Module 2.1

The Tutoring Center supplies learning assistance to all OSUN/COTC students for any class

Students who seek tutoring may do so for a variety of reasons

Peer tutors should serve as mentors, guiding students to knowledge in a supportive and comfortable environment

Tutors should be respectful, reliable, professional, and punctual

Module 1.1: Tutoring Center Overview

Tutors should be courteous and friendly to students

Light conversation at the beginning of every session shows tutee that tutor is interested

Module 1.1: Tutoring Center Overview

CAPSOL can help tutors and tutees identify learning styles

Students who may need special accommodations should be referred to the appropriate office(s)

Module 1.1: Tutoring Center Overview

Open-ended questions about a student’s background will open dialogue between the tutor and tutee as well as give the tutor insightful information about the student (hobbies, major, learning style, etc.)

Returning students should be greeted briefly at the beginning of each session

Establish long-term goals as well as short-term

Module 1.2: Beginning & Ending A Tutoring Session

Encourage independenceSummarize what happened at the end

of each sessionWhat we did, how we did it, what

comes nextAlways end on a positive note!

Module 1.2: Beginning & Ending A Tutoring Session

Listen Ask questions Discuss material Give examples Help correct errors in work Model Give honest and supportive feedback Show students how to utilize available

resources Encourage tutees to take responsibility for

their work Module 1.3: The Tutor’s Role

Styles of Learning Auditory/Kinesthetic/

Visual Individual/Group Global/Sequential Oral/Written

Module 1.4: Learning Styles

Being able to express oneself without violating the rights of others In other words you are putting yourself

in the leadership position without abusing your role or neglecting your responsibilities

Module 1.5: Assertiveness

Fill-ins: A substitute tutor “fills in” for another tutor during a scheduled session

Check progress reports from previous/regular tutor

Leave notes for next/regular tutor

Remember to watch your time!

Walk-ins: A tutor schedules a block of time in which any student who is registered with the Tutoring Center for that class may attend

Tutees are not required to arrive at any specific time, nor are they required to attend every session

May lead to group sessions in which not all students want to cover the same topic

May be sessions where there are no students at all!

Module 1.6: Setting Goals and Planning

Make connections between old/new material

Model

Keep students active in their learning

Use last 5 minutes to summarize with tutee and set goals for the next session

Module 1.6: Setting Goals and Planning

Tutors should re-teach material that students find difficult using different words or strategies than the textbook or instructor

Remember to reflect after every session, good or bad

Module 1.6: Setting Goals and Planning

Positive reinforcement and specific praise are important

International students Cultural differences Language barriers may need to be addressed

as well, but remember to BE NICE Persons with disabilities

“Person first” designation Sit down when addressing people in

wheelchairs Ask before you help

Module 1.7: Communication Skills

Good rapport makes all students feel more comfortable and provides the foundations for communication

Active listening is an effective tool for improving communication

Be sure to communicate with instructors as well

Module 1.7: Communication Skills

Socratic method helps keep students active in their learning

Beware of the “fake light bulb” effect

Help tutees build self-confidence

Module 1.7: Communication Skills

Listening and responding to tutees in a way that encourages them to talk and ask questions

Non-verbal communication Setting Seating Posture Eye contact Attitude Facial expressions

Module 1.8: Active Listening & Paraphrasing

Allow silenceMinimal promptsOpen-ended questionsParaphrasingSummarizing

Module 1.8: Active Listening & Paraphrasing

Time management

Note taking

Test preparation and test taking

Reading rate and comprehension

Module 1.9: Study Skills

Break material into small chunksDevelop and expand background

experiencesHelp students set goalsReview after each sectionInvolve the student in a creative

and personal way

Module 1.9: Study Skills

Identify possible test questionsMake sure the student understands

symbols and terminologyEncourage students to respond

after each lessonPictures, charts, and graphic

organizers can help simplify problems

Module 1.9: Study Skills

Be able to admit weakness and seek assistance when necessary

Show respect for peers and colleagues

Encourage students without giving false hope or flattery

Not impose personal beliefs or ideas on tutees

Module 1.10: Ethics

Never do tutees’ work for themBe a role-modelTeach students how to be better

learnersMaintain confidentiality

Module 1.10: Ethics

Violating the integrity of tests/quizzes/other evaluations

Using unauthorized material during exams/quizzes/etc.

Copying someone else’s work on a test/quiz/etc.

Module 1.10: Ethics

Giving students unauthorized material to prepare for or use on an exam

Taking an exam in place of someone else

Using another person to take an exam in one’s place

Changing material on graded exams and asking for a re-grade

Module 1.10: Ethics

Submitting work which has been previously submitted in another class

Using someone else’s words or ideas without proper citation

Allowing one’s work to be submitted as someone else’s

Module 1.10: Ethics

Knowingly altering or destroying another student’s work

Aiding in or committing academic dishonesty

Module 1.10: Ethics

Tutors should maintain professional relationships with tutees at all times

Remember, “They will follow you home!”

Module 1.10: Ethics