Definition of Tutoring
 Peer tutoring occurs when an individual assists or guides
a student to the point at which the student becomes an
independent learner. The purpose of tutoring is to instill
independence and confidence in the student so that they
will eventually no longer need a tutor.
 Can someone point out the strongest points in this
statement?
Possible Main Points
 Guiding
 Assisting
 How do these methods differ from one another?
 Independent Learning
 Confidence Building
 How are these achievable?
Communication Skills
 What forms do communication skills take on?
 Constructive Criticism
 Patience with Questions
 Admitting when Wrong
 Encouragement
 Non-Verbal Communication
 Eye Contact
Tutoring Do’s and Don’ts
 Tutors may:
 Be prepared and be on time for all sessions
 Help improve understanding by discussing concepts and
methods
 Provide explanations for material appearing in the text,
class notes, and previously graded tests and assignments
 Help identify key concepts and methods by comparing and
contrasting sample problems
 Help in understanding errors on previously graded
assignments
 Help develop independent problem solving skills
 Help sort ideas into a logical order
Tutoring Do’s and Don’ts
 Tutors may NOT:
 Assist with assignments that will be submitted for a
grade
 Provide presentations of material the tutee missed
because of class absences
 Be an alternative to reading the text
 Error-check
 Watch the tutee complete assignments
 Rewrite sentences
 Predict the grade an instructor will assign for a paper
Tutoring Do’s and Don’ts
Tutors Should:
 Be prepared and be on time for




all sessions
Bring text, notes, exams, quizzes,
a calculator- anything needed for
a productive tutorial session
Decide in advance what content
needs to be worked on
Attentively listen to the tutor
explain information
Go to class regularly and keep up
with all readings and assignments
Tutees Should Not:
 Miss a tutoring session
without giving notification at
least 24 hours in advance,
unless there is an emergency
 Ask for assistance on
assignments which will be
graded
 Miss class and ask for
assistance on missed class
material
 Arrive at a session without
material to cover
Learning Assistance Programs Tutorial Process:
1.
2.
3.
4.
5.
The tutee recognizes the need for academic assistance.
Tutorial requests are made online through LAP’s website or in
person, UC302.
If the request is made online pertinent intake questions are
answered on the electronic tutorial request form. A staff
member of Learning Assistance Programs carries out the intake
for tutorial requests made in person.
If a successful match is made with tutee and tutor, the tutee and
tutor are informed via e-mail of the match and the initial
scheduled appointment. Furthermore, when a match cannot be
made, the tutee is sent an email explaining why and suggestions
for alternative actions for academic success.
At the first tutorial appointment, the tutee and tutor review and
sign the tutor/student contract. Additionally, the tutor and
tutee arrange a schedule for subsequent tutorial sessions.
Student Support Services Tutorial Process
 What is the Tutorial Process for Student Support Services?
Hardcopy Documentation
 The need for paperwork to be completed correctly,
appropriately, and in a timely fashion.
 Data
 Pay
 Progress
On-Line Tutoring
 What is On-Line Tutoring?
 How does it work?
 AskOnline
Characteristics of Adult Learners
 More actively engaged in





learning – intrinsically
motivated
Goal oriented see learning as a
means to an end and a new
career
Accumulated life experiences –
associate old with new
Learn new material slower, but
just as well
Concerned about immediate
applicability of learning
Errors are taken personally, take
fewer risks – low self-esteem
 Concerned about effective use




of time – dislike long lectures
and like “hands on”
Autonomous and self-directed –
like to choose the topic, control
the pace and etc
Established opinions – like an
environment where they can
express their opinions
They like open-ended questions
and clarifying responses
Like for expectations to be clear
and concise from the start
Cultural Competency
 Develop self-awareness of your





own cultural heritage
Be aware of how your cultural
background influences attitudes
and values
Acknowledge that you are not a
multicultural expert
Be aware of your own negative
and positive reactions toward
other groups
Expose yourself to various
cultural events and activities
Seek interactions with members
of others cultures
 Communicate respect to





members of other cultures
(beliefs and values; helping
practices)
Display empathy to members of
other cultures
Reserve judgment about
members of other cultures
Be flexible with members of
other cultures
Acknowledge errors to members
of other cultures
Be willing to seek help when
tutoring individuals from a
different culture
Working with Students with Disabilities
 Knowledge that a student has a disability
 You are not sure, but think that a student may have a
disability
 Etiquette – general guidelines
Beginning a Tutorial Session
 When meeting with your tutee for the first time,
let them know who you are.
 Complete the Tutor-Student Contract and address
the Orientation Questions.
 Discuss the difficulties the tutee is having with
the course.
 Discuss what they would like to gain from
tutoring.
Ending a Tutoring Session
 Do not end your session suddenly or abruptly
 Summarize and clarify what was addressed during the
session
 Create interest for the next tutorial session
 Make possible suggestions for activities to build on their
strengths
Ultimately
 Be Prepared
 Be Organized
 Be Punctual
 Be Visible
 Be Perceptive