet.




                                                                                                39
                       PEER TUTORING FINAL PROJECT RUBRIC


#      Completeness            Accuracy –                Appearance            Mechanics (of the            Use of
         of Format         Addressing what we                                      writing)                Language
                           know about tutoring
                                                                                                        Your use of
       You include all     There are no mistakes of   Your final              There are no              language is
       components of       fact in your assignment.   assignment is neatly    grammatical,              complex and
       the chosen form.    All considerations about   and thoughtfully        mechanical, or spelling   creative. You
       You creatively      learning and motivating    completed. The          errors in the             express yourself
       include touches     students are presented     appearance adds to      assignment. Attention     in ways that show
4      that are            accurately in your         the content, and/or     has been paid to every    a real grasp of
       appropriate to,     project.                   makes it easier to      detail of the mechanics   both the
       and expand upon                                understand and          in the final project.     assignment and
       the assignment                                 enjoy. It shows                                   sophisticated
                                                      originality.                                      ways of
                                                                                                        expression in
                                                                                                        English.
       The assignment is                                                      There are few mistakes    Your language is
       basically           Most important             Appearance and          in grammar, spelling,     generally strong –
       complete, but the   considerations about       presentation suit the   and mechanics, and        at a level that
3      content would be    learning and motivating    assignment well.        they do not seriously     expresses the
       better presented    students are presented                             affect readability or     content of the
       in a different      accurately in your                                 understanding.            assignment
       format.             project.                                                                     clearly.
                           Some important                                                               Your language
       You missed one      considerations about       There is a lack of      Mistakes in grammar,      shows a simplicity
       or more major       learning and motivating    preparation shown       spelling and mechanics    or weakness that
2      aspects of the      students are presented     in the appearance of    are annoying for the      does not express
       chosen format.      inaccurately in your       the project.            reader and indicate a     the finer points of
                           project.                                           lack of proof-reading.    the assignment.
                           Many important
       Most of the         considerations about       Messiness shows a       Mistakes make             Weaknesses in
       assignment is       learning and motivating    lack of care and        readability or            the use of
0-1    missing or          students are presented     affects                 understanding             language greatly
       incomplete.         inaccurately in your       understanding.          extremely unclear.        obstruct meaning.
                           project, or the focus is
                           not on learning and
                           motivating students.

Student Reflection and Self-assessment:




                                                                                                                        40
                                 Peer Tutoring Contract

Your regular attendance and early arrival to class are absolutely crucial; the students and
teachers need to know that they can count on you. You are one of the most important people
in your tutoring class. Therefore, the Peer Tutoring program requires you to make a
commitment to regular attendance and punctuality. Please sign below:




I, _________________________________ make a commitment to excellent attendance and
punctuality for the duration of my Peer Tutoring placement, knowing that my tutees and
teachers are depending on me. I am also aware that poor attendance, lack of punctuality,
failing grades, or the inability to follow the Peer Tutoring Code of Ethics, may result in my
removal from the Peer Tutoring program.




______________________________________                _______________
Peer Tutor’s name                                     Date



                                          .
Peer Tutor’s email address PLEASE PRINT CLEARLY

(This needs to be an account you check regularly!)




                                                                                            41

								
To top