Peer Tutor
Handbook
2015-2016
University of Mary Washington
(540) 654-1010
Table of Contents
The Tutor’s Role .................................................................................................................. 6
Tutoring Goals & Desired Outcomes .................................................................................. 6
Peer Tutoring at UMW ........................................................................................................ 5
A Service Offered by the Office of Academic and Career Services . Error! Bookmark not
defined.
The Tutorial Relationship .................................................................................................... 7
Benefits for the Tutor: .................................................................................................... 8
Intellectual Scope and Depth:. ........................................................................................ 9
Skills Acquisition and Reinforcement: ............................................................................ 9
Maturity:. ........................................................................................................................ 9
Insights to self and others:.............................................................................................. 9
Tutor Expectations ........................................................................................................ 10
Tutor Code of Ethics ...................................................................................................... 11
Confidentiality ................................................................................................................... 12
Respect .......................................................................................................................... 12
Tutoring Procedure .............................................................. Error! Bookmark not defined.
General Tips for the First Tutoring Session ....................................................................... 14
Introduction .................................................................................................................. 14
Development................................................................................................................. 14
Closure .......................................................................................................................... 14
Thinking and Questioning ................................................................................................. 18
Six Levels of Thinking .................................................................................................... 18
Close-Ended Questions vs. Open-Ended Questions ..................................................... 19
Additional Things to Consider ................................................................................... 19
Adapted from: The Tutoring Handbook, Bloomsburg University, Bloomsburg, PA
20
http://faculty.deanza.fhda.edu/alvesdelimadiana/stories/storyReader$134 ......... 20
Tutoring Techniques ......................................................................................................... 20
Mapping and Matrices .................................................................................................. 20
Reversing Questions/Transferring Information ............................................................ 20
Work on Vocabulary and Terminology ......................................................................... 21
Brainstorm Ideas ........................................................................................................... 21
Give “Assignments” as Appropriate.............................................................................. 21
Use Popular Games, Models, Pictures, and Graphs ..................................................... 21
Focused Listing .............................................................................................................. 22
Empty Outlines.............................................................................................................. 22
One Sentence Summary ............................................................................................... 22
Concept Maps ............................................................................................................... 22
Problem Recognition Tasks ........................................................................................... 22
Documented Problem Solutions ................................................................................... 22
Application Cards .......................................................................................................... 22
Tutee Generated Test Questions .................................................................................. 22
Ten Second Rule............................................................................................................ 22
Putting Down the Pencil ............................................................................................... 23
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Echoing .......................................................................................................................... 23
Modeling a Thought Process/Breaking a Task into Parts ............................................. 23
LEARNING STYLES.............................................................................................................. 26
Learning Style Inventory ................................................................................................... 27
Characteristics of Auditory Learners ............................................................................ 30
Study Tips for Auditory Learners .................................................................................. 31
Adapted from:
http://www.trcc.commnet.edu/ed_resources/tasc/Training/Auditory_Learning.htm
.......................................................................................... Error! Bookmark not defined.
Characteristics of Tactile/Kinesthetic Learners ............................................................ 32
Adapted from:
http://www.trcc.commnet.edu/ed_resources/tasc/Training/Tactile_Learning.htm
.......................................................................................... Error! Bookmark not defined.
Study Tips for Tactile/Kinesthetic Learners .................................................................. 33
Characteristics of Visual Learners ................................................................................. 34
Adapted from:
http://www.trcc.commnet.edu/ed_resources/tasc/Training/Visual_Learning.htm
.......................................................................................... Error! Bookmark not defined.
Study Tips for Visual Learners ....................................................................................... 35
Tutoring Tips based on Learning Style .............................................................................. 36
Examples of Study Strategies ............................................................................................ 38
Multicultural Awareness ................................................................................................... 39
Adapted from:
http://www.faculty.deanza/fhda.edu/alvesdelimadiana/sotries/SotryReaders$137 and
http://www.trcc.commnet.edu/ed_resources/tasc/Training/Online_Training.htm ....... 39
Scenarios ........................................................................................................................... 40
Tutor Contract………………………………………………………………………….41
Tutor-Tutor Agreement…………………………………………………………………42
3
4
Peer Tutoring Program offered by
Academic and Career Services
The peer tutoring program is one of the free services offered by Academic and Career
Services. It is an example of our commitment to academic success for all degree-seeking
students. Tutoring services offers assistance in various formats: individualized, walk-in,
and group study sessions. The purpose of the tutoring service is to supplement
classroom instruction through interaction and to assist in developing learning skills that
are helpful both inside and outside the classroom.
Not only do tutees benefit from this service, but tutors also have a rewarding
experience. My tutors have mentioned that there isn’t a better feeling when their tutee
comes back to tell them how they did on their test and how their tutoring sessions
helped the tutee to process all the information. No measurement can be devised for
intrinsic reward. Prestige and academic respect come to those who lead in educational
surroundings. Another benefit that tutors mention is that the preparation for sessions
and practice with materials help them review their own knowledge, making it more
accessible and usable.
As Tutor Coordinator, I would like to welcome you to the team! Please contact me with
any questions or concerns that you may have throughout the semester. I always strive
to enhance our tutoring program and the experience for both tutees and tutors.
Jennifer Cirbus
5
The Tutor’s Role
A tutor provides expertise, experience, and encouragement. Tutoring is a time to
practice material covered in class and to re-explain concepts that are unclear to the
student. They do not provide "answers," but rather assist in the problem solving process
to help attain the answer. Tutors also help the student develop better study habits and
become independent thinkers.
From: http://www.studygs.net/tutoring.htm
Tutoring Goals & Desired Outcomes




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Developing positive study skills which the student can use to be successful
Encouraging students to take self-ownership of their academic difficulty and
commit to improvement
Boosting student confidence in the subject area being tutored
Promoting new and creative ways of thinking about problem solving
Assist the student in further developing their critical thinking skills
Do’s and Don’ts for Tutors
Do:
1. Introduce yourself - make sure you know the tutee’s name and vice versa.
2. Be friendly when greeting a student.
4. Set expectations for tutees – come prepared, be attentive, and be respectful.
5. Model effective study skills.
6. Be honest with a student if you don’t understand a concept.
Don’t:
1. Be judgmental or condescending.
2. Work on your homework while helping a student.
3. Take advantage of the tutor/tutee relationship.
4. Speak negatively about a faculty member.
5. Do a tutee’s homework or help with projects, tests, etc.
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The Tutorial Relationship
Models and Expectations
Models
The tutoring model has been designed to give students the most beneficial experience
possible. Created to directly support the goals and desired outcomes of tutoring, the
model is the synergistic and practical convergence of three student development
theories. Chickering’s Theory of Psychosocial Development, Perry’s Theory of
Intellectual and Ethical Development and Sanford’s “Challenge and Support.” Ideally the
various components of these theories put into practice will provide a valuable
experience for both parties. Both the tutor and tutee should part from the relationship
feeling more confident in their academic skill set; but also have developed as
independent learners.
Chickering’s Theory of Psychosocial Development (Chickering & Reisser, 1993). In a
nutshell, students develop at various stages(vectors) during their college career. Our
goal is to promote that growth. Chickering refers to one the stages as “Instrumental
Independence.” During this stage students are able to become mobile in relation to
their needs and gain more confidence in their decisions. A student reaching out to get a
tutor is the first step in this direction. Subsequently, the tutor providing opportunities
for the student to develop skills on their own will also boost development in this area.
Also encouraging the student to seek further help from their professor is helpful.
Perry’s Theory of Intellectual and Ethical Development uses the terminology “positions”
to describe the different stages of thinking. Our goal is to help guide students to
“Relativism.” In this stage of thinking, students are able to engage in the process of
looking at different viewpoints and see what makes the most sense. In other words,
they are becoming more independent thinkers. Helping students develop higher level
and critical thinking skills is key. As a tutor, your responsibility is to provide the tutee
with different avenues to learn and gather information. In turn, they will be able to
implement those techniques independently. They will also be able to extend their
knowledge base on the course content. This is even more critical in subjects which
require the formulation of one’s own thoughts and opinions such as philosophy.
Lastly, Sanford’s Challenge and Support is not so much a theory as it is a regulatory
practice for educators. The idea is to provide students with the right balance of
challenge, but also provide an equal amount of support. For tutoring, that relates to
your ability to “challenge” students to grasp material in the way that suits them best
while still making sure you are a resource available to them.
When these three components are joined, an environment is created that is safe and
supportive while still challenging the student to form their own opinions, strengthen
study & note-taking skills, and most importantly, be successful in their classes.
Edited By Bianca Hightower
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Benefits for the Tutee:
Improved Learning: Students request tutoring for a number of reasons, but most are
hoping for improved grades and/or a better understanding of content. Small group
tutoring allows students the arena to teach each other and ask questions in what some
would perceive as a “safer” or nonthreatening environment. It is safer because it is
smaller and only peers are present. Peer tutors are closer to the tutee’s age and level in
school and therefore someone with whom they are comfortable being open.
Improved Attitude Towards Learning: If students improve as a result of tutoring, they
will become more excited about learning. The tutoring dynamic gives students the
chance to be heard, to control their learning environment and to pursue knowledge
actively.
Improved Self Image: Students who see themselves improving academically, gain selfconfidence and an increase in self-esteem. These attributes propel academic and
personal growth. The end result is a more confident learner who feels more connected
to the learning environment generally and to UMW specifically.
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Benefits for the Tutor:
Intellectual Scope and Depth: To tutor effectively, you must know the material well
enough to answer questions the student might have. You might discover aspects of the
subject that you did not know previously. Some tutors find tutoring a benefit as this
helps themselves stay abreast of subject specific content.
Skills Acquisition and Reinforcement: By tutoring you gain and use specific techniques
that may enhance your reading, writing, speaking and personal communication
strategies. You may find that you communicate more clearly, logically and creatively as a
result of tutoring.
Maturity: How does tutoring relate to your maturity? Tutoring requires you to be
attentive to another person’s needs and wants. You are in essence a role model for your
peers. You find ways to be there for your tutees, whether or not you like them or find
them interesting. These are marks of maturity.
Insights to Self and Others: An outcome of the tutoring process might be greater
knowledge of self and others. You understand what hinders intellectual involvement for
students. You see that intellect and emotion are often interrelated. You develop an
awareness of behavior that aid and hinder learning.
You gain a clearer picture of yourself in the mentoring, teaching or guiding role.
Leadership and communication skills are developed as well as the ability to mediate and
negotiate. Employers are eager to employ individuals with these skills.
Adapted from:
http://www.viterbo.edu/uploadedFiles/services/learncenter/TutorTrainingManual.p
df
9
Tutor Expectations
1. Attend tutor training and orientation sessions unless given permission to be
absent.
2. Check your UMW email regularly for any updates from tutoring services.
3. If Academic and Career Services employed you the previous year, you must sign
an updated contract.
4. Continued employment is based upon satisfactory evaluations and maintaining
an overall GPA of at least 2.75.
5. Record hours in MyTime.
6. Inform Academic and Career Services if you know you will not be able to tutor
for an extended period of time (more than two weeks).
7. Notify Academic and Career Services if a student or tutoring situation makes you
feel uncomfortable in any way.
8. Do not entertain students’ negative comments about UMW. This includes
negative comments about other students, staff, administrators, and faculty. You
are an extension of UMW.
9. Ultimately, students are responsible for their own performance:
a. Tutors are not miracle workers.
b. Tutors cannot help produce great results if the tutee chooses to attend
tutoring only after not opening a book all semester.
c. Tutors will not know the answers to every question every time.
d. Tutors are not instructors.
e. Tutees are expected to be active participants in the tutoring session.
f. Tutees should bring all relevant texts, notes, homework, papers, tests,
syllabi, etc. to tutoring.
g. Tutees should have gone to class, attempted homework, completed
reading and assignments, taken notes, etc. before coming to tutoring.
Adapted from http://www.trcc.commnet.edu/ed-resources/tasc/Training/Online_Training.htm
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Tutor Code of Ethics
1. I am being paid to be a tutor. I will treat my job with responsibility and
professionalism. A great deal of confidence and trust is being placed in me.
2. The tutee deserves, and will receive, my full attention.
3. I will not impose my personal value system, beliefs, or lifestyles on another
student.
4. Both the tutee and I understand that it is never my role to do the tutee’s work.
5. I will act so that my openness and honesty will produce a similar openness and
honesty in the tutee.
6. I will do my best to be punctual and keep appointments, not only out of
courtesy but also as an example for the tutee to follow.
7. Tutors will avoid acting beyond the scope for which they were hired and trained.
8. Respect for my tutee means that I must accept that individual without judgment.
The language the tutee and I use must be mutually respectful at all times.
9. Tutors will keep interactions with tutees confidential. An exception to those
would be when I feel that the tutee or someone else is in danger. I will contact
my supervisor immediately.
10. The tutee will be constantly encouraged, never insulted by the use of false hope
or flattery.
11. Records will be maintained as expected and required.
12. Understand your own personal bias and avoid imposing this bias on others.
13. Remember that I am a role model.
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Confidentiality
Being a professional includes the ability to maintain confidentiality. Your tutee should
be able to speak frankly about academic problems, knowing you will not repeat what
he/she said outside of the tutoring environment. This being said, it is important for you to
know that if you find yourself in a situation in which you believe you are unable
to resolve a difference among yourself and your tutee, or if you feel the tutee is in danger
of harming him/herself or others, you should let the tutoring coordinator in Academic
and Career Services know as soon as possible.
Respect
Tutees deserve it!
As a tutor, you represent yourself, the academic discipline, and the University of Mary
Washington. Show your respect by attending meetings on time, responding quickly to
contact from Academic and Career Services, being prepared for the topic area in which
you are tutoring, and being honest and straightforward with those you tutor.
Tutors deserve it!
Tutees who are seeking a tutor's help should respect the tutor by attending sessions on
time, being prepared to receive help and accepting the responsibility for learning. If a
tutee makes unreasonable requests of you, such as asking you to do his/her work, you
have the duty to politely, yet firmly, say no. You also have the right to report to Mrs.
Hightower that a tutoring relationship is not mutually beneficial for both parties.
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Ways to Show Respect: Model good behavior
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Be honest. If you do something wrong, admit it and apologize.
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Be positive. Don't embarrass, insult, or make fun of the tutee. Compliment
him/her.
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Be fair. Listen to the tutee before reaching a conclusion.
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Be polite. Use "please" and "thank you”.
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Be reliable. Keep promises.
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Be a good listener. Give your tutee your full attention.
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Follow rules.
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Be caring. Show concern for people.
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Avoid poor role models.
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Dress appropriately.
Your opinion means a lot to your tutee. If you believe your tutees can succeed, they will
believe they can as well. Help to build their independence.
Help them set and achieve goals. Their self-respect will soar when they see themselves
achieving those goals.
Encourage honesty and adherence to the Statement of Community Values. There is no
pride in stealing, cheating, or lying.
Adapted from:
http://csci.morris.umn.edu.twiki.view/Taweb/CSciTutoringGuidelines,http:///www.natural
familyonline.com/5-ap/46-teach-respect.htm, and
http://www.trcc.commnet.edu/ed_resources/tasc/Training/Online_Training.htm
13
General Tips for the First Tutoring Session
Introduction
Relax and be yourself. Get acquainted with the tutee. You may want to ask him/her what
his/her major is, or if undecided, his/her main interest. Be sure to trade contact
information. Gather background information relevant to the course (i.e. why is the
student taking it, previous attempt at the course, attitude towards course) Spend the next
few minutes to do an evaluation of the problems the tutee is having. Consider such things
as:
1. Does the tutee understand the assignments and know what is expected of
him/her?
2. Does the tutee have the text, syllabus, and other pertinent information
needed?
3. Does the tutee understand the reading and vocabulary?
4. Does the tutee take effective notes?
5. Review returned work for teacher comments.
6. Make it clear to the tutee that you must be informed if a particular
assignment that you are working on together is to be handed in for a grade.
End this part of the session with the goals that the student wishes to reach throughout the
semester.
Development
The main part of the tutoring session:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Review basic concepts and/or skills.
Assist the tutee in thinking of ways to remember material.
Clarify assignments.
Give concrete examples that the tutee can relate to.
Share the approaches you used when you were taking the course if needed.
Refer to course objectives.
Identify underlying problems.
Check to see what demonstrable learning has taken place.
Check for understanding.
Closure
1. Recap material covered.
2. Have tutee set goals for next session (if necessary) regarding what he/she
will learn.
3. Remind tutee of strategies for practicing skills.
4. Discuss what you may work on next session
5. Ask the student if you were effective. If they are unsure or say no try to
gather information as to what would improve the experience for them.
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Tips for effective tutoring
1. Try to get to know your tutee to help develop your relationship. Empathizing can help
tutees feel more at ease as you may have shared similar experiences with making
mistakes, learning study skills and/or new concepts, etc
2. Do not do the actual work for the student! Help them think for themselves and to do
their own work.
3. Be sure that the student understands the underlying ideas or principles of the subject
being tutored. Memorization or exercises done without understanding is often the
source of academic difficulties.
4. If one method or approach isn’t working, try others. Be creative and innovative.
5. Remember that a tutor is not the professor; your role is to help students as a
supplement.
6. Do not always focus on what the student does wrong but offer ample time to focus
on what the student is doing right. This helps to build confidence.
7. Center your attention and efforts on the student and avoid talking about yourself too
much.
8. Try to get to know your tutee to help develop your relationship.
9. Ask/prepare open ended questions; have students explain content/concepts to each
other or to you.
10. Do not feel guilty if your tutee doesn’t do well on a test or assignment. Review what
went well, the mistakes made, and how to move forward
11. Provide ‘think time’. Don’t jump in with the answer to your own question before the
tutee has had a chance to think about the answer.
12. Be alert to non-verbal and verbal clues that you aren’t “getting through” to the
student.
13. The tutee might not share the same level of interest that you have for the subject. It
may be helpful to find out during initial session their reason for taking the class.
13. Be organized. Come to sessions prepared with material to discuss with your tutee.
Log tutoring contacts regularly.
14. Use positive reinforcement.
Adapted from www.lap.nku.edu-learningstyles
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Communication Skills1
Tutoring requires the ability to communicate effectively. One of the key components of
being a good communicator is active listening. Here are some tips to use as you practice
active listening.
a. Look at the person who is speaking.
By maintaining good eye contact, you show the speaker that you are interested in
what he/she has to say. However, be aware that members of some cultures may
be uncomfortable with prolonged eye contact.
b. Be aware of facial expressions and body language.
You may think you are listening, but you could be giving the speaker a silent
signal that indicates otherwise. Respond appropriately with a nod or smile. Sit up
straight or lean toward the speaker. Avoid distracting behavior such as fidgeting,
tapping your pen, or doodling on paper.
c. Use words that promote discussion.
This includes words and phrases such as:
“Tell me more”
“Um-humm”
“And?”
“Then what happened?”
d. Ask questions to clarify what the speaker is saying.
Repeat one or two key words or phrases to let the speaker know what you are
hearing.
e. Let the speaker finish what he/she is saying.
Don’t interrupt, jump to conclusions, or change the subject.
f. Maintain poise and composure.
Everyone is entitled to his/her opinions. Try not to be judgmental.
g. Do not let yourself become bored or distracted.
Remain focused on the tutee and what he/she is saying.
h. Check to see if the tutee wants to respond to what you have said.
Make sure that the tutee understands before you move on.
i. Use reinforcement.
When using reinforcements, make sure to encourage improvement without overexaggerating the student’s progress. The more specific you are about the gain, the
better. Examples:
1. Verbal
"Good job on ___!"
"You are really doing much better with ___!"
"I like the way you did __!"
"This looks better than the last time."
"You have really been working hard at this. I am proud of
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your effort."
2. Nonverbal
Use facial expressions - smile
Nod your head.
Adapted from: http://www.trcc.commnet.edu/ed_resources/tasc/Training/Online_Training.htm
17
Thinking and Questioning2
Six Levels of Thinking
If you have taken Psychology or Education courses, you may already be aware of the six
levels of cognition of Bloom’s Taxonomy. Knowing these levels of thinking can help you
develop your questioning techniques. They are:
Lower Order - Think of these as “What” questions
1. Knowledge
a. requires memory only
b. repeating information exactly as memorized (define, recall, recognize,
remember, who, what, where, when)
2. Comprehension
a. requires rephrasing and rewording
b. comparing information (describe, compare, contrast, rephrase, explain the
main idea)
3. Application
a. requires application of knowledge to determine a single correct answer
(apply, classify, choose, use, write an example, solve, how many, which,
what is)
Higher Order – Think of these as the “How” and “Why” to help critical thinking skills
1. Analysis
a. identify motives or causes
b. draw conclusions
c. determine evidence (support, analyze, conclude, why)
2. Synthesis
a. make predictions
b. produce original communications
c. solve problems (more than one possible answer, predict, produce, write,
design, develop, synthesize, construct, how can we improve, what happens
if, how can we solve, can you devise)
3. Evaluation
a. make judgments and offer opinions (judge, argue, decide, evaluate, assess,
which is better, give your opinion, do you agree, would it be better)
Questioning initiates different levels of thinking. When the higher levels of thought are
emphasized, the most effective and meaningful learning takes place and the information
is stored in long-term memory. As a tutor, you will find it useful to ask lower order
questions at the beginning of a session to establish the level of content that your tutees
know. As the session progresses, ask higher order questions that require the tutees to
summarize patterns and suggest strategies for learning and retention.
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Close-Ended Questions vs. Open-Ended Questions
Considering the six levels of cognition, close-ended questions usually elicit short,
specific answers that demonstrate knowledge, comprehension, and application of facts.
Open-ended questions will elicit responses that include analysis, synthesis, or evaluation
of material.
If you find that you are getting short, quick answers from your tutees and little
discussion, reflect upon your questioning techniques. Are you asking questions that only
require factual answers? (Example: What is the radius? What is the formula for Boyle’s
Law? What is the subject of the sentence?) Certainly some of these questions are needed
to check facts at the beginning of a session. To explore the tutee’s understanding of
material, he/she needs the opportunity to expand upon the basic facts. For example: How
are the problems from this section/chapter different from (or like) the problems of the
previous sections/chapters?
Additional Things to Consider
1. Always use a questioning strategy, as tutees need to be guided through a process.
2. Be careful not to give too much information in the questions you ask.
3. Formulate questions starting with "why", "how", "what are the factors", "what
contributes to", “what is the cause and effect", etc. These question starters
challenge critical thinking.
4. Phrase your questions carefully so that you are clearly asking one question at a
time.
5. When tutees indicate that they do not understand the question, rephrase the
question to clarify it. Avoid asking the same question again.
6. When tutees answer a question incorrectly, ask them to explain their answer. If
there is a misunderstanding of the question, clarify the question. If it is a lack of
understanding the content, either direct the tutees to the text or ask a question that
breaks the content into a smaller part.
Probing
Probing challenges the student to become more active in the learning process. Probing
elicits a response from the tutee that forces the tutor to listen carefully, diagnose the
problem and began solving the problem on their own.
When the tutee asks for help, guide him/her through the appropriate probing techniques:
1) Define the problem
2) Generate ideas for a resolution
3) Specify steps to take to attain resolution
4) Attempt to resolve the question/problem
Types of Probing You Can Use as a Tutor:
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• Clarifying: Asking a tutee for more information or meaning, or restate.
Examples: "What do you mean by that?" "Tell me more!" "Be more specific."
"Anything else?" "So what's an example of that?"
• Challenging: Asking a tutee to justify, reflect, or think about his/her answer.
Examples: "What are you assuming?" "How can that be?" "How would you do
that?" "Are you sure?"
• Refocusing: Asking a tutee to relate his/her answer to another idea or topic.
Examples: "How is that related to___?" "If this were true, then what would
happen if___?"
• Prompting: Giving a tutee a hint, or rephrasing a question to help lead the tutee to the
answer after he/she has tried and failed to understand.
Examples: "Let me put it another way." "Here's a clue." "So what's the first step?"
"Remember when we talked about___?"
• Requesting a Summary: Asking for a restatement of what has just been said or learned,
in terms of content and process.
Examples: "OK, now you explain back to me what we just said." "Now you teach
it to me." "Summarize the steps for me."
Adapted from:
The Tutoring Handbook, Bloomsburg University, Bloomsburg, PA
http://faculty.deanza.fhda.edu/alvesdelimadiana/stories/storyReader$134
http://www.fsc.edu/tutoring/tutorgidebook/strategies_for_tutoring.htm
Tutoring Techniques3
Mapping and Matrices
Tutees need an overview or framework on which to visualize information. Visual models
can help them organize material and provide an easy mechanism to remember the
sequencing of information.
The first time a matrix or map is introduced, the tutor should provide a sample for tutees
to use. When the tutees demonstrate an understanding of the concept of mapping, then the
tutor can encourage tutees to spontaneously make up matrices or maps as they discuss
various topics.
Reversing Questions/Transferring Information
The following questions could be asked to help tutees focus their attention on the general
principles of new material. These questions are especially useful in the math/science area
and can be adapted for other disciplines.
a. What are the different kinds of problems and how can they be recognized?
b. What is the format of the problem? Do the directions indicate the specific
technique to use?
c. How are these different problems related?
d. How can this problem be restated?
e. What are some other ways to word the question?
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f. What changes in the wording of the directions would indicate different
procedures?
g. Is there only one method to work this type of problem or are there several
techniques applicable? If several techniques are appropriate, how does one choose
which to use?
h. What means (if any) are available to check your answer other than reworking the
problem the same way?
i. How are the problems from this section different/alike from the problems of
previous sections?
Work on Vocabulary and Terminology
Use flashcards or develop other memory games to help tutees learn difficult concepts,
vocabulary, etc. Tutees often do not know how to approach learning something. If they
have not been exposed to a technique or a "trick of the trade" then they have no basis
from which to work. Share your ideas.
Also ask the tutees definitions and see if they can name the terms. Have tutees repeat or
write definitions in their own words instead of repeating the textbook version. This helps
the tutor determine whether the tutees really do understand the material.
Brainstorm Ideas
This is a very effective method to promote discussion of ideas and concepts. As a result
of the discussion, tutees often discover that they really do not understand something and
it will prompt them to dig further for information. We often think we understand until we
have to actually make applications! Tutees need to say things out loud. If they can
successfully explain a concept to someone else, they have accomplished two things. First,
they have demonstrated that they understand the concept. Second, they have used another
sense to reinforce that knowledge.
Give “Assignments” as Appropriate
Assignments do not have to be similar to what an instructor would give. The tutor can use
imagination to create assignments that get tutees involved in the learning process. Ask
tutees to go to the library and take advantage of the online database to find out more
about a particular topic. Ask them to see their professor to clarify points brought up
during a tutoring session. Tutees need to learn how to use the available resources on
campus and to take advantage of them.
Use Popular Games, Models, Pictures, and Graphs
Many tutors have adapted games such as Jeopardy, Pictionary, Scattegories, Name That
Tune, Wheel of Fortune, Monopoly, Scrabble, Parcheesi, Sorry, Dominos, etc. to the
subjects they tutor. Using games is an excellent method to help tutees learn material,
apply it, self-test, and have fun at the same time!
Use models, pictures, and graphs to help tutees visualize "what is happening." Ask them
to draw their own pictures of what something means to them. For example, ask tutees to
draw pictures of photosynthesis. During an exam, they will remember their pictures as
opposed to a complicated graph from the text. Tutees need to utilize all of their senses in
learning.
21
Focused Listing
Direct tutees to focus on an important term, name, or concept and list several ideas that
are closely related to that focal point. This helps the tutees see the connections between
the ideas.
Empty Outlines
Use a tutee’s lecture notes and textbook to fill in an empty outline. This helps tutees
recall and organize the main points of a lesson within an appropriate knowledge structure,
making retention more likely. It also provides a model for organization that could be used
with other material.
One Sentence Summary
Ask tutees to synthesize an entire lecture into a single, informative, grammatically correct
summary sentence.
Concept Maps
Ask tutees to draw or diagram the mental connections between a major concept and other
concepts that they already understand. This helps tutees see the connections.
Problem Recognition Tasks
Ask tutees to identify the different types of problems in their book or homework. Also
identify the first step to take in solving the problems.
Documented Problem Solutions
Ask tutees to identify the specific steps taken to solve a problem. By analyzing these
detailed protocols, tutees can identify other ways to solve a problem.
Application Cards
After tutees have worked with an important principle, generalization, theory, or
procedure, the tutor hands out an index card and asks them to write down at least one
real-world application for what they have learned. This helps them to connect newly
learned concepts with prior knowledge, which increases the relevance of what they are
learning.
Tutee Generated Test Questions
Tutees are asked to generate possible examination questions. Questions should start with
"What are the factors?" "What contributed to___?" "What are the causes and effects?"
"Why___?" "How___?" Tutees begin to understand how well they can answer the
questions they have posed. It also empowers tutees to believe that they can predict and
study for examinations in a proactive manner.
Ten Second Rule
After asking a question or beginning a problem, the tutor should allow at least ten
seconds for the tutee to respond. This may seem like a long time but it allows the tutee
time to think of a response. Do not be afraid to allow an awkward silence to occur before
jumping in. This will let the tutee know that the tutor is listening and expects him/her to
participate.
22
Putting Down the Pencil
Tutors should try to work without a pencil or pen, in order to force the tutee to write and
be more active. Make sure the paper or book is in front of the tutee, not the tutor.
Echoing
Often a difference exists between what a speaker intends to say and what a listener
actually hears. To improve communication and help a tutee clarify what he/she is trying
to say, a tutor should restate what he/she has just heard.
Examples: "I heard you say___. Am I right?" "Are you saying that___?" "In other
words___."
Modeling a Thought Process/Breaking a Task into Parts
Modeling can be useful for solving problems in math and science, doing grammar
exercises, teaching study skills, studying for a test, reading a textbook, or revising a
paragraph.
a) First, ask the tutee how he or she would approach the problem. Look in the book
and class notes. S/he may not realize how much s/he already knows.
Examples: "What did you learn in class?" “How would you start this?"
"Then what would you do?"
b) Next, model your own processes for the task by thinking out loud as you slowly
do the task.
Examples: "Hmmm, what do I do now?" "I usually begin by___." "Then I
figure out if___."
c) Do another example together slowly, step by step, asking the student what to do
for each step.
d) Have the student do the task alone, observing, giving encouragement, and
coaching him or her along the way.
Examples: "Good, keep going!" "Remember what you do next." "Do you
want to write down the steps so you can remember them?"
e) Finally, fade into the background and let the student take on responsibility for the
task.
Examples: "Great! Now you can do it on your own!" "Show me how you
will do this when you are studying this by yourself."
Adapted from:
http://faculty.deanza.fhda.edu/alvesdelimadiana/stories/storyReader$134 and
http://www.fsc.edu/tutoring/tutorguidebook/strategies_for_tutoring.htm
23
Handling Difficult Students
The Unresponsive Tutee
Quiet
Blank body language
Does not verbalize what he/she is confused about
Hard to gauge level of understanding
May respond with “I don’t know”
Self-esteem is greatly tied to how a student performs academically. The students may be so lost
in a particular subject he/she may not know what to ask. You will need draw the student out
and ask questions to gauge understanding. Don’t be afraid to wait for the student to respond.
Possible Solutions:
Tolerate silence.
Find out what chapter he/she is have difficulty with.
Ask if they understood the last chapter that was covered.
Review basic concept to gauge understanding and for clarification.
Keep a positive attitude.
Be encouraging and supportive.
The Agitated Tutee
Argumentative/Aloof
Reluctant/embarrassed to use tutoring
May try to discredit your knowledge
Again, self-esteem plays a large role in the reactions of students. This could be a student who
has constantly struggled academically and is taking his/her frustration out on you, or it could be
a student who usually does well and is angry that he/she is having difficulties. Remember, it’s
very hard for some students to ask for help.
Possible Solutions:
Refer back to information proving your answer
Stay positive/kind
Explain the tutoring process
Adapted from Roanoke College Tutor Training Manual
24
The Needy Tutee
Wants the tutor to do homework with him/her
Doesn’t trust own ability
Calls or sends emails to you when you are not on duty
Anxious about tests and assignments
A needy tutee will feel insecure about his/her ability to start or complete assignments without
you. The tutor should set ground rules from the beginning and stick to the rules. The main
purpose of tutoring is to help students become more independent learners.
Possible Solutions:
Encourage student’s own ability
Don’t give out personal contact information
Only tutor when scheduled
Confront inconsistent behavior
The Non-Traditional Tutee
Generally have more distractions and responsibilities
May feel they are at a disadvantage over traditional students
Focused on high achievement
Easily discouraged
Anxious
Non-traditional students typically have financial, family, and other obligations that can distract
from learning. This type of student may also deal with insecurities about ability and feel that
classes are harder for him/her than for traditional students. You may need to go back and reexplain concepts due to longer gaps in education. This student will need a lot of encouragement;
however, you will want to be careful not to seem condescending. It can be difficult to ask for
help from someone when it feels like the roles should be reversed.
Possible Solutions:
Be understanding but don’t accept excuses for not being productive.
Be positive and encouraging.
Give the student opportunities to practice what he/she has learned.
The Disengaged Tutee
Disorganized
Low level of commitment to school
Needs help before the exam
Just wants the answers
This student can be classified as disorganized and may have a sense of learned helplessness. This
student can be frustrating because it may seem like you are doing more work than the tutee.
The disengaged student may be using a “slacker” appearance as a defense mechanism to mask
feelings of academic inadequacy.
Be positive and encouraging of students’ abilities
Don’t enable students
Set ground rules/explain the tutoring process
Don’t do homework; go over the steps with example problems
25
LEARNING STYLES4
…..the way individuals concentrate on, absorb, and retain new or difficult information or skills.
Suggested Study Strategies Based Upon Preferred Learning Style
Visual Learners prefer to read about the subject

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




Take notes during the tutoring session.
Use a board or notepaper to write questions and answers.
Use color-coded highlighting.
Use graph paper to create charts and diagrams of key points.
Refer to textbook at appropriate times (see text, diagrams, charts, pictures).
Write your own explanations of course concepts.
Make flashcards. Writing the cards and viewing them increases comprehension.
Kinesthetic/Tactile Learners prefer to see a demonstration of the subject.












Hold book as you are reading or talking.
Write pertinent information while reading or talking.
Find other books/resources that clarify course material.
Sit near front of classroom and take notes to keep focus.
Point to subject matter in text, on board, etc. while explaining.
Make models, charts, etc. that demonstrate key concepts.
Use a computer to reinforce learning.
Write lists of significant events, terms, and concepts, and process repeatedly.
Utilize hands-on experience when possible.
Use flash cards for each step in a problem-solving process. Keep flashcards in order until
sequence becomes automatic.
Use audiotapes. Tapes can play while you walk or exercise.
Stretch periodically and move in your seat.
Auditory Learners prefer listening to someone talk about the subject.










Explain material to your tutor as if you were the tutor.
Read explanations out loud.
Make audiotapes and review them while driving,
jogging, etc.
Speak out loud and reason through a solution out loud
when learning new information.
Make up songs and rhymes to remember course facts,
dates, names, etc.
Participate in study groups.
Write out, in sentence form, any sequence of steps that must be learned, and then read
sentences out loud.
Use mnemonics.
Discuss the material with someone.
Utilize pod casts.
Adapted from: http://www.owecc/net/tutortraining/learningstyles.html
26
Learning Style Inventory5
Philadelphia, January 25, 1997.
To better understand how you prefer to learn and process information, place a check in
the appropriate space after each statement below, then use the scoring sheet to evaluate
your responses. Use what you learn from your scores to develop better learning strategies
that are best suited to your particular learning style. This 24-item survey is not timed.
Respond to each statement as honestly as you can.
Often Sometimes Seldom
1. I can remember a subject best
by listening to a lecture that
includes information,
explanations, and discussion.
2. I prefer to see information
written on a chalkboard and
supplemented by visual aids and
assigned readings.
3. I like to write things down or
to take notes for visual review.
4. I prefer to use posters, models,
or actual practice and other
activities in class.
5. I require explanations of
diagrams, graphs, or visual
directions.
6. I enjoy working with my
hands or making things.
7. I am skillful with and enjoy
developing and making graphs
and charts.
8. I can tell if sounds match
when presented with pairs of
sounds.
9. I can remember best by
writing things down several
times.
10. I can easily understand and
follow directions on a map.
11. I do best in academic
subjects by listening to lectures
and tapes.
12. I play with coins or keys in
my pocket.
27
13. I learn to spell best by
repeating words out loud, rather
than by writing the words on
paper.
14. I can better understand a
news article by reading about it
in the newspaper than by
listening to a report about it on
the radio.
15. I chew gum, smoke, or snack
while studying.
16. I think the best way to
remember something is to
picture it in your head.
17. I learn the spelling of words
by "finger spelling" them.
18. I would rather listen to a
good lecture or speech than read
about the same material in a
textbook.
19. I am good at working and
solving jigsaw puzzles and
mazes.
20. I grip objects in my hands
during learning periods.
21. I prefer listening to the news
on the radio rather than reading
about it in the newspaper.
22. I prefer obtaining
information about an interesting
subject by reading about it.
23. I feel very comfortable
touching others, hugging,
handshaking, etc.
24. I follow oral directions better
than written ones.
28
Scoring Procedures6
DIRECTIONS: Place the point value on the line next to the corresponding item below.
Add the points in each column to obtain the preference score under each heading.
OFTEN = 5 points
SOMETIMES = 3 points
SELDOM = 1 point
VISUAL
NO.
PTS.
2
____
3
____
7
____
10
____
14
____
16
____
19
____
22
____
AUDITORY
NO.
PTS.
1
____
5
____
8
____
11
____
13
____
18
____
21
____
24
____
TACTILE
NO.
PTS.
4
____
6
____
9
____
12
____
15
____
17
____
20
____
23
____
VPS =
APS =
TPS =
____
____
____
VPS = Visual Preference Score
APS = Auditory Preference Score
TPS = Tactile Preference Score
If you are a VISUAL learner, be sure that you look at all study materials. Use charts, maps,
filmstrips, notes, videos, and flash cards. Practice visualizing or picturing words and concepts in
your head. Write out everything for frequent and quick visual review.
If you are an AUDITORY learner, you may wish to use tapes. Tape lectures to help fill in gaps
in your notes. But do listen and take notes, and review your notes frequently. Sit in the lecture
hall or classroom where you can hear well. After you have read something, summarize it, and
recite it aloud. Talk to other students about class material.
If you are a TACTILE learner, trace words as you are saying them. Facts that must be learned
should be written several times. Keep a supply of scratch paper on hand for this purpose. Taking
and keeping lecture notes is very important. Make study sheets. Associate class material with
real-world things or occurrences. When appropriate, practice role playing.
29
Characteristics of Auditory Learners7
Auditory Learners
(hearing)
30% of learners
Remember what they hear.
Remember by listening, especially
music.
Talk while they write.
Distracted by noise.
Need phonics.
Games and pictures are annoying and
distracting.
May be a sophisticated speaker.
Write lightly and not always legibly.
Remember names, but forget faces.
Eyes move down and to the right when
they are listening to others.
Often, information written down will
have little meaning until it has also been
heard.
May seem to be listening to something
inside themselves, rather than to the person
they are communicating with.
30
Study Tips for Auditory Learners8
Explain the material you are trying to
learn to a study partner.
Read explanations out loud. Be sure to
go over all important facts out loud.
Make up songs to go along with subject
matter. The crazier the better.
Record lectures and review these tapes
while you drive.
When learning new information, state the
problem out loud. Reason through solutions out
loud.
Make up and repeat rhymes to
remember facts, dates, names, etc.
Find audio tapes that review the
information you are trying to learn.
Join or create a study group, or get a
study partner.
To learn a sequence of steps, write
them out in sentence form, then read them
out loud.
Use mnemonics and word links.
Say words in syllables.
31
Characteristics of Tactile/Kinesthetic Learners9
Tactile
(actively doing)
30% of learners
Remember what was done, not
what was seen or talked about.
May have had or are having
difficulty learning to read.
Don't hear things well.
Love games.
Touch and movement are
important.
Not avid readers.
Impulsive.
May appear slow if
information is not presented in their
style.
Attack things physically (fight,
hit, pound).
Like to dress comfortably.
Learn by imitation and
practice.
May unconsciously touch
people a lot.
Touch things to get a sense of
them.
May be athletic, like
swimming, cooking, running, eating,
sailing, dancing, working out, massages.
Like to talk about feelings.
32
Study Tips for Tactile/Kinesthetic Learners10
Hold the book in your hand
while reading. (As opposed to laying it on
a table).
Write while you are reading or
Stand up when giving
explanations.
Use rhythm (beats) to
memorize or explain information.
talking.
Sit near the front of the
classroom and take notes. This will help
keep you focused.
Spend extra time in any labs
Use gestures when giving
explanations.
Make models that demonstrate
the main concept. The act of making the
model will reinforce learning.
offered.
Use a computer to reinforce
learning by using the sense of touch.
Practice breathing slowly.
Make flashcards for each step
in the procedure. Put the cards in order
until the sequence becomes automatic.
Record class lectures. Listen to
them while walking or exercising.
Write with fingers in sand.
Use role playing with a study
partner.
Write lists repeatedly.
Associate feelings with
information.
Exaggerate lip movements in
front of a mirror.
Use hands-on experience when
possible.
Participate in any field trips
offered.
33
Characteristics of Visual Learners11
Visual Learners
(seeing or writing)
40% of learners
Remember what was read
Vivid imaginations.
or seen.
Use color.
Don't retain what they hear
for very long.
May be avid readers.
May think in pictures or
may think in words.
Will be unhappy with a
presentation if they are unable to take
detailed notes.
Facial expressions show
their emotions.
Remember faces, but not
names.
Information may not exist
for them if it is not seen or written
down.
Like written reports better
than verbal ones.
Sensitive to the ways things
look or appear.
In the habit of making lists
for everything.
34
Study Tips for Visual Learners12
Take notes while listening
to lectures.
Use illustrations to
remember content.
Use color-coded
highlighting
Organize your material.
The more you organize your notes
and study material, the easier it will
be for you to remember content.
Use graph paper to create
charts and diagrams that demonstrate
key points.
Actively review any
photographs or diagrams in your
textbook.
Use visual metaphors to
associate information.
Write explanations down.
Use visual analogies to
associate information or to organize
material and to create graphs, tables,
charts, and spreadsheets.
Review videotapes specific
to the content you are studying.
Use guided imagery.
Make and use flashcards
for studying. The act of writing the
cards and viewing them will increase
comprehension.
Adapted from
http://www.trcc.commnet.edu/div_academics/TASC/TutorTraining/learning_styles.shtml
35
Tutoring Tips based on Learning Style13
AUDITORY LEARNERS
Encourage them to
explain the material to
you, as if they were the
tutor.
Ask them to read
explanations out loud.
Ask the tutee to make up
a song using the subject
material. The 'crazier'
the better.
Tell the tutees they can
review audio tapes while
they drive.
Advise them that, when
they are learning new
information, stating the
problem out loud is best.
Reason through
solutions out loud.
Ask the tutee to say
words in syllables.
TACTILE/KINESTHETIC
VISUAL LEARNERS
LEARNERS
Encourage them to pick up Let them take notes
the book as they are
during the tutoring
reading or talking.
session.
Have them write while they
are reading or talking.
Use a blackboard or
notepaper for both of
you to write questions
and answers.
Encourage the use of
color-coded highlighting.
Advise them to sit near the
front of the classroom and
to take notes. This will keep
the tutee focused.
Advise them to spend extra Use graph paper to help
time in any labs offered.
them create charts and
diagrams
that demonstrate key
points.
Encourage them to use the Have them use
computer to reinforce
mnemonics, acronyms,
learning using their sense
visual chains, and
of touch.
mind maps.
Advise them to write with
their fingers in sand.
Refer them to our study
skills workshops.
Have them write lists
repeatedly.
Encourage them to
make up and repeat
rhymes to remember
facts, dates, names,
etc. Make sure they go
over all important facts
aloud.
Advise them to exaggerate
lip movements in front of a
mirror.
Advise them to use the
computer to organize
materials and to create
graphs, tables, charts,
and spreadsheets.
Ask the tutee to organize
the material.
Use visual analogies. Use
photographs.
36
Advise the tutee to join
or create a study group,
or to get a study partner.
To learn a sequence of
steps, write them out in
sentence form and then
read them out loud.
Ask them to stand while
they explain something to
you.
Ask them to use rhythm
(beats) to memorize or
explain something.
Ask the tutee to use
mnemonics and word
links.
As the tutee is explaining
something, have him/her
point to the subject matter
in the book, on the board,
etc., while reading it out
loud.
Involve the tutee in a
discussion of the
material.
Ask them to use gestures
when giving explanations.
Advise them to make
models that demonstrate
the key concept (the
purpose here is the act of
making the model).
Advise tutees to use handson experience when
possible.
Use visual metaphors.
When you ask them to
explain something,
suggest they do so
by writing the
explanation down.
Ask them to make
flashcards, then use
them during
the session/s. The act of
writing the cards and
viewing them doubles
their comprehension.
Encourage them to
visualize the scene,
formula, words, charts,
etc.
Use illustrations.
Refer them to the study
skills workshops.
Make flashcards for each
step in the procedure. Put
the cards in order until the
sequence becomes
automatic.
Use audio tapes from
classes. Play them while
they walk or exercise.
Ask them to stretch and
move in the chairs.
http://www.trcc.commnet.edu/div_academics/TASC/TutorTraining/learning_styles.shtml
37
Examples of Study Strategies
The following strategies are examples of some simple techniques you can suggest the tutee try.
The strategies are not described in detail. Inquire further with an instructor if you do not
understand how to apply a particular strategy to his/her class.
Strategies for Attention and Concentration
 Sit near the front of class.
 Take notes to force yourself to pay
attention.
 Study in a quiet place.
Strategies for Listening and Note-Taking




Listen for clues that tell you the
speaker is giving a key point. (The
speaker may say, “The first point
is…”)
Categorize a lecture into parts. (The
speaker may say there were five causes
of a certain event; indicating five
discussion topics.)
Underline and star main points, also
use different colors to link ideas.
Use abbreviations for commonly used
words. (For example, use the letter r
for the word ‘are’, rxn for ‘reaction’,
dvlp for ‘develop’, etc.)



Strategies for Test Preparation and TestTaking
 Make sure you know what the test
will cover and the test format (essay,
multiple choice, etc.).
 Use relaxation techniques prior to the
test (meditation, etc.).
 Read all directions carefully.
 Check your answers.
 Look over the entire exam before you
start and plan how much time will be
allotted for each section.
Strategies for Planning and Organization




Keep a calendar with daily
responsibilities.
Write assignments and due dates in an
assignment notebook and on a
calendar.
List items that you have to do in order
of importance.
Break a large project into smaller steps
and set deadlines for each step.
Strategies for Memory
Study your notes after each class.
Make flashcards with a key word on
one side and the explanation on the
back.
Make up sentences in which the first
letter or each word stands for what
you are memorizing.




Strategies for Using Resources
(text, library)
Read study questions before you read
the text, to gain a purpose for reading.
Use all study aids in the book (table
of contents, index, appendix, outlines,
etc.).
Seek assistance from a reference
librarian when looking for resources.
Seek all possible resources
(periodicals, indexes, pamphlets,
etc.).
38
Multicultural Awareness14
1. Understand the relationship between what you intend to say and
the effect it may have on someone else. Without being aware of it,
you may be referring and responding only to what you intended, no
matter what the actual effect you may have had on somebody was.
Recognize that you can never be totally aware of the biases and
prejudices you may carry into the tutoring session, and you may
never know how your tutees experience you.
2. Reject the myth of color-blindness (or "just treat everyone the same"). As painful as it
is to admit sometimes, you probably react differently when you are in a room full of
people who are very similar to you than you do in a room full of people who are very
different from you. Be open and honest about that, because those shifts do affect the
experiences of the tutees you work with. In addition, pretending that you are "colorblind" may encourage you to ignore differences, which means you ignore a large part of a
person's individuality.
3. Recognize your own social identity group memberships and how they may affect your
tutees' experiences and learning processes. People do not always experience you the way
you intend them to, even though you probably try to treat everyone with the same level of
respect. If you appreciate this, you will find deeper ways to connect with all your tutees.
4. Reflect on your own experiences as a student, both positive and negative. Research
indicates that these experiences influence how you behave as a tutor and how you treat
your tutees much more than any training does. Your own experiences provide important
insights regarding your tutoring practices.
5. Get to know others who are different from you in terms of race, ethnicity, sexual
orientation, gender, religion, first language, disability, and other identities. These can be
valuable relationships of trust and honest critique. At the same time, do not rely on other
people to identify your weaknesses. In particular, in the areas of your identity in which
you experience privilege, you must not rely on people from historically underprivileged
groups to teach you how to improve.
6. Should differences come between you and the tutee and jeopardize the tutoring
session, try using some of the following:
a.
b.
c.
d.
e.
f.
g.
Consciously refrain from stereotyping or generalizing groups of people.
Find commonalties.
Emphasize your similarities instead of your differences.
Respect the right of others to have opinions that are different from yours.
Be open-minded.
Be patient.
Be professional.
Adapted from: http://www.faculty.deanza/fhda.edu/alvesdelimadiana/sotries/SotryReaders$137 and
http://www.trcc.commnet.edu/ed_resources/tasc/Training/Online_Training.htm
39
Scenarios15
"My assignment is due tomorrow. Will you help me?"
TUTOR RESPONSE: "Let's take a look at the type of problem you have. We'll work on
something similar, so that you'll be able to do the assignment." Remember: It is not your
job to do tutees' homework assignments. If you do, the tutees will not learn how to do the
work on their own. Waiting until the last minute to do assignments may also be a sign of
poor time management skills. It is important to model time management behavior in your
sessions.
"I've already done my homework. I just need you to check it for me."
TUTOR RESPONSE: "Well, you know, we don't proofread assignments. But, I'll tell
you what I can do. If you'll show me the areas you're worried about, we'll discuss those
problems in general and take a look at your book. Then, you can check your
homework." Remember: It is not your job to make sure that everything a tutee turns in is
perfect. Review similar homework problems and help the tutee develop the critical
thinking skills necessary to do his/her homework assignment independently. Tutees must
learn how to check their own work and how to have confidence in the answers they give.
If they can do this, they will:
 Be able to defend their answers.
 Understand more completely.
 Develop better self-esteem.
 Become more independent.
"I've written this paper that I have to give in Spanish to my class. Will you help
me?" (The student is implying: "I did get it written in English, but I can't write it in
Spanish. Will you do the translation for me?")
TUTOR RESPONSE: "You've gotten off to a good start. You have the paper written.
Do as much of the translation as you can. I can't help you with that. But, once you've
done as much as you can, right or wrong, then I'll see what type of problems you're
having. We'll work on those areas. Then, you can go back and finish your
paper." Remember: It's not your job to do tutees' assignments. You cannot be with the
tutee forever. He/she needs to learn how to do work independently.
"I have class (or work) during the times you're tutoring. Can't you meet with me
some other time?"
TUTOR RESPONSE: "Please contact Academic and Career Services to discuss the
possibility of working with a tutor outside regular tutoring hours.” Remember: Our hours
are based on availability of tutors. We cannot be all things to all people. This is not your
fault.
40
"Come on. I'm your friend. Help me out here. I need you. I can't come during your
scheduled times. Can't you make an exception for me?"
TUTOR RESPONSE(s): "I know how tough it is. With my classes and work, I
rarely have any spare time either. Have you considered forming a study group with others
in your class?"
"Have you checked to see what your instructor's office hours are?"
"Have you checked with Academic and Career Services to see if it’s possible to schedule
a meeting outside the usual tutoring times?"
"Have you considered hiring a tutor?” (The student would be responsible for arranging
and paying for this on his/her own).
Remember: It's really hard to say no - especially to someone who considers you a friend.
Although it is difficult, saying no will help the tutee take responsibility for his/her own
learning. You should not be the sole resource for your tutee.
"This instructor is really crazy. She won't even listen to reason. I think she's out to
get me."
TUTOR RESPONSE: "Sounds like you're having a bad time. I'm sorry you're finding it
difficult to succeed in this class. Perhaps you could show me some of the problems you
are having difficulty understanding. I may be able to help clarify them for you. We
may also need to review how you are studying for this class. You may have to invest
more study time so that lectures are more meaningful and less stressful." Remember:
Regardless of how an instructor is performing, it will not help the tutee if you complain
with them. The tutee will still have to find a way to understand the material and pass
the course. Avoid talking about instructors. Students sometimes use this as an excuse for
doing poorly.
"Nothing works. I just can't get it. I study all the time. I don't know what to do."
TUTOR RESPONSE: "I recommend signing up for the study skills workshops given by
Academic and Career Services. These will give you tips for making sure that your study
time is used effectively to produce results." Remember: Sometimes the tutees really are
studying, but in a non-beneficial manner. You may also want to refer the tutee to an
Academic Services dean.
"I can't take it anymore. I'm dropping out."
TUTOR RESPONSE: "I'm sorry to hear that. Before you make any decisions, why don't
you talk to your advisor, someone in Academic and Career Services or CAPS? They may
be able to help you find an alternative." Remember, the tutee may be having family
problems, emotional problems, or something other than academic problems that
are contributing to his/her feelings of hopelessness. If so, this situation is beyond your job
scope. Please make a referral to someone with more training.
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PROBLEMS
In the event of problems, do NOT hesitate to come and discuss them immediately with
the coordinator of the tutoring program the tutoring program (Bianca). She will help you
work out strategies for dealing with them yourself or will intervene if this seems most
appropriate.
Examples of problems:
The student keeps missing or canceling sessions.
The student does not prepare for sessions by doing the necessary reading.
The student does not answer your questions or expects you to do all the work.
One student monopolizes group sessions
If you become aware that your student has severe personal, study skills, medical or
financial problems, you should not attempt to deal with them yourself. You should
suggest the student seek appropriate university personnel. It may be advisable to discuss
this with the Tutor Coordinator.
You should never do a tutee’s work. It is often difficult to help students without telling
them what to do next, without supplying too many ideas, or without clearing up the
mistakes and problems. The art of being a good tutor is learning techniques such as
asking leading questions or directing the tutees’ attention to where they are going wrong
and what further information they need. It is appropriate to say “I don’t know how to help
you without giving you the answer, which I must not do.”
As a tutor, you are a representative of the UMW Office of Academic and Career
Services. Your role is to help the student understand the subject, not to get an “A” in the
course. If you give too much assistance, the work is no longer the tutee’s and you both
run the risk of being accused of academic dishonesty or plagiarism. As a general rule,
tutors should not help their tutees with any part of a take home exam. This is an exam and
therefore a test of the student’s knowledge and capabilities.
42
University of Mary Washington
Office of Academic and Career Services
Tutor Contract
I would like to accept the position of University of Mary Washington tutor at the salary of $____. I
understand that if my GPA falls below a 2.75 , I can no longer be a tutor. By signing this contract, I agree
to abide by the following statements.
 I understand that if my GPA falls below a 2.75, I can no longer serve as a tutor
 I understand that, as a tutor, my job is to facilitate student learning. I will not provide students
with answers, including the tutors previous assignments and notes, particularly on assignments
that are to be handed in for a grade.
 I will abide by the UMW Honor code
 I understand that it is my responsibility to report to the tutoring coordinator should an emergency
arise and I am not available for tutoring
 I am aware that if I have two unarranged absences, I will my terminated
 I understand that I must submit the correct time spent tutoring a student
 I understand that I must submit the session record and log my hours within 2 hrs of the
completion of each session.
 I understand that if I tutor a student with whom I have not signed a Tutor/Tutee contract, I will
not be compensated through Academic and Career Services
 I agree to respect the confidentiality of this position given any information about my tutee; unless
the student could be a risk to me or others.
 I understand that this position is a hourly position which will most likely require an hour or more
a week, and that my work is based on request.
 I agree to attend subsequent trainings
 I agree to follow all policies and procedures as outlined in the 2014-2015 tutoring handbook
Signed,
__________________
Print tutor name
______________________________________
Date _______________
Tutor Signature
43
University of Mary Washington
Office of Academic and Career Services
Tutee-Tutor Agreement
This contract is designed to provide clear goals and expectations for both the tutor and
tutee. By signing this contract, both parties agree to follow these guidelines. Should either party
decide that these policies are no longer agreeable, the contract will be terminated and tutoring will
end. Please contact Academic and Career Services should there be reason to end the contract.
(540)654-1010 or tutorsvs@umw.edu





The goals of the tutoring session are to:
Develop positive study skills which the student can use to be successful
Encourage students to take self-ownership of their academic difficulty and commit to
improvement
Boost student confidence in the subject area being tutored
Promote new and creative ways of thinking about problem solving
Assist the student in further developing their critical thinking skills
The relationship between tutor and tutee should seek to promote these goals at all times.
The tutee agrees to:
 Attend sessions with the assigned tutor for the duration of the semester
 Arrive on time to sessions or provide contact at least 8 hours prior if the session
cannot be attended
 Bring all materials needed to aid the success of the session such as paper,
textbook, pens, etc.
 Prepare for each session by having a list of questions, having reviewed the
material you would like covered, doing practice problems, etc.
 Be engaged during the session
 Not violate the honor code by asking for answers to coursework or assignments
 Complete the entry and exit survey for tutoring services
 Report to Academic and Career Services if at any point you feel the tutor/tutee
relationship is not beneficial
The tutor agrees to:
 Attend all scheduled sessions and arrive on time
 Inform the tutee if they are not able to attend a session
 Review material prior to the start of each session
 Be honest with the tutee if there is something they don’t understand
 Assist students with practice problems and other examples
 Not assist the student with any graded work, quiz, or take home tests
 Attempt to contact the student after ten minutes if the tutee has not arrived
 Mark the tutee a no show after fifteen minutes with no contact from the tutee
 Report the accurate times spent tutoring for each session
 Confirm the next scheduled session at the conclusion of the current session
44

Report to Academic and Career Services if at any point the tutor/tutee
relationship is not beneficial
Attendance Policy: Please be aware that after 15 minutes, the tutee will be considered a no show.
After 2 no-show’s the student will be required to meet with Mrs. Hightower to resume tutoring
services. A series of being late will also result in a meeting with Mrs. Hightower. Tutors will
follow the policies outlined in their work contract for absences.
Signed,
__________________
Print tutee name
______________________________________
Tutee Signature
__________________
Print tutor name
______________________________________
Tutor Signature
_____________
Date
45
1
Adapted from http://www.trcc.commnet.edu/ed_resources/tasc/Training/Online_Training.htm
2
Adapted from http://faculty.deanza.fhda.edu/alvesdelimadiana/stories/storyReader$134 and
http://www.fsc.edu/tutoring/tutorguidebook/strategies_for_tutoring.htm and The Tutoring
Handbook, Bloomsburg University, Bloomsburg, PA
3
Adapted from http://faculty.deanza.fhda.edu/alvesdelimadiana/stories/storyReader$134 and
http://www.fsc.edu/tutoring/tutorguidebook/strategies_for_tutoring.htm
4
Adapted from http://www.owecc.net/tutortraining/learningstyles.html
5
http://www.rrcc-online.com/~psych/LSInventory.html
6
http://www.rrcc-online.com/~psych/LSInventory.html
7
http://www.trcc.commnet.edu/ed_resources/tasc/Training/Auditory_Learning.htm
8
http://www.trcc.commnet.edu/ed_resources/tasc/Training/Auditory_Learning.htm
9
http://www.trcc.commnet.edu/ed_resources/tasc/Training/Tactile_Learning.htm
10
http://www.trcc.commnet.edu/ed_resources/tasc/Training/Tactile_Learning.htm
11
http://www.trcc.commnet.edu/ed_resources/tasc/Training/Visual_Learning.htm
12
http://www.trcc.commnet.edu/ed_resources/tasc/Training/Visual_Learning.htm
13
http://www.trcc.commnet.edu/ed_resources/tasc/Training/Learning_Styles.htm
From http://faculty.deanza.fhda.edu/alvesdelimadiana/stories/storyReader$137 and
http://www.trcc.commnet.edu/ed_resources/tasc/Training/Online_Training.htm
14
15
http://www.trcc.commnet.edu/ed_resources/tasc/Training/Potential_Problems.htm
46