The University of Michigan-Flint Tutorial Services
Procedures and Practices Manual
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The University of Michigan-Flint Tutorial Services
Procedures and Practices Manual
Contents
I. Goals and Objectives 4
II. Brief History of Tutorial Services 4
III. Tutoring Labs 4
IV. Conduct 5
V. Notes on Discrimination, Sexual Harassment,
and Safety Issues 5
VI: Tutor’s Code of Ethics 6
VII. Expectations 7
VIII. Policies and Procedures 9
IX. Disciplinary / Dismissal 11
X. Types of Services Offered 12
XI. Guidelines for Successful Tutoring 14
XII. Tutor Scenarios 19
XIII. Assisting the Learning Disabled Student* 27
*Section XII was written by Kendra White
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The University of Michigan-Flint Tutorial Services
Procedures & Practices Manual
Twelfth Edition, Revised August 2013
Welcome to the Student Success Center (SSC) Tutoring staff. Because of your academic
excellence and ability to help others, you have been chosen to be a tutor. As a tutor, you
are a respected and valued member of our academic community. Tutoring is an
important, rewarding job that carries with it a number of responsibilities and
expectations. This Procedures & Practices Manual has been designed to address the
following questions as they apply to your role on this campus:
1. What are the day-to-day, week-to-week procedures that tutors are expected to
follow; how do such procedures fit into the "bigger picture" of the goals and/or
structure of Tutorial Services?
2. What does the SSC expect regarding the tutor's role and conduct?
3. What educational and interpersonal communications skills are important to
successful tutoring?
4. How can tutors learn to work effectively in a multicultural environment?
New tutors should carefully review all items in this manual. Because there have been a
number of procedural changes since our last edition, returning tutors should also read this
manual carefully. If you have any comments or questions regarding any of the material
herein, please feel free to address them to Michael Kassel, Tutorial Services Coordinator,
285L Pavilion, 762-3085. Thank you for taking the time to review this information; I
look forward to working with you this year.
Michael B. Kassel, Ph D
Tutorial Services Coordinator
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I. Goals and Objectives of Tutorial Services
The goals of Tutorial Services are to provide free tutoring and academic support to the
student body of the University of Michigan-Flint. This support will be provided in a
friendly, supportive atmosphere that is conducive to the supplemental education activity
in which we are involved. This service is open to all UM-Flint students, regardless of
race, sex, color, religion, creed, national origin or ancestry, age, marital status, sexual
orientation, gender identity, gender expression, disability, or Vietnam-era veteran status.
This goal can only be accomplished by a 100% commitment to the appreciation of and
respect for our diverse student population.
In order to provide the ultimate in positive and directed academic support, we must also
work in cooperation with the many academic departments and the UM-Flint faculty. We
must also maintain a good working relationship with the University staff and academic
resources. Ultimately, we must always remember that we are here to serve the students
everything we do must be geared toward helping the students achieve their maximum
academic potential.
II. A Brief History of Tutorial Services
Tutorial Services go back a long way in our University's history. Most of the tutoring on
this campus had been provided by the Academic Enrichment Center (AEC), which was
located in the Student Development Center. The AEC began in Fall 1990, when the
Student Development Center hired a full-time Tutorial Services Coordinator. In addition
to an increase in the number of walk-in tutors, the AEC also developed study groups for
students involved in the Challenge Program (see the section on study groups below) and
provided an increased number of individual tutors. Beginning in Fall 1996, the AEC
began offering Supplemental Instruction (SI) for the campus at large.
Originally located on the third floor of the UCEN in the area formerly known as "The
Games Room," the AEC moved to a more permanent structure in 264 UCEN in February
1994. Today, Tutorial Services is part of the Student Success Center, which is located in
285 Pavilion.
III. Tutorial Labs
Departmental tutoring labs, while still run under the auspices of an appointed lab
coordinator, are administered by Tutorial Services:
Tutoring Labs Location Department Coordinator
Biology Lab 261 MSB Dr. Steve Myers
Chemistry Lab 561 MSB Dr. Jen Bourcier
Math Lab 501 MSB Dr. Mehrdad Simkani
Physics Lab 217 MSB Dr. StephenTurner, Dr. Chris
Pearson, and Katie Leist
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IV: Conduct
As temporary staff members of the university, you are required to conform to certain
standards of personal and professional conduct that are expected by this University.
Information regarding such conduct is available through:
Human Resources Office
213 University Pavilion
762-3150.
Because you are dealing with students, you should be aware of the Student Rights and
Responsibilities section of the current UM-Flint Catalog.
Tutors must also abide by both the University of Michigan Policy on Discrimination,
which reads, in part:
The University of Michigan is committed to a policy of non-discrimination and
equal opportunity for all persons regardless of race, sex, color, religion, creed,
national origin or ancestry, age, marital status, sexual orientation, gender
identity, gender expression, disability, or Vietnam-era veteran status in
employment, educational programs and activities, and admissions.
V. Important Notes on
Discrimination, Harassment, and Safety Issues
Any tutor who feels that their rights as employees, students, or individuals have been
violated by any UM-Flint staff, faculty, or student should report this to Equity and
Diversity Services, 217 UCEN, 762-3169.
Any tutor who becomes the victim of sexual harassment by another tutor, student, or
UM-Flint faculty or staff member should report the situation, incident, or act
immediately to Equity and Diversity Services, 217 UCEN, 762-3169. In cases of
sexual harassment issues, you may also contact Dr. Tamara McKay, Assistant
Vice Chancellor of the Divison of Student Affairs. Dr. McKay is located in 264
UCEN and can be reached at 762-3456.
If you feel that you are in a threatening situation on campus, pick up the nearest red
emergency phone, which will connect you immediately to the Department of
Public Safety, 762-3335 (automatic emergency phones are also located under blue
lights in parking facilities). When calling from one of the intercampus phones
located at various locations on campus, you must dial 2-3335.
In case of a medical emergency, contact the Department of Public Safety or call 911.
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VI: The Tutor’s Code of Ethics*
1. Best Interest: A tutor will act in the best interest of his or her students while acting
within guidelines of Tutorial Services and the University of Michigan-Flint
standards of Academic Integrity.
2. Respect for Others Rights and Dignity: Tutors will respect the dignity and worth
of all students.
3. Respect for Individual Differences: The University is committed to a policy of
non-discrimination and equal opportunity for all persons regardless of race, sex,
color, religion, creed, national origin or ancestry, age, marital status, sexual
orientation, disability, height and weight, or Vietnam-era veteran status.
4. Commitment: Tutors will follow through on all commitments made to students.
When they cannot follow through, they must inform both the student and their
supervisor.
5. Responsibility: Tutors are responsible for their behavior and will work to resolve
conflicts that may arise between themselves and a student, instructor or
supervisor.
6. Integrity: Tutors will practice and promote accuracy, honesty, and truthfulness in
service to students and in documentation and reporting of hours worked. Tutors
will adhere to all procedures and policies as outlined in the tutor agreement and
this manual.
7. Fairness: Tutors will exercise reasonable judgment and take precautions to ensure
that their potential biases, boundaries of competence, and limits of their expertise
do not lead them to act in an unfair or partial manner towards their students.
8. Excellence: Tutors will strive to maintain excellence by only tutoring subjects for
which they have proven competence. Tutors shall also take advantage of all
opportunities to improve their tutoring skills.
9. Professionalism: Tutors will maintain a professional relationship with students
and avoid inappropriate behavior or conduct.
10. Confidentiality: Tutors will maintain the highest privacy standards in terms of
protecting personal information relative to students they tutor.
*Tutor’s Code of Ethics derived from the Association for the Tutoring Profession and ethical guidelines
established by the El Centro Communtiy College, Dallas, Texas.
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VII: Tutorial Services Expectations
As tutors and/or SI Leaders, you will be expected to act in accordance with the following
expectations, as well as those outline in your Tutor Agreement. Failure to adhere to these
expectations may result in disciplinary action, up to and including immediate dismissal
from your temporary position with Tutorial Services.
1. Tutors must approach and treat the student with respect. Our main goal must
always be to serve the student.
2. All tutoring must take place on the UM-Flint campus, either in the North
Lounge of the Pavilion, outside of 285 Pavilion, in the Biology, Math or
Physics Labs in the Murchie Science Building, in the Francis Wilson
Thompson Library and in the William S. White Building. You cannot
tutor in any other campus location unless you have express approval from
the Tutorial Coordinator. See the Tutor Agreement for more specifics.
3. It is the tutor’s responsibility to provide an honest and accurate account of the
number of hours worked using the SSC electronic swipe system. See the
Tutor Agreement for more specifics.
4. Tutors must not compromise academic integrity. No tutor shall provide
students with answers to homework assignments or do any substantive work on
the material a student is preparing for his or her class; No tutor may provide
test answers to a student; No tutor may provide the student with examples of an
instructor's previous tests or examinations without prior approval from the
instructor; No tutor may be a party to any student's plagiarism or to the
preparation of "crib sheets;" Furthermore, any violation of academic integrity
in a tutor;’s own classes will be viewed as a violation of this rule. If a tutor
commits such a violation, the tutor’s employment may be immediately
terminated.
5. Tutors may not discuss specifics concerning a student's academic progress
or grades without prior consent from the student involved. A tutor may not
ask about specific grades the student received for an assignment, paper, test,
quiz, or exam. If a student grants a tutor permission to discuss the student's
specific progress or grades with an instructor, the tutor must see the Tutorial
Coordinator and present the coordinator with the written document granting
permission before the tutor may discuss the matter with the instructor. IT IS
BEST TO REFER ALL MATTERS SUCH AS THIS TO THE
TUTORIAL COORDINATOR.
6. No tutor may charge UM-Flint students money for tutorial services rendered
through the SSC; While in the SSC or an SSC lab, tutors cannot solicit or try to
interest students in private tutorial services; No tutor may post an advertisement
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for private tutorial services within the confines of the SSC or SSC labs; No
tutor may accept cash tips or gifts for tutorial services rendered.
7. Tutors should make it a point to report promptly for each tutorial shift or
appointment they are scheduled to work. Tutors unable to report for their shift,
or tutors who report late, are expected to notify the Tutorial Coordinator before
the shift or appointment begins by emailing [email protected]. Tutors may
be asked to provide a valid excuse for emergency tardiness and absences.
Unexcused or excused-but-frequent tardiness and absences may result in
disciplinary action, up to and including dismissal from the tutorial staff. For
more details, see the Tutor Agreement.
8. Individual tutors and SI Leaders who must cancel a session are required to give
advance notice of the cancellation to the Tutorial Coordinator. For more
details, see the Tutor Agreement.
9. When conditions permit, tutors requesting specific time off from their regular
schedule should follow the procedures outlined in the Tutoring Connection
manual.
10. Tutors will submit all necessary paperwork, as outlined herein, in a prompt and
legible manner.
11. Tutors should not act as student advisors nor as personal counselors.
Tutors are here to provide academic support for students—no more, no less. If
a student brings up personal matters, it is best to redirect the conversation to the
academic task at hand. If you feel the student has a personal problem that they
need help with, you should make them aware that the University provides
personal counseling services through Counseling, Accessibility and
Psychological Services (CAPS), 264 UCEN, 762-3456. If the student raises a
concern regarding faculty or university personnel, you may want to direct the
student to the appropriate department chair, the dean of their college, or to
Equity and Diversity Services at 762-3169. If the student expresses a safety
issue or concern, you can direct them to the Department of Public Safety, 762-
3335.
12. Tutors should address procedural and other work concerns and problems
directly to [email protected] or to the Tutorial Coordinator.
13. Tutors should refer all students with questions, suggestions, or concerns
regarding Tutorial Services and its operations to the Tutorial Coordinator.
14. Tutors should communicate with UM-Flint faculty and staff in a professional
manner.
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15. Tutors are responsible to know and understand all procedures, rules, and
information listed in this manual, as well as information provided through any
other Tutorial Services communications. For more details, see the Tutor
Agreement.
16. It is strongly advised that you do not give out your home phone number
nor your home address to any students you are tutoring. Tutorial Services
will gladly facilitate contact between you and the students you are working
with.
VIII: Policies and Procedures
Each tutor is responsible to be familiar with and practice the following procedures.
1. Documenting Student Usage:
In order to provide the best service possible, it is imperative that we verify the number of
students utilizing our services. This verification has a direct impact on tutorial services.
Indeed, funding for Tutorial Services is based in large part on student usage. Unreported
student usage negatively impacts on the services we can provide. Documenting student
usage and tutoring hours will be explained in a separate training session that all new and
returning students must attend.
2. The Tutor Agreement
All new and returning tutors will be required to sign a tutor agreement summarizing the
policies, procedures and rules noted in this manual. Agreement’s must be signed at the
beginning of their first semester as a tutor, or updated by returning tutors each Fall
semester.
The tutor will be expected to acknowledge that he or she has read, understands, and
agrees to each of the terms and conditions of the tutor agreement. The tutor will also
acknowledge that he or she has been given this Tutoring Manual and that they are aware
that they are expected to follow its procedures and policies as well.
3. Tutor and SI Leaders Hours / Pay Periods:
No tutor or SI Leader may work for the SSC or its affiliated labs until he or she has
completed the necessary UM-Flint personnel paperwork, including the I-9 form.
Each tutor and SI Leader is responsible to report his or her hours as outlined in the Tutor
Agreement, using the SSC electronic swipe system. Tutors are paid on a bi-weekly
basis.
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Failure to submit hours throught he proper procedure or inaccurately may result in
disciplinary action and/or dismissal from Tutorial Services.
Prompt reporting, using the hours reporting system in place at the time, is vital because it
allows the coordinator to know the exact amount of money expended on tutor pay for
each two-week period. Failing to report your hours on time greatly complicates the bi-
weekly accounting procedure undertaken by the coordinator; such failure also
compromises the integrity of the data the coordinator has to work with. Specific
procedures for reporting hours will be explained in training sessions and/or upon new
tutor hires.
4. Tutor Staff and Development Meetings
Tutors and SI Leaders will be responsible to attend Staff and Development Meetings,
schedules of which will be posted for each semester. All meetings are extremely
important; they not only provide you with valuable information about our services, but
they afford us the opportunity to get together and discuss our concerns, techniques, and
procedures. They also provide a sense of unity to the staff. Meetings will last between
60 to 90-minutes. Meeting attendance is a responsibility of the job and, thus, it is
mandatory. Habitual failure to attend staff meetings may result in disciplinary
action, up to and including your dismissal as a tutor. Tutors are paid for their time
in Staff and Development meetings.
5. Text Book / Course Material Requests
If you feel that you need a copy of a text or other course material, contact the appropriate
department to see if a book is available.
6. Observations and Evaluations
At least one of your tutoring sessions, as well as several of your SI sessions, will be
observed by the Tutorial Coordinator, who wil discuss the results of those observation
with you in one-on-one sessions. Your students will be asked to evaluate your work as a
tutor at regular intervals. Evaluations will be compiled by the Tutorial coordinator and
an overall composite evaluation based on these forms will be shared with you.
11. Formal Resignations
If you decide to resign from your position as a tutor, you are encouraged to submit a letter
of resignation. Please indicate the date on which you choose to resign or it will be
assumed that the resignation is effective upon receipt.
12. Informal Resignation
A tutor who does not report for work or who is late for work more than three times during the semester, and who does not contact the SSC Tutorial Coordinator regarding
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this tardiness/failure to report, will be assumed to have informally resigned and their
employment will be terminated.
IX: Disciplinary Action / Dismissal
In the event of a problem regarding a tutor's quality of work or a tutor's failure to adhere
to the procedures, guidelines or expectations as outlined, the Tutorial Coordinator will be
responsible to initiate the appropriate and reasonable disciplinary response. The usual
course of disciplinary action taken will be as follows:
1. A discussion between the coordinator and the tutor regarding the notice and
correction of a problem or infringement.
If the problem or infringement persists...
2. Further discussion and suggested correction coupled with a warning that failure
to correct the problem or infringement will result in dismissal from the Tutorial
Services.
If the problem or infringement persists...
3. A final discussion of the persistence of the problem or infringement followed
by the tutor's dismissal.
Some problems or infringements, particularly those that violate the safety of students, the
rights of students or the UM-Flint academic integrity policy, may result in immediate
dismissal. For more details, see the Tutor Agreement.
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X: Types of Services Offered
And Procedures for These Services
1. Individual Tutoring
Students schedule appointments online through Tutor Connection. You are sent notice of
that appointment and we expect you to keep it. It is important to note that a tutor is doing
individual tutoring only if they have been officially assigned to do so. A tutor may not
take it upon themselves to tutor someone on an individual basis.
Students are also responsible to make sure to sign their students in using the procedure as
described in tutor training. For more details, see the Tutor Agreement.
2. Open Labs
Tutors keep a schedule of regular hours during which they are available to students in the
Biology, Chemistry, Math and Physics Open labs. Hours are scheduled around the UM-
Flint course schedule, tutor availablitiy, and tutorial demand.
Special Problems Posed by Open Lab Tutoring
Lab should be prepared to accommodate more than one student at a time; they should
also be prepared to encounter a wide variety of questions. These two elements lead to the
two major challenges facing the walk-in tutor:
1. How does a tutor allocate his or her time to meet the simultaneous needs of a
number of students?
2. What does a tutor do when they are confronted with a question for which they
are not prepared?
In answer to the first question, it is imperative that you quickly acknowledge any
student who enters the tutoring area, regardless of the number of students you are
currently working with. You should then try to discover if the new student has similar
questions to the students you are working with. If the student needs to work on material
different from the material other students are working on, the student should be told that
you will work with them as soon as possible. This, of course, depends on whether there
is enough time for you to get back to the student.
When time allows, try to get the current students to begin working by themselves on
practical elements of the lesson as you turn your attention to the new student. From that
point on, shift your attention among the different students, making sure that none of the
students get too far behind or lost in their self-directed study.
While this is easier said than doneyou will not always be able to accomplish this
"perfect" situationyou should always keep this as your ultimate goal.
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The most important thing to remember is that the student should not be made to feel as
if he or she is an imposition. It is hard enough for someone to come for help; they
should not be made to feel foolish for their efforts.
Quick Tip # 1
Recommend Other Tutors: All tutors working for the SSC are qualified or they would
not be here. Even though a student may develop a specific loyalty to you, this should
not keep you from referring them to another tutor, especially when you are busy or not
available. If you don't have the time to work with that student, suggest another tutor.
It is your responsibility to know the schedules of other tutors who work in your
discipline. If another tutor is not available, direct the student to the Tutorial
Coordinator, who may be able to work out an alternative plan to help the student.
In regards to the second question, YOU SHOULD NEVER ANSWER A QUESTION
OR ATTEMPT TO EXPLAIN A TOPIC FOR WHICH YOU DO NOT KNOW
THE ANSWER; it is better to admit that you do not know the answer than to give the
student wrong or confusing information. However, you should take it upon yourself to
find an answer to the student's question and give them some idea as to when and how you
will provide it. IMPORTANT: If you are unable to provide individual attention to a
student but feel that the student requires more individual tutorial service, it is the
tutor's responsibility to approach the Tutorial Coordinator so that such services
may be arranged.
3. Supplemental Instruction
Supplemental Instruction, in which tutors, called SI Leaders, attend classes with students
enrolled in specific courses identified each semester in the course schedule, is a highly
specialized type of tutorial assistance which has its own manual and training session. SI
Leaders are required to understand the policies and procedures outlined in this manual.
4. On-line Tutoring
On-line tutoring allows UM-Flint tutors to work with students through the Blackboard
interface. As with SI, there is a separate training for on-line tutoring.
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XI: General Guidelines
for Successful Tutoring
As a supplemental education service, the SSC Tutorial Services must be progressive and
innovative. This strive for innovation necessitates a certain amount of invention.
Therefore, the SSC strongly encourages its tutorsthe experts in their fieldsto develop
their own individual styles and techniques in tutoring. Below are a number of proven,
common-sense guidelines that tutors should follow as they practice and perfect their
unique tutorial style:
Quick Tip #2 Sincerity is the key to these guidelines; Don't just follow them because they are a part
of this manualfollow them because you believe they will work.
1. Help the student feel at ease: Many students find it difficult to approach
someone for help. Your job is to make this experience as painless as possible for
the student. Empathize with the student and help them realize that they made the
right decision in choosing to seek academic support.
2. Be personable, not personal: As a tutor, you must be a "people" person; you
must enjoy working with and gain satisfaction from helping people. The best
way to do this is by showing genuine concern, by listening to what the student
has to say, and by being pleasant when you are dealing with them.
Quick Tip #3
While it is good to be friendly, courteous and helpful, avoid getting too close or
personally involved with the student. Indeed, such personal attachment can get in
the way of effective tutoring and lead to other complications.
3. Be a good listener: Concentrate on what the student has to say, and give them
the courtesy of allowing them to finish presenting their thoughts. Don't try to
hurry the process along by trying to second guess the student. The best way to
accomplish this is to give your undivided attention to the student.
4. Practice "Deductive Listening": Process what the student is saying. What do
they mean by what they are saying? What is being implied by what may appear
to be non-answers? Is the student being honest about their comprehension?
For example, a student may get so tired of going over the same problem again
and again, they may say "I get it," when they really don't.
Test the students to verify their comprehension. If they say they understand, give
them a similar problem and see if they can solve it; if they can't, you know that
the student is still having a problem.
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5. Avoid tedium: Keeping the above guideline in mind, you can only work on one
aspect of a subject for so long; if you are not getting anywhere, you need to try
another explanation, or move on to another problem entirely. You can always go
back to a problem; try and vary the material being discussed to avoid tedium and
frustration.
Quick Tip #4 Avoid prolonged sessions, unless you feel the student desires to continue. If
you sense a bit of tedium developing within yourself, feel free to take a five
minute break to avoid passing your frustrations on to the student.
6. Use creative examples: Find out what the student's strong points and interests
are and use examples that capitalize on these strengths and interests. For
example, if you are trying to explain physics and the student is interested in
automobiles, try to explain the physical phenomenon by positing the discussion
in terms of automobiles.
All SSC tutors should strive to move toward this sort of innovative, creative
tutoring. You'd be surprised how easy it is to think of new and creative ways to
explain something once you open yourselves up to the possibilities. For
example, when I explain verb conjugation to grammar students, I compare
infinitives to unfinished blocks of wood and then compare the conjugated form of
those verbs to the finished wood products.
7. Be supportive: People thrive on positive feedback. They need to know that
they are doing the right thing and they need to be rewarded for their efforts.
Support students by providing this positive feedback. A job well done deserves
recognition. On the other hand, do not offer empty or meaningless praise under
the guise of support. People can tell when they are being handed a line of bull.
Your support will be effective only when backed by sincerity.
8. Turn negatives into positives: As a tutor, it is easy to concentrate on the
problems a student is having, but you should also try to speak to the
achievements and progress they have made. For example, let's say that you are
reviewing a corrected exam the student has taken. In addition to helping them
understand the problems they got wrong, why not take some time to look at the
problems they got right? Have them learn by their successes as well as by their
mistakes. This is not to say that you should avoid problems; however, you
should acknowledge the positive aspects of the student's efforts, as well.
11. Provide focus: A student will often claim to have problems with "everything" in
the class. Don't accept this as an answer. Try to achieve some focus. You can do
this by asking specific questions and see if the student can respond. You can also
ask them to list terms and concepts they are unfamiliar with. Look at those items
listed and then see if you will need to explain other elements that go along with
those items. Providing focus to the study, particularly in walk-in, is one of the
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hardest things to do. Keep working at it by asking the student content-oriented
questions.
12. Work Close: As a tutor, you have the distinct advantage of working with only a
few students (often only one student) at a time. Thus, when you present material,
try to present it in an up-close format. Don't distance yourself by using the dry-
erase board when there is no physical need to do so; work with the student with a
pad and pencil right at the desk.
Quick Tip #5
Keep in mind that most people prefer to maintain a physical personal distance
of six to twelve inchesdon't "violate" the student's personal space.
13. Avoid Side-Track Questions: Students will often come up with theoretical
questions that are valid but often have little bearing on the skills required for the
course. Don't get side-tracked by such questions. In such a situation, it is best to
state that you would be happy to look into that subject later, but that you feel
investigating it at this point will take you away from the lesson.
Quick Tip #6 A lot of side-track questions arise when you are explaining rules. Because
almost any rule will have a certain number of exceptions, students will
sometimes seize on such exceptions and pose questions based on them. If you
feel confident in explaining those exceptions and you think it will be of value
to the student, feel free to answer the question. However, if the exception is
so off-the-wall or highly theoretical in nature, or if explaining it would require
further knowledge than what you are prepared to provide, work to dispel
these sorts of questions and continue with the main focus of the lesson.
14. Tutor "How to Learn": The tutor who only helps the student with their
homework or assignments or who supplies the student with answers does the
student a great disservice. Tutorial Services is not a homework or quick-fix
service; it is a place where students can work on mastering the material by
learning how to learn. It is great if we can teach them what the terms and
concepts mean, but that is only part of our job; we also have to work toward
helping the student learn how to work out problems and dissect concepts on their
own. This can only be done by PLACING THE BURDEN OF THE WORK
ON THE STUDENT. Explain something and then have the student demonstrate
that they understand it. Test them. Challenge them. Help them learn how to
learn.
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15. Know your limits: As a tutor you will want to provide as much help as possible,
but there are always limits to what you can do. For example, if a new student
stops by two days before a test and if they are totally confused by the material,
there is nothing you will be able to do in one or two sessions that will be of any
real benefit. Indeed, making the attempt to help in that situation is unfair to the
student, for it will provide them with a false sense of security. Furthermore, it
may allow the student to blame you for their failure. IMPORTANT: Tutorial
services are not and should not be presented as a quick fix solution. We are not
"College Made Simple." We provide supplemental education, we don't work
miracles!
16. Know the course: Make sure that you are familiar with the text and have a copy
of the syllabus that each instructor is using for the subjects that you are tutoring.
You may request texts for the courses you tutor from the academic departments,
who may also have course syllabi on file, as well.
Quick Tip #7 While you should never discuss individual students with an instructor, it is a
good idea to keep in contact with the instructor so that you may stay abreast of
changes to the syllabus, particularly changes regarding exam and test dates. A
good tutor not only knows the subject, but knows the classroom procedures
and expectations, as well.
17. Know your role: Your role on this campus is to provide academic enrichment
and tutorial services; the instructor’s role is to conduct the class, and present and
evaluate the material. THIS DISTINCTION IS IMPORTANT. You must
always keep in mind that you are a tutor, not a teacher. When dealing with
students, impress them with what a great tutor you are, not with what a great
instructor you could be.
18. Maintain Respect: As a tutor, you will automatically be treated with a certain
amount of respect from your students. It's up to you, however, to maintain this
respectthis is not always easy. The best way to maintain the student's respect,
in addition to following the guidelines above, is to develop a reputation for
honesty and integrity. If you don't know the answer to a question, don't make one
up or give an answer that you merely assume to be correct.
19. Use Collaborative Learning: When you find yourself tutoring more than one
student in a group or walk-in situation, follow a student-to-student
question/answer model as opposed to a student-to-tutor model. In other words,
try to encourage questions and answers among the students, getting them to talk
about and discern the answers themselves, with minimal guidance from you.
Much of this can be done by answering student questions with leading questions
of your own, as well as by redirecting questions from student A to student B.
When working with a group of five or more students, break the students into
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smaller groups, leaving each of them to work on a piece of the question that is
puzzling them.
Keep in mind that patience is the key when looking for student input and
feedback. Be prepared to wait ten or twenty seconds (which, in a tutorial session
can seem like a long period of silence) before moving on, giving the students time
to think (or simply get their nerve up to jump in with an idea).
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XII: Tutor Scenarios
Guidelines are easy to read, but often difficult to implement. The following scenarios
have been included to help practice some of the guidelines listed above. Please
understand that these scenarios are only examples. Some of them are based on actual
incidents and others are just plain silly. These scenarios are not here to provide you with
a set of stock answers. They should be viewed as exercises to help you improve your
methods and techniques as you work toward developing your personal tutoring style.
1. No tutor shall attempt to act as a student advisor or personal counselor.
More specifically, the tutor shall not advise any student to drop or add a course,
nor may the tutor suggest additional courses, even if requested to do so by the
student. The tutor should also avoid discussing or getting involved with students
presenting personal problems.
Scenario A
Student: I'll never get this stuff. Maybe I should just drop the course.
Proper Tutor response: That is a matter that should be directed to your advisor
or the course instructor. In the meantime, let's go on with the lesson (This
encourages the student, but it leaves them with the ultimate decision).
Improper Tutor Response: Oh, don't think like that! You can do it! I'll help
you. Let's get back to work.
Improper Tutor Response: Yeah, I really think you should.
Scenario B
Student: This seems pretty simple now that I get the hang of it. It's not too late,
maybe I should add Cell Biology this semester.
Proper Tutor response: That is a matter that should be directed to your advisor
or the course instructor.
Improper Tutor response: Well, I don't know if you can handle it.
Improper Tutor response: Well, from what you've shown me so far, I'm sure
you could handle it. Go for it!
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Scenario C:
Student: I’m really having some major personal problems in my life right now.
Proper Tutor Response: Well, we have personal counselors available to talk
with students about such problems. You can contact them through Counseling,
Accessibility, and Psychological Services (CAPS), in 264 UCEN or call the
office at 762-3456.
Improper Student Response: Oh, tell me your problems. Maybe I can help.
Improper Student Response: You think have problems? You should hear
what’s going on in my life right now!
2. The tutor should never make negative comments directed toward
instructors, departments, or programs.
Scenario A
Student: (Instructor Name) is terrible! I could get this if it wasn't for him.
Proper Tutor Response: Well, that's getting us off the subject. Different
students react differently to certain instructors. Let's get back to the matter at
hand.
Improper Tutor Response: I know! I had him for (course name) and I really
agree with you. Just be thankful I'm here to make sense out of it all.
Improper Tutor Response: Yeah, but he/she is the only one who teaches the
course, so you’re stuck with him/her.
Improper Tutor Response: What? He's/She's the best instructor on this
campus!
Scenario B
Student: You explain this stuff much better than the instructor; you should be
teaching the course.
Proper Tutor Response: I appreciate the compliment, but you have to realize
that I have more time to devote to specific problems than the classroom allows.
Improper Tutor Response: You're right. I should be teaching it.
Improper Tutor Response: Well, everyone knows professor (name) is
incompetent!
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Scenario C
Student: I don't know why I have to take this course; I'll never use this
material.
Proper Tutor Response: Well, let's get back to the problem at hand.
Proper Tutor Response: If you have concerns about the program, you should
address those concerns to the department or the appropriate dean. But for now,
let's get back to the course material, okay?
Improper Tutor Response: I know! It's crazy! But there's nothing you can do
to change it—no one listens to students around here!
Improper Tutor Response: Apparently you're too narrow-minded to see the
value of a liberal education—no wonder you're having so many problems!
Scenario D
Student: This service sucks! I never get any help here (could be talking about
Tutorial Services or any other support service).
Proper Tutor Response: Well, if you feel that way you should address your
concerns to the coordinator. I'm sure they'd like to know why you feel that way.
Improper Tutor Response: You think this is bad? You should see how they
do things at (another department)! I could tell you stories...
Improper Tutor Response: We've worked out a pretty good system here and if
you don't like it, don't come here. We've got plenty of other students who
appreciate the work we do here.
Scenario E
Student: I really hate to say this, but you're really not helping me with this.
Proper Tutor Response: Well, perhaps I misunderstood your problem—why
don't you go over it again and I'll try to think of a better way to explain it.
Proper Tutor Response: (If you cannot think of a way to improve your
explanation) Well, we have other tutors who may be able to help you further. I
wouldn't be offended if you decided to seek another tutor's help. We want to do
what's best for you.
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Proper Tutor Response: Perhaps you may want to discuss this matter with
your instructor?
Improper Tutor Response: How many ways can I try to explain this
stuffIt's simple!
Improper Tutor Response: Well, it's probably that your instructor isn't
teaching it in the proper way in the first place.
Improper Tutor Response: Well, I had no problem getting an "A" in the class,
so the problem must rest with you.
Improper Tutor Response: Well, maybe you're just not smart enough to get
this material.
3. The Tutor shall not discuss instructor procedure or testing methods unless
this has been cleared by the instructor.
Scenario A
Student: I heard that the instructor curves his exams? Maybe I have a chance?
Proper Tutor Response: Well, you should really be concerned with the
material rather than the grading procedure.
Proper Tutor Response: I'm really not sure how the instructor grades exams.
You should ask him or her yourself.
Proper Tutor response: (If they have discussed grading procedures with the
instructor) I know that the instructor does plan to curve, but you really need to
be concerned with the material. Let's try and work on that.
Improper Tutor Response: Yeah, he curves big-time, so you could get a 60
and still come out with a "B".
Improper Tutor Response: (If they know the grading procedure) Well, he/she
told me he was going to, so you could get a 60 and still get a "B".
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Scenario B
Student: I think that the instructor is being unfair.
Proper Tutor Response: Well, that's something you would have to take up
with the instructor yourself. Let's get back to work.
Improper Tutor Response: Tell me about it! You should have heard what
he/she did to me/another student I know.
Improper Tutor Response: Are you kidding? He/She is the fairest instructor
on campus!
Scenario C
Student: The instructor really seems to grade more from the lectures than the
text. Why should I bother reading the book?
Proper Tutor Response: Well, you should always go over the assigned
readingsit could add to your overall understanding of the material. However,
if the tests seem to concentrate on lecture material, you should devote a lot of
your attention to your notes.
Improper Tutor Response: Tell me about it! I spent all that money on books
last semester and didn't even crack the spines!
Improper Tutor Response: You're right! No sense reading the book when
you’re getting the answers in lecture!
4. The tutor shall not attempt to determine the student's fitness for college.
Scenario A
Student: I'll never get this stuff. Maybe I'm not college material?
Proper Tutor Response: That's a concern you should address with your
advisor or the instructor. Would you like to try and go over the material again?
Improper Tutor Response: Oh, come on. You can do it! I'm going to make
you do it!
Improper Tutor Response: Well, I hate to say it, but maybe you're right.
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Improper Tutor Response: I've invested a lot of time in working with you
don't blow it now!
Scenario B
The student does not seem to be getting the material. The tutor has run out of
ideas.
Proper Tutor Response: Perhaps you should talk with your instructor about
the material.
Improper Tutor Response: You know, I've never had this much trouble with a
student beforemaybe you're not college material.
Improper Tutor Response: I know there has got to be a way to reach you and
I'm not going to let you give up until we find it.
Improper Tutor Response: What the heck are you doing in college?
4. The Tutor should not provide homework services.
Scenario A
The student seems to be coming in only to get homework done, and does not
seem concerned with the material itself.
Proper Tutor Response: I get the impression that you want me to finish your
homework for you. That really doesn't do either of us any good, so I would
rather work on the concepts and the material; then you can work on the
homework yourself.
Proper Tutor Response: I'd be happy to review your homework with you, but
it's up to you to complete it properly. If you are having trouble completing the
assignments, perhaps we need to review some of the material again?
Improper Tutor Response: I'm not here to do your homework for you and if
that's all you want, you can leave right now!
Improper Tutor Response: Don't ask me how I got this answer, just use it --
let's go onto the next problem.
5. The tutor should not feel they have to cover a semester's worth of work at
the last minute with a student who has not previously sought help.
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Scenarios A & B
A: The student, who has not been to the service before, has come by two days
before the final exam and has asked for your help. The student has little focus
and seems anxiety ridden.
B: The same problem as above, but one day or less before a non-final test or
exam.
Proper Tutor Response: I have to be honestI don't think there is much that
we can do to help you at this point if you have this many questions regarding the
material at this late of a date.
A: The only thing I can suggest is that if you find yourself in a similar position
next semester, please seek our help earlier so we can be more effective.
B: The only thing I can suggest is that you begin to see a tutor on a regular
basis so you can be better prepared for your next test.
Improper Tutor Response: You're messed up, dude, and there isn't a thing I
can do to help you.
Improper Tutor Response: Why didn't you come by earlier?
Improper Tutor Response: Well, let's try and get as much of it done as we
can, and hopefully we'll salvage something out of this.
6. The Tutor should try to provide focus to the student's general problem area.
Scenario A
The student is seeking help in a science course, but it seems that all the problems
come down to Math problems.
Proper Tutor Response: Many of your problems seem to deal with Math. Are
you aware of the Math Lab on the fifth floor of the Murchie Science Building?
Improper Tutor Response: Even though this is a little out of my area, let me
review geometry with you for awhile (of course, if the tutor has a command of
geometry, this would be a proper response).
Scenario B
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The student seeking help is having problems in writing papers -- not with
grasping the course material.
Proper Tutor Response: I think you may need some extra help with writing;
Let me direct you to the Writing Lab.
Improper Tutor Response: Can't you even write a paper?
Improper Tutor Response: Let me explain the fundamentals of writing to
you...
Scenario C
It seems to the tutor that the student is having problems in note-taking, studying,
or text-reading skills.
Proper Tutor Response: Let me introduce you to the coordinator, who may be
able to help you with some of the basics of study skills.
Improper Tutor Response: These notes are terrible! I can't make any sense
out of them at all!
7. The tutor should not try to give answers that they are not sure of.
Student: What does this term/concept mean?
Proper Tutor Response (If they don't know the answer): Well, I have to admit
I haven't run across it before. I can try and check on the answer to that and we
can talk about it next time, or perhaps it would be best to go see the instructor?
Improper Tutor response: Well, it's probably...
Improper Tutor Response: I'm not positive about what that means, but it most
likely means that...
Improper Tutor Response: I never ran across that term before, so it must not
be very important.
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XIII. Assisting the Learning Disabled Student:
Your Role As A Tutor
Background
The growing population of students with learning disabilities at post-secondary schools
has made it necessary to offer specialized services to meet the unique needs of these
students. Such services might include diagnostic assessment, testing accommodations,
note takers, readers and scribes, academic and career counseling, support groups,
orientation information and referral, and tutorial services. Of all the possible support
services that can be provided, tutorial services holds the greatest capacity to have the
most direct and immediately measurable impact. As such, your role as the tutor of a
student with a learning disability, and your ability to provide effective and quality
services is critical.
What is a Learning Disability?
It is much easier to define what a learning disability is not than to describe what it is. A
learning disability is not a form of mental retardation or emotional disorder. A learning
disability is not due to other handicapping conditions, environmental, or cultural
influences. It may occur concomitantly with other handicapping conditions but is not a
result of these conditions. A learning disability is not the result of low intelligence or
laziness. Many individuals with learning disabilities are intelligent, talented, and
capable.
A learning disability is a disorder which effects the manner in which individuals with
normal or above average intelligence take in, retain, and express information. It is
commonly recognized as a significant deficit in one or more of the following areas: oral
expression, listening and comprehension, written expression, basic reading skills, reading
comprehension, mathematical calculation, or problem solving. Individuals with a
learning disability may also have difficulty with sustained attention, time management,
and organization skills.
What are the signs of a Learning Disability?
Reading Skills
1. Poor word analysis and recognition
2. Slow reading rate
3. Problems in comprehension
4. Difficulty retaining information read
5. Confusion of similar word sounds
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Writing Skills
1. Poorly formed or illegible handwriting
2. Using a combination of upper and lowercase letters
3. Difficulty with organization of ideas
Mathematical Skills
1. Difficulty with fundamental operations and an incomplete mastery of
addition, subtraction, multiplication, and division
1. Reversing numbers
2. Confusing operational symbols and similar numbers
3. Problems with abstract concepts
4. Problems figuring out calculations mentally
5. Difficulty keeping columns
Oral Language
1. Difficulty expressing ideas out loud
2. Difficulty remembering or understanding oral instructions
3. Difficulty concentrating on lecturers over an hour
4. Difficulty listening and taking notes at the same time
5. Vocabulary weakness
6. Word-finding difficulties
7. Difficulty with foreign language
8. Misinterpreting subtleties of language
Study Skills
1. Time management difficulties
2. Difficulty completing open-ended, unstructured or last minute assignments
3. Difficulty selecting relevant from irrelevant details
4. Difficulty organizing time and materials to prepare for tests
5. Appearing somewhat disorganized
6. Possibly additional anxiety, anger, or depression because of extra
difficulty in coping with school
How can Tutors optimize the learning process?
Tutors play a critical role in helping the learning disabled student to compensate for their
learning disability. In order to optimize the learning and tutoring experience, tutors
should try to follow the following guidelines when working with students with a learning
disability:
Provide Study Skills Necessary for the Particular Subject Area
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Explain how to use textbook aids
Demonstrate how to take notes for that subject
Demonstrate how to review for exams for that subject
Demonstrate how to take different types of exams
Tutor By Using Model Memory Techniques
Chunking and grouping
Color coding
Mnemonics
Key words
Paired associate learning
Verbal rehearsal
Visual imagery
Clarifying Content
Provide frequent repetition of key information
Provide frequent examples
Clarify points and/or new vocabulary
Clarify figurative and abstract language
Ask open-ended questions to check for understanding
Presenting Content
Provide direction both orally and in writing
Use concrete presentations
Personalize information
Use visual organizers to show relationships, sequence of content (e.g. graphs, charts,
diagrams, timelines, etc..)
Remember: Each person with a learning disability is unique in how the disability
manifests itself. The majority of students with a learning disability you tutor will have
already identified a number of strategies that work best for them. As such, the above
stated strategies are to be used as a general guide only. The student should be consulted
with prior to the first tutoring session to discuss what will work best for him/her. The
Accessibility Services office works closely with students with disabilities on this campus.
For additional information on how to assist a student with a learning disability or other
disability group, please contact Counseling, Accessibility, and Psychologcial Services
(CAPS) in Room 264 UCEN.
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