Specialized Support and Disability Services
University Student Services
University of Alberta
2-800 Students’ Union Building  University of Alberta  Edmonton  Canada  T6G 2J7
Phone: (780) 492-3381  Fax: (780) 492-6701  TTY: (780) 492-7269  www.ualberta.ca/ssds
SSDS TUTORING GUIDE
This Guide is intended to provide information to students who may require tutoring support.
While the bulk of the Guide is of use to all students, if your need for tutoring is disabilityrelated, please take special note of the two sections: "When is Tutoring Supported by SSDS?"
and "How is Tutoring Paid For?"
IS TUTORING THE ANSWER TO YOUR ACADEMIC PROBLEMS?
There are a number of study practices that should be in place for effective learning to happen.
If these are missing from your academic skill set, tutoring may not be the answer to the
scholastic difficulties you are experiencing. These practices include:
 Attend all classes, if possible
 Keep up with any readings outlined in the course syllabus
 Be organized in your approach to studying, reading, doing assignments, and
preparing for exams; set a realistic study schedule
 Buy and use study guides
 Access on-line tutorials, where possible
 Study with classmates or lab partners, where possible
 Attend course study/help sessions offered by departments
 Consider if reducing your course load might be wise
 Improve your strategic academic skills by taking some of the Learning Resources
workshops offered by Academic Support Centre (listed below) to ensure that
your skills are the best they can be
ACADEMIC SUPPORT CENTRE Offers a number of excellent workshops. Stop by their office
2-703 SUB, or check the web site http://www.uofaweb.ualberta.ca/academicsupport/
WHEN MIGHT TUTORING BE NEEDED?
When difficulties arise in
 grasping concepts
 managing content of the subject
 learning the subject matter of a course in which you are weak
WHY MIGHT TUTORING BE NEEDED?
 Because you have a disability that affects concentration/attention, memory processing
speed, and/or another impairment that interferes with your ability to grasp subject
matter/content at the pace at which it is presented
 Because you lack the content background or prerequisites to understand the subject
matter
 Because you have, for any number of reasons, missed essential concepts, and are not
understanding the course content
WHEN IS TUTORING SUPPORTED BY SSDS?
Only when the ability to meet your academic requirements is affected by your disability and
when you and your SSDS Student Advisor agree that the tutoring is both disability-related and
necessary.
HOW IS TUTORING PAID FOR?
 If the need for tutoring is NOT related to your disability, you will need to pay for the
tutoring yourself
 If the need for tutoring IS related to your disability and recommended by your SSDS
Advisor, tutoring will be included in your Individualized Service Plan (ISP), and funding
will be applied for to cover the cost of the tutoring. The cost may be covered by one of
2 different funding programs. Your advisor will help you decide which program you are
eligible for.
For more information about paying tutors, see section below on payment administration details.
HOW CAN YOU FIND A TUTOR?
 Ask your professor for names of potential tutors
 Ask at the Department Office about available grad students
 Check bulletin boards in Faculty Offices
 Access the Student Union’s Tutor Registry www.su.ualberta.ca/info
 Post your request for a tutor in the Grad Student Association lounge
 Seek assistance from your SSDS Advisor
HOW CAN YOU SELECT AN APPROPRIATE TUTOR?
 Review the biography or resume provided to ensure the tutor has appropriate course
background to provide tutoring (e.g., has successfully completed the course recently,
has had some experience tutoring)
 Ask for references
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
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Make sure their style of tutoring is compatible with your way of learning – do they check
that you understand what they are explaining? Are they able to adjust their method of
teaching information, if you don’t understand? etc.
Feel free to change tutors if you don’t feel comfortable or are not compatible with the
tutor’s style of teaching
HOW CAN YOU BUILD AN APPROPRIATE RELATIONSHIP WITH A TUTOR?
 Keep your relationship with your tutor professional – not social
 Avoid being tutored by a friend. You need to feel confident that you can tell your tutor
how much you don’t know
 Set up a regular schedule for tutoring
 Meet your tutor in a public venue conducive to the tutoring activity
 Be clear about boundaries
 Have a contract that stipulates the number of tutoring hours, the rate of pay, etc. (see
payment administration details section of this document)
 Be aware of the ethical issues and university policies relating to acceptable tutoring
support and academic misconduct (not having the tutor do your homework, ensuring
that the content of written materials remains yours and not the tutor's, etc.). Check out
the University of Alberta’s “Truth in Education” (TIE)
http://www.uofaweb.ualberta.ca/TIE/index.cfm
STRUCTURING TUTORING SESSIONS
Initial session:
1. Meet in a public venue:
 where you are comfortable
 that is conducive to sharing information
 that matches your learning style
2. Bring your: day timer, textbooks, syllabus, study guides, copies of old exams, previous
assignments, future assignments etc.
3. Introductions
Confirm tutor’s background in the subject area. Share background information about
your previous experience and difficulties you are currently having with the subject
area. Share contact information: i.e., phone numbers, e-mail addresses.
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4. Discuss payment:
 Review the rate of payment and method of payment (weekly or end of term
cheque ). If your tutor is being paid through SSDS, ensure that she/he has met
with your student advisor re: required documentation and method of payment
(see payment administration details below).
 Discuss how many tutoring sessions, approximately, you anticipate requiring
 Discuss the length of each session. (Suggestion: Students often find that they do
better with 2 to 3 one hour sessions per week rather than with 1 three hour session.
Frequent sessions allow time to process the material and apply new learning between
sessions. In addition, if a session is missed or cancelled, then the next scheduled one will
be in a few days, instead a whole week.)

Set tentative dates and times for the whole term’s sessions (a calendar is
attached to help you plan the term).
5. Discuss a no-show/cancellation policy.
6. Discuss expectations of tutoring:
 Tutor respects student’s right to confidentiality
 Tutor is patient, encouraging
 Both student and tutor behave respectfully and ethically
 Tutor has mastered the concepts in the subject area in which he/she is tutoring
 Tutor models effective learning strategies
 Tutoring does not replace the student’s need (or obligation) to read the texts, do
homework, prepare for and attend class, or to study on his/her own
 Ultimately, each student is responsible for his/her own learning
7. Provide Tutor with a copy of the course syllabus. Share specific concerns you have
about the material. Together prepare a tentative schedule of what the tutoring focus
might be for each session. See attached term calendar.
For example:
 Oct. 19 Review first mid-term, work on examples of challenging exam questions
 Oct. 22 Bring working (draft) versions of completed homework. Work on
troublesome concepts, problems
 Oct. 26 Review new concepts, vocabulary, discuss examples
8. Discuss a general format for each session:
e.g., review lecture notes, then text material and finally move to questions about
homework, projects, assignments, upcoming exams, etc.
9. Spend at least twenty minutes working together on course material at
your initial meeting. If you know a teaching strategy that you have
found to be effective in your learning, share it with the tutor. Be open to
trying a new approach to studying if the tutor suggests one.
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10. Wrap up your initial session with making a commitment to completing specific
homework assignments or readings before next session, and bringing prepared
questions to next session, etc.
Subsequent sessions:
1. Arrive ahead of time. Have your books and any other needed materials out. If your
study space is set up, you are ready to get down to work as soon as the tutor arrives.
2. Be familiar with the vocabulary and concepts you will be studying. Have your
questions prepared about any material that is not clear or is difficult for you to
remember or apply.
3. Let your tutor know if you do not understand an idea or concept he/she has
explained. Ask him/her to explain it again or by using alternate means such as a
drawing or a diagram, or by providing further examples.
4. Have the tutor ask you questions on a regular basis, throughout the session to check
for your comprehension of the material you are covering.
5. It is a good idea at the end of each session for you to summarize the concepts you
have worked on together that day. You and your tutor will then be ready to discuss
your goals for next session.
6. If you are feeling frustrated with how tutoring is progressing, suggest that the tutor
and you look at some of the tutoring resource material that is included in this
handout. Even good tutoring relationships can get a much needed boost from
introducing some instructional and learning variety into their routine.
7. Complete the required documentation which tutor must submit to receive payment
for their services.
Additional Resources:
http://www.trcc.commnet.edu/ed_resources/tasc/Training/Tutor_Techniques.htm
http://www.tutornation.com/tips/index1.htm
http://www.su.ualberta.ca/
go to Student Resources, Tutor Registry
Portions of this guide adapted from materials published on:
http://www.trcc.commnet.edu/ed_resources/tasc/Training/Tutor_Techniques.htm
http://www.tutornation.com/tips/index1.htm
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ADMINISTRATION DETAILS FOR HIRING TUTORS
Paying tutors can be handled two different ways: 1. Student pays tutor 2. SSDS pays tutor
1. Student pays tutor:
You may pay, personally, from your own pocket, or you may pay, personally, because you have received
grant money (DSG) to cover this cost. Make an agreement with your tutor regarding:
 the hourly rate the tutor will be paid
 how many hours you expect to meet with the tutor (either weekly or in total)
 how often you will pay the tutor
 the cancellation notice required for an appointment, and whether payment is due if you, the
student, don’t show up for a scheduled appointment
 a receipt must be provided by the tutor for each payment.
SSDS can help by providing time sheets and a general guide for tutoring rates. Ask your advisor for this
information. Receipts must be submitted to the government to show that grant funds were properly
used for tutoring. If you don’t have government funding and are paying out of pocket for tutoring, it’s
possible these receipts can be used as part of your educational expenses on your tax return – check with
your accountant.
2. SSDS pays tutor:
SSDS can arrange for the payment of the tutoring fees when funding is authorized for these costs
through government sources, such as the Federal/Provincial grant (DSG) or Disability Related
Employment Supports (DRES). The student is responsible to locate a suitable tutor (this document
provides some guidance in this area). Once the tutor has been selected . . .
SSDS requires the following paperwork to be completed:
 Tutor submits resume to Advisor, so the hourly rate of payment (according to SSDS guidelines)
can be determined (at the beginning of the contract)
 Tutor signs “Obligations of Employment” (at the beginning of the contract)
 Tutor completes timesheet, and you, the student, sign it to verify accuracy of hours being
submitted for payment (at the end of the contract)
Payment Details
 Tutors will be paid once at the end of the term
 Tutors will be paid the agreed upon hourly rate plus 4% vacation pay (according to CRA
guidelines)
 Tutors must submit their hours on an SSDS timesheet (with the student’s signature verifying the
hours of service) after the last tutoring session and before December 30 for the Fall term and
April 30 for the Winter term.
 If a student misses a scheduled appointment without reasonable cancellation notice (the tutor
must wait 20 minutes), the tutor may bill for one hour.
 If the student misses two appointments in a row, the tutor will report this to the SSDS Student
Advisor at 492 3381.
 If the tutor misses two consecutive scheduled appointments without an acceptable explanation,
the contract may be terminated.
 SSDS can provide a letter of acknowledgement to tutors indicating they were working through
our office in this capacity. SSDS cannot provide a letter of reference as to the quality of the
experience or the skills of the tutor. The student is at liberty to provide such references, if she
or he wishes.
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