PEER TUTOR TRAINING

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PEER TUTOR TRAINING

• What do peer tutors need to know?
• Created by
• Rhae Tullos, BSE,MS,CHD
• Pensacola Junior College

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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

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Goals Objectives

• provide overall academic support in a variety of
  subjects for students needing assistance
• create a personal supportive environment and peer
  relationship where learning can best take place
• bolster the students self-image and
  self-confidence, providing as many successful
  experiences as possible

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Code of Ethics

• The subject proficiency and knowledge-ability
  have top priority.
• My major motivation is building the students
  self-confidence.
• My student deserves and will receive my total
  attention.

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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 students personal dignity means I
  must accept each individual student without
  judgment.

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Code of Ethics

• My student will constantly be encouraged but
  never insulted by false hope or empty flattery.
• 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.

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Code of Ethics

• The student and I will always understand my role
  is never to do the students 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 follow.
• I will maintain records, lesson plans, and
  progress data as expected and required.

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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 another.
• Making learning real for the student is what
  tutoring means and is an important part of my
  goal.
• My ultimate tutoring goal is my students
  independence.

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Qualities of a Good Tutor

• What does it take to be an effective tutor?
• Sensitivity
• Patience
• Compassion
• Caring

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Be Sensitive

• Be sensitive to the unique needs of your student.
  
• 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.

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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 students experience. It may
  take some time to see progress.
• 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.

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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.

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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!!

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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

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Learning Styles

• How an individual can concentrate, absorb, or
  retain new or different information or skills.
• (HOW WE LEARN)
• There are three major types
• AUDITORY
• VISUAL
• KINESTHETIC

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Auditory

• 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 voice.
• Make use of a tape recorder in class so that
  you can listen to the lecture again to reinforce
  learning.

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Visual

• 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

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Kinesthetic

• 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 listening
• Most career/technical students are predominately
  kinesthetic hands on.

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Tutoring Dos

• Punctuality Set an example
• Honesty Dont 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!

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Tutoring Dos

• 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 students misconceptions and
  errors.
• Willingness
• Maintain academic standards
• Good personal hygiene Be aware of odors
  clothing, grooming products, BREATH!!

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Tutoring Dos

• 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!

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Tutoring Dos

• 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!

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Tutoring Dos

• 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

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Tutoring Donts

• 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 someones ability or intellect based
  on appearance or age.

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Tutoring Donts

• 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.

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Tutoring Donts

• 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.

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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
• EYE CONTACT
• POSTURE
• BODY LANGUAGE

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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!

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Paraphrasing

• 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.

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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 hours.
• 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 student.

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Tips For Tutors

• Dont do your students 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.

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Tips For Tutors

• Dont 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!

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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!

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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.
• Dont bluff. If you dont know the answer, admit
  it. Do not be ashamed. Go for assistance. It
  may take no more than just a quick review of the
  students textbook!

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Beginning a Tutoring Session

• Greet the student when you first meet him/her and
  ask if help is needed.
• 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.

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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
  independently.
• Remind your student that help is available if
  further assistance is needed.
• Acknowledge that you are glad that your student
  came in for help.

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Review Guidelines

• The ultimate goal of a tutor is to help students
  help themselves!
• Interpersonal tips
• Know the students name
• Be relaxed and friendly
• Provide learning environment
• Concentrate on strengths
• Encourage student toward increasing expectations
• End on a positive note

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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 . . . dont teach
• Do not do students 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 student

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Practical Application

• Practice What YOU Have Learned!
• Use the following peer tutoring situations to
  practice specific behaviors needed to be a
  successful peer tutor

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References

• Tips To Tutors - Content www.academic_support/gu
  idelines.html
• University of North Carolina
• www.ucae.uncc.edu/tssi/documents/tutsign.html
• Learning and Teaching Resource Centre
• www.ltrc.edu.polyu.edu.hk/student02_1.html
• Glendale Community College
• www.english.glendale.cc.ca.use.sd150.html
• http//www.howtostudy.org/resources.php
• Becoming a Master Student, Ellis 11th Edition
  2005, Houghton Mifflin Company

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References

• Middle Tennessee State University Tutor
  Training Handbook
• www.mtsu/smcdanie/ACA_3000F/TutorTrainingHandboo
  k.htm
• University of Idaho at Lewis-Clark
• www.educ.uidaho.edu/bestpractices/training.html
• University of California authors David Hammer /
  Ann D. Holley
• www.home.att.net/7Etmjordan/academic_support.tip
  s.htm
• National Association of Tutorial Services Code
  of Ethics
• www.home.att.net/7Etmjordan/academic_support/tr_
  guide.htm
• Mercer University Academic Resource Guide
• http//faculty,mercer,edu/simmerman_jj/TutorTrain
  ing/procedures
• City College of San Francisco
• www.ccsf.edu/Services/LAC/lern10/introtutor.html
• Clayton State University Morrow, GA
• www.adminservices.clayton.edu/caa/tutoring/becomi
  ngatutor.htm
• Duke University Peer Tutoring Program
• www.aaswebsv.aas.duke.edu/skills/PTPwebsite/polic
  ies.html
• Pasadena City College
• www.pasadeena.edu/studentservices/lac/tutor-train
  .cfm
• The Master Tutor, McDonald, R. 2nd Edition,
  Cambridge Stratford, Limited, 2000,
  Williamsville, New York ISBN 0-935-637-27-3