TUTOR TRAINING by liwenting



     What do peer tutors need to

     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
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
   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
   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
   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
Qualities of a Good Tutor
    What does it take to be an effective
     Sensitivity

     Patience

     Compassion

     Caring
Be Sensitive
   Be sensitive to the unique needs of your
   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
   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
Learning Styles
   How an individual can concentrate,
    absorb, or retain new or different
    information or skills.
          (HOW WE LEARN)
   There are three major types
     VISUAL
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
   Make use of a tape recorder in
    class – so that you can listen to the
    lecture again to reinforce learning.
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
  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
           • Most career/technical students are
             predominately kinesthetic – hands on.
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,
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
      POSTURE
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 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.
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
   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
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
    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
    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
       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
Practical Application
   Practice What YOU Have Learned!

   Use the following peer tutoring situations
    to practice specific behaviors needed to
    be a successful peer tutor
    Tips To Tutors - Content www.academic_support/guidelines.html

    University of North Carolina

    Learning and Teaching Resource Centre

    Glendale Community College


    Becoming a Master Student, Ellis: 11th Edition 2005, Houghton
     Mifflin Company
    Middle Tennessee State University – Tutor Training Handbook
    University of Idaho at Lewis-Clark
    University of California – authors David Hammer / Ann D. Holley
    National Association of Tutorial Services – Code of Ethics
    Mercer University – Academic Resource Guide
    City College of San Francisco
    Clayton State University – Morrow, GA
    Duke University – Peer Tutoring Program
    Pasadena City College
    The Master Tutor, McDonald, R. 2nd Edition, Cambridge Stratford, Limited,
     2000, Williamsville, New York ISBN: 0-935-637-27-3

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