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NEW TUTOR TRAINING NEW TUTOR TRAINING
Dr. James StewartDr. James StewartTutorial Coordinator Tutorial Coordinator
Training OverviewTraining Overview
Welcome Introductions Tutor Training Closing Remarks
Academic Skills CenterAcademic Skills Center
Tutorial services offered through the Academic Skills Center Mrs. Yech, Disability Services Coordinator Learning Disabilities Coordinator Sue Urban, Secretary You--our paraprofessional staff
Learning Strategies program Workshops offered each semester to enhance academic
performance (time-mgt, note taking)
Writing Center Professional and peer-tutorial help In enhancing writing skills Administered by the English Department
What Is A Peer Tutor?What Is A Peer Tutor?
A Peer Tutor is a student who works outside the formal classroom structure and supports or supplements regular classroom instruction
A Peer Tutor is a mentor, teacher, counselor, and role model
Peer-Tutoring GoalsPeer-Tutoring Goals Make academic support available to all
students enrolled at King‘s College.
Create tutoring relationships that help student improve their academic performance.
Develop and utilize a valid evaluation instrument of the tutorial program based in tutor and tutee input.
Make tutors and tutees aware of program policies,stressing their responsibilities.
Award CRLA Tutor Certification to eligible
tutors.STUDENT CENTERED
You Are A Role ModelYou Are A Role Model
You can help your tutee develop study skills
You can help your tutee become an active learner
You can help your tutee become more self-confident
Ready, Set, Here We GoReady, Set, Here We Go
This training sessions is designed to get you acquainted with the peer-tutoring program and the resources available to you in the Academic Skills Center.
CRLA Training Requirements are contained in the New Tutor Training Syllabus that is in your New Tutor Training Folder
PhilosophyPhilosophy
Campus-wide service offering two modes of tutoring in course content IndividualSmall Group Tutoring
Peer-tutor centricPeer-tutor: Student trained in assisting fellow
studentsAttributes: Positive role model, course content
expert
TutorTutorQualificationsQualifications
Minimum GPA: 3.0 in course you wish to tutor
Understanding Patient Good communications skills
SINCERE DESIRE TO SEE TUTEE SUCCEED
Tutor ResponsibilitiesTutor Responsibilities
Attend training and other meetings Meet students on-time and prepared Keep Tutorial Coordinator and faculty
informed Maintain accurate and complete
tutoring records Provide feedback
What Can the Tutor DoWhat Can the Tutor Do
Help students develop a deeper understanding of course concepts
Assist students in grasping both individual concepts and the broader network of concepts presented in a course
Provide opportunities for guided practice.
Where Do I Tutor?Where Do I Tutor?
Individual TutoringPreferably in the libraryCan be a neutral location agreed upon
between tutor and tuteeNOT in the dorm room
Small Group TutoringMulligan 2nd Floor, Library Auditorium
Tutoring ModalitiesTutoring Modalities
Individual Tutoring Available for any content course Most flexible modality Meet tutee based on your schedule
Small Group Tutoring Designed around specific high demand courses Some students simply drop in once or twice to meet
with a tutor and get specific answers to specific questions or for help with specific assignments
Some students build a relationship with an individual tutor and go to sessions on a weekly basis
Tutor Training FolderTutor Training Folder Contents
Tutor Training CalendarA Tutor Session Guide
Designed to get you comfortable with the tutoring sessions
The Checklist is a great way to get in the groove of tutoring. After a few sessions, it will become second nature
New Tutor Training SyllabusTutor HandbookASC Empoyment Package
The First Session and BeyondThe First Session and Beyond
The First SessionThe First Session
Get to know the tutee by finding out their interests and background. This is time well spent in establishing a relaxed atmosphere and helping the student feel comfortable asking for help.
Begin to diagnose the problem by listening, observing, and questioning. Use the five phases of tutoring to develop your tutoring sessions.
The First SessionThe First Session
To help a student, you must figure out what the student needs--
Maybe the best way to do this is to get the student to talk. You should ask open-ended questions, such as why, how and what?
Spend some time questioning the student about the subject in general before you focus in on a specific complaint
The First SessionThe First Session Analyzing the student's behaviors involves
asking the following types of questions: How do you differentiate between the critical and
less relevant concepts? How do you use your study time? How are your reading comprehension skills? Is the
reading overwhelming or difficult to understand? How would you rate your writing skills? May I see your notes? How do you approach note-
taking?
The First SessionThe First Session Share your responsibilities and general goals as a
peer tutor. This explanation of your job and its limits will help to ensure that the student does not become over-dependent on you
Set short-term goals for the session and be clear about the amount of time you have to work together.
Consider whether the difficulties are specifically defined by the subject or involve broader study skills problems. You may always refer a student to the Academic Skills Center for a more detailed study skill evaluation.
Ending The SessionEnding The Session At the end of the session, do not just say "good-
bye" when the session is over. You should:Positively assess the work that was done
during the session. Discuss what the tutee could/should
accomplish and how to prepare before the next session.
Do any necessary tutor paperwork. Always end the session with a positive
comment.
Subsequent SessionsSubsequent Sessions
Be prepared and plan ahead. Follow up on previous sessions by asking
specific questions about course assignments or what you suggested the student do at the end of the last session.
At the beginning of each session establish priorities, set clear goals, and agree on the amount of time you will work together. Although you might discuss long-term goals with the student, you need to focus on short-term goals.
Subsequent SessionsSubsequent Sessions
Take time at the end of each session to review what you have covered and to clarify the tutee's next steps and specific study goals.
Be a role model of an efficient student by being on time for appointments, coming to meetings prepared, setting goals, and keeping to the schedule.
How Do You Help?How Do You Help? Sometimes the most important and most
helpful thing you can do is model effective study skills and student success attitudes and behaviors
Demonstrate how you take notes. Demonstrate how you prepare for a test. Reveal how much time you put into your
school work.
KNOW WHERE TO REFER THE STUDENT!
When You Are Not Tutoring…When You Are Not Tutoring…
Things to prepare for next session:Prepare for the next tutoring sessions (limit to 1
hour per course/tutee)Prepare practice tests or quizzesDevelop handouts to help in studyingMeet with professor
Document any time spent performing these activities on your time card so you can be paid. These hours do not count towards certification.
Tutoring Tips and TechniquesTutoring Tips and Techniques
The Tutor Handbook contains some good practical tips and techniques that will help you to successfully navigate your tutoring sessions
Let’s look at these and see how they would help you to prepare for each sessions and head off any possible unpleasant situations
Referral SkillsReferral Skills
RECOGNIZING WHEN TO REFER TUTEESRECOGNIZING WHEN TO REFER TUTEESTO SERVICESTO SERVICES
Tutors need to recognize when to refer tutees to services
Using time inappropriately (socialize, discuss personal issues)
If tutee is tense, shy, non-verbal, or hard to make eye contact with
Behavior changes dramatically from earlier sessions Depressed: general sadness, weepy, hopeless, unable to
focus on academics Anxious: agitated, acting fearful Signs of substance abuse: failing to meet obligations,
erratic behavior, inability to function effectively due to drug/alcohol intoxication
KNOWING HOW AND WHEN TO REFERKNOWING HOW AND WHEN TO REFER
Discuss problem with Dr. Stewart Tutee’s problems are not sole
responsibility of tutor. Offer information about available services. Suggest a particular service, explain
location, how to contact staff
IMPORTANT REMINDERSIMPORTANT REMINDERS
Tutors aren’t trained counselors. Do not exceed the role of tutor.
Tutors aren’t expected to solve all the problems of the tutee. Primary focus on course work.
Tutors may not be successful with every student.
End StateEnd State
The goal of tutoring is for the clients you tutor to become INDEPENDENT LEARNERS, so that eventually they will not need a tutor, but they’ll know how to teach themselves!
Individual TutoringIndividual Tutoring
Tutees register in Academic Skills Center by completing the Tutor Request Form
Match made usually within 72 hours
You will meet the tutees in the Academic Skills Center to schedule the first session
Matches are made using the Peer-Tutoring Database
Individual TutoringIndividual Tutoring When a student comes in to Academic Skills and
asks for an individual tutor, I use your employment forms as the basis for selecting a tutor
If you know someone that needs a tutor, have them come into our office and have them complete a form and let us know that you will be the tutor If you know them or have tutored them in the past,
you don’t need to meet in my office, just come by and pick up the form and let me know when you will be meeting
Individual TutoringIndividual Tutoring
Make sure you stay in contact with your tutee If they do not schedule a session on a regular
basis, make sure to put that on your Time Card/Progress Report
Let me know if they do not return your calls
Tutoring HoursTutoring Hours
Session Length and Frequency Tutoring is a supplement to classroom instruction, not a
substitute
The most effective strategy is 1 – 2 sessions per week, 1 – 2 hours per session If sessions exceed 4 hours per week for an individual, I
will remind you that we need to stick to this policy
Tutoring Do’sTutoring Do’s DO DO give the student your undivided give the student your undivided
attention.attention. DO DO have empathy for the tutee’s have empathy for the tutee’s
problems.problems. DO DO be honest if you do not know an be honest if you do not know an
answer.answer. Do Do learn the tutee’s strengths and learn the tutee’s strengths and
weaknesses.weaknesses. Ask Ask questions.questions.
Tutoring Do’sTutoring Do’s
DO DO involve the tutee in planning and involve the tutee in planning and decision-making.decision-making.
DO DO keep the tutorial on track and on the keep the tutorial on track and on the academic tasks.academic tasks.
DO DO remember that the tutor’s role is to remember that the tutor’s role is to support classroom instruction—not to support classroom instruction—not to provide instruction on new material, design provide instruction on new material, design and evaluate course assignments, grade and evaluate course assignments, grade student performance, and so forth.student performance, and so forth.
Tutoring Do’sTutoring Do’s
Look Look at the student’s work--both graded at the student’s work--both graded and ungraded.and ungraded.
DO DO end the tutorial session on a positive end the tutorial session on a positive note.note.
DO DO speak with Dr. Stewart about any speak with Dr. Stewart about any problems that arise in tutoring.problems that arise in tutoring.
Tutoring Don’tsTutoring Don’ts
DON’T DON’T forget to point out progress and forget to point out progress and improvement.improvement.
DON’T DON’T do the tutee’s work for him or her.do the tutee’s work for him or her. DON’T DON’T overstep your role as tutor.overstep your role as tutor.
Tutoring Don’tsTutoring Don’ts
DON’T DON’T get involved in personality conflicts get involved in personality conflicts or grade disputes between instructors and or grade disputes between instructors and tutees or criticize the faculty or curriculum.tutees or criticize the faculty or curriculum.
DON’T DON’T forget the ultimate goal of tutoring: forget the ultimate goal of tutoring: the student’s academic independence.the student’s academic independence.
ExpectationsExpectations
Tutor You are not a homework
machine. You are not a miracle worker. If the tutee procrastinated
throughout the semester, cramming with you during finals week will not produce great results.
You will not know ALL the answers to EVERY question ALL the time.
You are not an instructor.
Tutee
Tutoring is a two-way street, one in which tutees should play a very active role. Tutees are expected to be an active participant & contributor in their sessions. Tutees should bring all relevant materials, including textbook, the syllabus, class notes, past papers, and past tests to tutoring sessions. Tutees should come prepared by:
Attending class Taking notes Reading assignments Trying homework problems
ProfessionalismProfessionalism The following behaviors enhance your role as a tutor:
Being prepared for sessions Being on time for sessions Expressing enthusiasm for the subject being tutored Giving credit or praise for behavior and/or achievement that
reflects positive change. The following behaviors detract from your role as a tutor:
Not being prepared or on time for sessions Turning tutoring sessions into social hour Criticizing instructors, other tutees, other tutors or others Being either overly critical of your tutee or neglecting to give
credit where credit is due These behaviors reflect on all tutors and on the program
as a whole.
Small Group Tutoring Students request a small group session via the
web for: MSB 110 CHEM 113 BIOL 111
They can sign up for a one-time only session or come every week
They will receive an e-mail the day before the session with the contact number of the session leader
Small Group Tutoring
Tutee responsibilitiesThey must call to cancel a session the day
before the session unless it is an emergency or they are considered a no-show
More than 2 no-shows and their request for tutoring will be cancelled
They must come prepared for the session byAttempting the homework (the tutor is not a
homework buddy)Bringing specific questions or concepts that they
need help with
Small Group Tutoring Tutor Responsibilities
Agree to be “on-call” for that day/time slot for the entire semester Review the e-mail sent by Dr. Stewart the day before the session Contact the session leader if you are not able to make the session Be prepared for the session by knowing what students are going over in class
Document any prep time you need on the small group timecard before the session leader turns it in
Make an appointment with Dr. Stewart as soon as being assigned to a session to discuss expectations and answer any questions
Small Group TutoringSmall Group Tutoring Session Leader Responsibilities
Print out the Small Group Timecard and spreadsheet that is e-mailed to you the day before the session
The spreadsheet contains everyone coming to the session and their contact information
The Timecard is a pdf file that contains all students who have signed up for your session, the time they will show up and whether the request is recurring or a one-time request
If someone shows up that is not on the list, have them sign in and tell them to come to Academic Skills and sign up if they are planning on coming to the session again
Turn in the Small Group Timecard and Progress Report the day after the session so Dr. Stewart can address no-shows
If no one is signed up for your session, you will not get an e-mail
Fall 2011 Small Groups
Small Groups begin Wednesday, 7 September 2011
CourseCourse SunSun MonMon TueTue ThuThuMSB 110MSB 110Dr. Shawver, Dr. Boscia, Mr. Schwanger
NO SESSION
4 – 7 pm
MU 202
4 – 7 pm
MU 202
4 – 7 pm
MU 202
CHEM 113 CHEM 113 Dr. VonRue, Dr. Supkowski, Dr. Belanger, Dr. Smith, Dr. Snider, Dr. Sauls
4 – 7 pm
Library
Auditorium
4 – 7 pm
MU 211
4 – 7 pm
MU 211
4 – 7 pm
MU 211
BIOL 111BIOL 111
Dr. Paoletti, Dr. Slock, Ms. Justice-Bitner, Dr. Tintjer
4 – 7 pm
Library
Auditorium
4 – 7 pm
MU 213
4 – 7 pm
MU 213
4 – 7 pm
MU 213
Course Sun Mon Tue Thu
MSB 110 NO SESSION
4 – 7 pm
MU 202
1. Pat Moran
2. Julie Kearns *
4 – 7 pm
MU 202
1. Preston Balavage
2.
4 – 7 pm
MU 202
1. Talia Mamola
2. Megan Grohol
CHEM 113
4 – 7 pm
Library Auditorium
1. Jessica Kemmerer
2.
3.
4.
4 – 7 pm
MU 211
1. Tara Banville
2. Karlee Hantz
3. Brittany Slattery *
4. Alicia Dombroski
4 – 7 pm
MU 211
1. Jacob Shook
2. John Grimes
3.4.
4 – 7 pm
MU 211
1.John Grimes (5-7)
2. Jessica Kemmerer (4-5)
3. Kesha Patel *
4. Amanda Horton
BIOL 111
4 – 7 pm
Library Auditorium
1. Doug Young *
2. Allison Kearns
3. Emily Buchman
4. Anthony Dimitrion
4 – 7 pm
MU 213
1. Elyse Laneski
2. Brooke Whiteko
3. Paige McWilliams
4. Richie Dicasoli (5-7)
4 – 7 pm
MU 213
1. Tanya Cheeseman *
2. Dawn Long
3. Richie Dicasoli
4. Brittany Slattery (5-7)
4 – 7 pm
MU 213
1. Tara Banville (4-5)
2. Samantha Shelton (4-6)
3. Courtlynn Pulcini (4-6)
4. Gianna Cordasco *
CertificationCertification
College Reading and Learning Association (CRLA) has certified King’s program at Level 1 Level 2 and Level 3
Purpose: Receive recognition from national organization and establish minimum standards
STRENGTHENS RESUME’
CertificationCertification
Certification Requirements for Level 1/Regular 10 hours of tutor training includes workshops 25 hours of tutoring experience
Certification Requirements for Level 2/Advanced 10 hours of tutor training beyond Level 1 20 total 25 hours of tutoring experience beyond Level 1 50 total
Certification Requirements for Level 3/Master 10 hours of tutor training beyond Level 2 30 total 25 hours of tutoring experience beyond Level 2 75 total
Requirements for Level 1 found in the New Tutor Training Syllabus
Role Playing ExercisesRole Playing Exercises
This part of the training session will allow you to role play as the “tutor”
A veteran tutor will play the role of the tutee
Please relax and be yourself as we go through some typical tutoring scenarios
Situation 1Tutor – Has a biology exam the next
day and need to studyTutee – Has a research paper due
the next day. Has not done any work, despite a promise to come with an outline.
Role Playing ExercisesRole Playing Exercises
Situation 2 Tutee fails their exam that the
tutor helped with and is blaming the tutor
Role Playing ExercisesRole Playing Exercises
Situation 3 Tutee makes appointments and
then cancels at the last minute or shows up late when they do not cancel
Role Playing ExercisesRole Playing Exercises
Situation 4 A new instructor is teaching a
course in accounting. Tutee presents a question about a point that the tutors has not had before
Role Playing ExercisesRole Playing Exercises
Admin ItemsAdmin Items
Tutor Training FoldersTutor HandbookTutor Training CalendarNew Tutor Training Syllabus
Payroll ASC Employment Package
Payroll Tutors submit Tutor Timecard and Progress Report to
Academic Skills Center the Friday before Web Advisor entries due
Documents tutoring hours, progress of tutee, and issues for tutorial coordinator involvement Make sure comments are completed Must turn-in Timecard, even if no tutoring was done
Tutors paid based on level of certification Tutoring hours recorded on-line using Web Advisor by
12:00 on Mondays after the end of the pay period
Make sure you complete all parts of the timecard
No-Show PolicyNo-Show Policy IAW the King’s College Tutorial Program, a student is required to
give their tutor 24 hours notice for a cancellation. If a student does not notify you of the cancellation or does not show up for a scheduled appointment it is considered a “no show”. As a tutor you can get paid for “no shows’ but you must take the following steps:
Wait at least 15 minutes for the student to show up Fill out a “no show” slip and turn it into the Academic Skills Center
within 48 hours You will be paid for 30 minutes and indicate this no-show on your Tutor
Timecard/Progress Report. Attempt to call the student, find out what happened and set up another
appointment The King’s College Tutorial Program “no show” pay policy is
designed to compensate tutors who arrive expecting to work, only to find that the tutee does not show up for the scheduled session. The “no-show” pay policy applies to both individual and small group tutorial sessions.
You are now an expert. Your professor(s) has(have) said that you are a tutor. You have met the basic qualifications for the job. Are you ready?
ConclusionConclusion
Many rewards for tutoring You can make a difference in
someone’s life Keep Academic Skills Center staff
informed and involved
QUESTIONS?QUESTIONS?
