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A+ Tutoring Training Session Fall 2008 A+ Requirements • Attendance: 95% • GPA: 2.5 • Citizenship: Good standing • Tutoring Hours: 50 Please refer to the handout in your folder for detailed explanation of these requirements. Goals/Purpose of A+ Tutoring • Provide individualized instruction • Help students improve their grades • Offer fun and creative ways to learn • Help students develop a more positive attitude toward school • Increase students’ self-esteem Goals/Purpose con’t. • Provide positive role models for students • Help build relationships across age groups • Improve attendance Keim & Tolliver (1993). Tutoring & Mentoring: Starting a Peer Helping Program in Your Elementary School. A+ Tutor’s Code of Ethics • I will have respect for the people I help. • I will keep confidentiality at all times except in situations where there is a threat to the safety of others. • I will not give advice but will only offer possible solutions. • I will refer a helpee to a responsible adult if there is a problem. Keim & Tolliver (1993). Tutoring & Mentoring: Starting a Peer Helping Program in Your Elementary School. LOOSE LIPS SINK SHIPS • Confidentiality is the most important rule of tutoring. • Information that could threaten the safety and/or welfare of others MUST be shared with supervising teacher. Confidentiality • Tutors must not talk about any student or teacher or tutoring situation outside of the tutoring area. • Telling just one person, even your best friend, about some confidential matter, breaks the ethical code of confidence. • Remember, it takes weeks and months to build the trust of another person, but only a minute to destroy it. Foster, E. (1992). Tutoring: Learning by Helping How to Tutor • Young children like structure. Try to follow the same routine every session until the helpee feels comfortable. • Make sure you use your helpee’s name when you are with him or her. • Give positive feedback as much as possible. It’s very important for young children to feel special. How to Tutor con’t. • Give clear directions • Make sure you understand what you’re supposed to be doing with the helpee. • If the helpee isn’t cooperating, talk to the supervising teacher about finding ways to solve the problem. How to Tutor con’t. • Start a session off with easy questions and work up to harder ones. • Never resort to putdowns or threats. Remember how important you are to the helpee. • Be enthusiastic. . Keim & Tolliver (1993). Tutoring & Mentoring: Starting a Peer Helping Program in Your Elementary School Your First Meeting with Your Helpee • Introduce yourself. As the first meeting may be awkward, talk about yourself to reduce the tension. This situation will improve with time. • Ask why the student thinks he or she needs an A+ tutor. Your First Meeting with the Helpee con’t. • Define your role with the helpee: the schedule, what you’ll be doing, etc. • State your desire to help and be available for the person. Keim & Tolliver (1993). Tutoring & Mentoring: Starting a Peer Helping Program in Your Elementary School Do’s and Don’ts for A+ Tutors • Do interact with younger students by engaging them in games and fun activities. • Do follow through on your commitments to the person who needs your help. • Do maintain your own good grades and good relationships. • Do reach out and help others become successful. Do’s and Don’ts for A+ Tutors con’t. • Do accept people as they are. • Do listen and pay attention. • Do give support and encouragement. • Do realize that not all problems can be solved and not all people want to be helped. • Do refer serious problems to a professional at school. Do’s and Don’ts for A+ Tutors con’t. • Do be available. • Don’t judge people. • Do listen between the • Don’t put people down. lines. • Don’t gossip about • Do be genuine and what is said during A+ sincere. tutoring sessions. • Do respect other • Don’t expect all people’s need for problems to be solved privacy. quickly and easily. • Don’t argue. Keim & Tolliver (1993). Tutoring & Mentoring: Starting a Peer Helping Program in Your Elementary School. What Shall I Do Now, Tutor? After all homework is complete, students may need additional activities to occupy their time. • Review subject area vocabulary such as Science or Social Studies. • Create flashcards for this vocabulary. What Shall I Do Now, Tutor? con’t. • Use math flashcards. • Practice weekly spelling words. • Read a book together for enjoyment. Role Playing • How to Handle Right and Wrong Answers • Test Your Management in Tutoring Tutor/Mentor Training • In discussing a story from reading class, a third grader says, “The character’s bruise reminds me of this bruise my mom gave me on my arm. See?” How do you react? Tutor/Mentor Training • At work at the grocery store, your manager is trying to figure out which of two 7th graders was responsible for knocking over a display isle. You’ve worked with Billy and Tommy in tutoring and have an opinion about which is a repeated behavior problem. How do you react? Tutor/Mentor Training • For the second day in a row, the student you’ve been assigned to tutor shows up without any work. How do you react? Tutor/Mentor Training • Your student refuses to cooperate and attend to the activity at hand. How do you react? Tutor/Mentor Training • When checking his homework, your student misses two algebra problems. How do you react?
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