Adapted from the Learning Assistance Center at City College of San Francisco http://www.ccsf.edu/Services/LAC/lern10/ Adapted from Kathi Read’s Online Tutor Training guide. Read is the Learning Resource Center Coordinator at American River College, California. Chapter One What is Tutoring? Tutoring is an age­old practice. The dictionary definition describes a tutor as a person who gives individual, or in some cases small group, instruction. The purpose of tutoring is to help students help themselves, and to guide them to the point at which they become an independent learner, and thus no longer need a tutor. To be truly effective, a tutor must combine content knowledge with empathy, honesty and humor. Empathy is the ability to see others from their personal frame of reference. In order for tutors to establish a supportive relationship with their students, tutors must be open and honest. Students are often reluctant to talk with a stranger about their academic problems unless they perceive that the tutor has a strong desire to listen. Humor can also play an important part in a tutoring session. Shared laughter is a powerful way to reinforce learning and can set students at ease. Humor can also be used to compliment, to guide or to provide negative feedback in a positive manner. Above all, a successful tutor demonstrates a caring attitude. Being organized for the tutoring session, being punctual, establishing a learning relationship with the student, developing unique teaching strategies, and becoming familiar with the learning process are ways to demonstrate care. Benefits of tutoring:
· · · · · · Encourages higher levels of thinking;
Permits advanced students to study lower level material without embarrassment;
Increases ability to manage own learning and study strategies;
Increases subject specific knowledge;
Increases related general knowledge; and,
Provides more empathy with students. Benefits to the students who receive tutoring:
· · · Offers individualized, systematic, structured learning experience;
Provides greater congruence between teacher and learner;
Improves academic performance;
1 · · · · Improves attitude toward subject area;
Motivates self­directed learning;
Provides intensive practice; and,
Improves self esteem. Characteristics of Good Tutors Intelligence alone does not indicate success as a tutor. Some of the notable characteristics in good tutors are:
· · · · · · · · A positive outlook;
A desire to work with others;
Empathy;
An even disposition;
An open mind;
Initiative;
Enthusiasm; and,
Reliability as a worker. Summary of What Students Need:
· · · · · · · · · · · · · · positive expectations
mutual respect a
flexibility
humor
enthusiasm
acceptance that everyone makes mistakes
effective communication b
purpose for learning
connections between new material and prior knowledge
organization
the language of the discipline
‘wait time’ before answering
ability to determine relevant information
techniques for: time management, test taking, relaxing, studying, note taking, organizing, representing and remembering concepts and their relationships. 1. What do you feel are the most important characteristics of a good tutor?
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2. Who will benefit by your becoming a tutor? Why? 3. Describe any apprehensions you might have about becoming a tutor. 4. Define the ultimate goal of tutoring. 5. What do you personally hope to achieve by becoming a tutor? 6. In your own career as a student, when have you felt most motivated to learn? What factors contributed to your motivation? Are there ways you could introduce these factors into your tutoring?
3 Chapter Two Five Steps to Being an Effective Tutor STEP ONE: Know What is Expected of You As A Tutor Know your responsibilities and duties as a tutor in relationship to:
· Tutees
· Supervisors
· Instructors
· Other Tutors STEP TWO: Setting Up the Tutor Session The better you are prepared, the better you will be able to tutor. Learn how to:
· Shape the tutoring environment;
· Prepare yourself for your tutee; and,
· Prepare the necessary tutoring paperwork STEP THREE: Meeting Your Tutee’s Needs The better you meet your tutee’s needs during a session, the better the session. Get to know your tutee’s:
· Psychological needs
· Academic needs
· Social needs. STEP FOUR: The Ingredients of a Good Tutor Session The following are some of the necessary ingredients for a good session:
· Greeting your tutee;
· Undivided attention to your tutee;
· Empathy with your client's problems;
· Honesty with your client;
· Set the Agenda;
4 · Sense of humor;
· Ability to "lighten up" a situation;
· Mutual interaction with your client, a good give­and­take;
· Know your client's strengths and weaknesses;
· Work through your client's strengths to improve his/her weaknesses;
· Make your client feel good about him/herself and his/her accomplishments; and
· Know when to stop a session. STEP FIVE: Ending the Tutoring Session Do not just say "good­bye" when the session is over. You should:
· Assess the work that was done during the session;
· Give assignments if appropriate;
· Re­schedule for another session;
· End the session with a positive comment; and,
· Complete any necessary tutor paperwork. 1. How do you prepare yourself for the first tutoring session? 2. Step Two refers to shaping the environment. What does that mean? 3. There are several ingredients for a good tutoring session. Which one will be the most difficult for you? Why? 4. How can you know your tutee's strengths and weaknesses? 5. During the first tutoring session, you realize the tutee is there for you to do his/her homework. How do you respond to the tutee? 6. Give an example of an assignment you might give your tutee, and give an example of comments you might use to end a tutoring session.
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Chapter Three Techniques that Work We Learn...
· · · · · · · 10%...of What We Read
20%...of What We Hear
30%...of What We See
50%...of What We See and Hear
70%...of What We Discuss With Others
80%...of What We Experience Personally
95%...of What We Teach Others William Glasser It has been estimated that it takes only three or four minutes for the average person to form a positive or negative first impression. What does this mean to a tutor? Make your first meeting with your tutee a positive experience. Be consistent in body, voice and words. Initiate eye contact. Nonverbal messages are the most powerful form of communication. Take the communication skills test c and find out how your communication skills rank. It is also important to know why the student is receiving tutoring. AHLI students are obligated to receiving tutoring until they reach a standard score on their TOEFL test, as determined by the school and American Home Life. We are doing this because this is the minimum requirement students need for admission to many American Universities. If you feel that a student does not need tutoring, it may be that they need to receive instruction in areas that you are not comfortable providing. Please talk with the Education Director (not to the tutee) if this is a concern. A critical technique to a successful tutoring session is the ability to ask the right question. Good questioning techniques are essential to a successful tutoring session. Try asking "What do you understand?" If you ask students what they don't understand, they may not be able to explain what they do not know. Another important aspect of asking questions is waiting for an answer. Always wait at least 20 seconds for the student to answer your question. This "wait time" might be uncomfortable at first, but it can greatly improve the tutoring session. Three steps can assist the students find the answers to their own questions: Provide instruction, require a response, and give feedback. Present the information briefly,
6 allow the student time to respond and talk about the material, let the student know when the answer is correct or incorrect. Learning to handle right and wrong answers is a vital part of tutoring. The two most important factors that lead to student success are a strong motivation to succeed and good learning skills. 1. What can you do to establish rapport with your tutee? 2. What is the Socratic Method? 3. There are several different types of probing questions. Indicate which type will be used most often in your tutoring session. Why? 4. Give an example of how you might handle a wrong answer from your tutee.
7 Chapter Four What is listening? Which activity involves the most amount of listening? Students spend 20 percent of all school related hours just listening. If television watching and one­ half of conversations are included, students spend approximately 50 percent of their waking hours just listening. For those hours spent in the classroom, the amount of listening time can be almost 100 percent. If you ask a group of students to give a one word description of listening, some would say hearing; however, hearing is physical. Listening is following and understanding the sound­­­it is hearing with a purpose. Good listening is built on three basic skills: attitude, attention, and adjustment. These skills are known collectively as triple­A listening d . Listening is the absorption of the meanings of words and sentences by the brain. Listening leads to the understanding of facts and ideas. But listening takes attention, or sticking to the task at hand in spite of distractions. It requires concentration, which is the focusing of your thoughts upon one particular problem. A person who incorporates listening with concentration is actively listening. Active listening e is a method of responding to another that encourages communication. Listening is a very important skill, especially for tutors. Many tutors tend to talk too much during a tutorial Triple­A­Listening A lecture's value can be extracted only through listening. But listening is not the same as hearing. Listening is a conscious activity based on three basic skills: attitude, attention, and adjustment. These skills are known collectively as triple­A listening. Maintain a constructive Attitude A positive attitude paves the way for open­ mindedness. Don't assume from the outset that a lecture is going to be dull. And even if the lecturer makes statements you don't agree with, don't decide he or she is automatically wrong. Don't let reactive interference prevent you from recalling the speaker's key points. Strive to pay Attention You cannot attain concentration by concentrating on the act of concentration. Your attention must focus on the lecture. When you hear a lecture, the words enter your short­term memory, where they have to be swiftly processed into ideas. If they aren't processed, then they will be dumped from short­term memory and will be gone forever. Attentive listening makes sure the ideas are processed. Cultivate a capacity for Adjustment Although some speakers clearly indicate what they intend to cover in their lectures, you need to be flexible enough to follow a lecture regardless of the direction it may take. If, however, you are thoroughly lost, or if the speaker's message is not coming across and you need to ask a clarifying question, do so. The above information was adapted from Walter Park's How to Study in College, Fifth Ed.
8 session. This defeats the purpose of tutoring, which is to allow students to learn by discussion. Rather than turning the session into a mini­lecture, tutors must actively listen and encourage their students to become active learners. Giving a student your full attention is sometimes difficult because you start to run out of time, or you find yourself thinking about your next question. Poor Listening Habits and Good Listening Habits Poor Listening Habits Criticizing a speaker Poor Listeners... criticize the speaker's voice, clothes, or looks. Therefore, they decide that the speaker won`t say anything important. become so involved in disagreeing with something the Finding fault speaker states that they stop with the speaker listening to the remainder of the discussion Allowing yourself to be distracted Listening only for facts realize that a lecture is not a popularity contest. Good listeners look for the ideas being presented, not for things to criticize. listen with the mind, not the emotions. Good listeners jot down something they disagree with to ask the speaker later, then go on listening. use little distractions ­­ someone coughing, a pencil dropping, the filter out distractions and concentrate door opening and closing ­­ as on what the speaker is saying. an excuse to stop listening. look at the speaker but don't Faking attention listen. They expect to get the information later. Forcing every lecture into one format Good Listeners... understand that speakers talk about what they think is most important. outline the lecture in detail. The adjust their style of note­taking to listener is so concerned with the speaker's topic and method of organization that he misses the organization. content. only want the facts. They consider everything else to be only the speaker's opinion. want to see how the facts and examples support the speaker's ideas and arguments. Good listeners know that facts are important, because they support ideas. want to learn something new and try think it is too difficult to follow to understand the speaker's point. A Listening to only the speaker's complicated ideas good listener is not afraid of the easy material and logic. A poor listener wants difficult, technical, or complicated entertainment, not education. ideas. Calling a subject decide a lecture is going to be listen closely for information that
9 boring dull and "tune out" the speaker. get upset at words which trigger Overreacting to certain emotions ­­ words such as communist, income tax, "push button" emotional words Hitler or abortion. Emotion begins and listening ends. move along lazily with the speaker even though thinking is Wasting thought faster than speaking. A poor time listener daydreams and falls behind. can be important and useful. hear these same words. When they do, they listen very carefully. A good listener tries to understand the speaker's point of view. use any extra time or pauses in the lecture to reflect on the speaker's message. They think about what the speaker is saying, summarize the main points, and think about the next points. Look at these sites for improving your listening skills:
· · Critical Listening http://www.chass.ncsu.edu/ccstm/scmh/morelisten.html
Listening and Lectures http://www.csbsju.edu/academicadvising/help/eff­list.htm Encourage your tutees to practice good listening skills. One way to accomplish this task is by sharing with them this simple mnemonic device on how to learn to Listen (see below). LISTENING http://sas.calpoly.edu/asc/ssl/listening.html Listening might be defined as the lost art of hearing and understanding what someone is saying. Each letter of the word LISTEN will guide you toward becoming a better listener. LOOK: Look at the way a speaker is talking and a lecture is organized. IDENTIFY: Identify what the instructor is saying and why it is important to you. SET UP: Set up your situation to maximize hearing and staying in touch with the lecture. TUNE IN: Tune into the discussion/ lecture without being distracted. EXAMINE: Examine the context to determine the main points. NOTES: Taking notes while you listen improves your concentration. Bibliography: Deese, James and Ellin K. Deese. How To Study (3 rd ed). New York: McGraw­Hill, Inc., 1979. Johnson, Sue. The 4 T’s: Teacher/You, Text, Talk, Test ­ A Systematic Approach To Learning Success. California Polytechnic State University, San Luis Obispo. Pauk, Walter. How To Study In College (2 nd ed). Boston: Houghton Mifflin Co., 1974. Raygor, Alton L. and David Wark. Systems For Study. New York: McGraw­ Hill, Inc, 1970. 1. What are the characteristics of a good listener?
10 2. What is active listening? 3. How will this information benefit you in your role as a tutor? 4. What are reflecting skills? 5. What advice can you give a tutee who wants to improve their listening skills?
11 Chapter Five Study Skills "Learning is not attained by chance; it must be sought for with ardor and attended to with diligence." Abigail Adams Tutors are students who are successful learners. Some of the students who need tutoring have limited study skills, or they may need to adapt to study skills in a new culture. In addition, they are dealing with language and cultural disconnects. If these students took a course on study skills, it would probably cover a broad spectrum of subjects including, time management, memory skills, test taking skills, listening skills, note­taking skills, how to read a textbook, and learning styles. Check out the site, Links to a Better Education f , for a variety of study related sites. Encouraging students to develop good study skills requires you to assess the areas where students need help. Usually, students will not be able to accurately identify the areas where they need help. For instance, students who are always late for a tutoring appointment might need some time management techniques. Some students have never learned how to take notes in class. You might ask the students you tutor if you can look at their notes. If you see that they do not know how to take notes, you could recommend that they look over the different note taking systems g . Or, you can ask them to tell you how they prepare to take notes for a lecture class. Many students do not realize that there are techniques for taking a test, or more importantly, how to overcome test anxiety h . You can give the student ideas on how to prepare for tests i . You can also share with the tutees the benefits of looking at a returned test j . As a tutor, you are a resource. If you find that some of your tutees have poor reading skills, you can provide them with handouts that could improve their reading skills k . Tutors can also teach students how to use memorization techniques l . Improved reading skills and improved memorization skills can be a big step toward being a successful student. Look at these sites for valuable information on how to improve your study skills. The Study Skills Help Page: Strategies for Success m Charles Sturt University, New South Wales­Study Skills; Examination Techniques n Virginia Polytechnic Institue and State University ­ Study Skills Self­help Information o
12 1. How can you integrate study skills into your tutorial sessions? 2. A tutee is always late to the tutorial session and he/she is always behind in their work. You suspect they have poor time management skills. What do you say to the student? 3. One of your tutees suffers from test anxiety. What advice do you give her/him? 4. Why should students look over a returned test? 5. Do you take good notes? What advice can you give students about taking good notes and, of course, using the notes to help them succeed in class?
13 Chapter Six Learning Styles Learning style is the way individuals concentrate on, absorb, and retain new or difficult information or skills. It is not the materials, or strategies that people use to learn: those are the resources that complement each person's style. Style comprises a combination of environmental, emotional, sociological, physical, and psychological elements that permit individuals to receive, store and use knowledge or abilities. Exceptional Children, Vol. 49, No. 6, April 1983 Every student has a unique learning style. According to Jody Whelden, a psychotherapist, counselor and teacher, "Each learning style is like an instrument in an orchestra. Students need to know what instrument is theirs and how they fit into the orchestra." Each student learns differently, at a different rate, using different learning styles. Our style of learning, if accommodated, can result in improved attitudes toward learning and an increase in academic achievement. By identifying your learning style, you will identify how you learn best. Learning styles do not reflect levels of achievement or academic ability. No one style is better than the other. Have you taken even an introductory course in psychology? If you have, then you have probably taken a personality test. There are several personality models of varying usefulness and accuracy. The personality system in the Keirsey Sorter is based on Jung's theory of personality type. It was converted into a practical instrument by Myers and Briggs and is used extensively in education and career counseling. This test attempts to identify a person's personality "type." Personality influences the preferred approaches to acquiring and integrating new information. 1. What advice can you give a tutee who is a visual learner and who is having a very difficult time in a purely lecture class? 2. How have you experienced different learning styles in students, children or coworkers? What are you bring from those experiences to guide your tutee? 3. Find a site on the web about learning styles. List the site URL and give a brief summary of the contents.
14 Chapter Seven Cultural Differences What is culture? Culture refers to the sum total of acquired values, beliefs, customs, and traditions experienced by a group as familiar and normal. It includes language, religion, customs, and a history of the people. Students today come from a variety of cultural backgrounds. As a tutor with American Home Life International, you will be working with students from other cultures. You will gain an appreciation for different cultures by providing the student with an atmosphere of trust and acceptance. Encourage the student to talk about his/her family and country. If you are asked about American customs, be sensitive to the tutee's viewpoints. What is socially acceptable in the U.S. might be unthinkable in the student's culture. Most foreign students are eager to talk about their country and traditions. This interaction might be a valuable learning experience for you. Some questions you might want to ask a foreign student include:
· · · · · Tell me about your travels in other countries and the U.S.
What are your impressions of life in the U.S.?
Why did you decide to come to the United States?
Have American customs been a problem for you?
What do you miss most about your country? When you begin tutoring a foreign student, be aware that sometimes the student will become dependent on you for more than just tutoring. The student might see you as a much needed new friend, or as a source of information about not only, scholarly interests, but social interests. Student dependence can become an obstacle to bridging the cultural gap. The following are tips for working with English Language Learner (ELL) students:
· · · · · Speak clearly, naturally and avoid using slang;
Use repetition;
Frequently ask the student if what you are saying makes sense;
Reverse roles and ask the tutee to explain the concept to you;
Use restatement to clarify the student's response­­‘I think you said...’;
15 · · · If the student does not understand you, write down what you are saying; and,
If you do not understand the student, ask them to write what they are saying.
Encourage students to read and to use their dictionaries, especially English to English dictionaries. The following site gives additional information on multicultural awareness.
· Teacher Talk p 1. What is your cultural background? Does your family celebrate certain traditions? 2. What advantages and/or obstacles do you think might be involved in tutoring students from culturally diverse backgrounds? 3. How might you encourage a positive tutorial environment with students from culturally diverse backgrounds? 4. Describe a personal experience in which differences in cultural values contributed to an interesting perspective. What did you do to encourage this interaction? a http://www.casaaleadership.ca/mainpages/peerhelping_subpages/tutoring_tips/being_friendly.html http://www.casaaleadership.ca/mainpages/peerhelping_subpages/tutoring_tips/using_right_words.html c http://www.queendom.com/tests/relationships/communication_skills_r_access.html d http://www.ccsf.edu/Services/LAC/lern10/tripA.html e http://legacy.poynter.org/research/lm/lm_listen2.htm f http://www.chemistrycoach.com/linkstoa.htm g http://sas.calpoly.edu/asc/ssl/notetaking.systems.html#cornell h http://sas.calpoly.edu/asc/ssl/tests.panic.tips.html i http://sas.calpoly.edu/asc/ssl/tests.general.html j http://www.mtsu.edu/~studskl/rtrned.html k http://sas.calpoly.edu/asc/ssl/personal.reading.imprvmnt.html l http://sas.calpoly.edu/asc/ssl/memorization.html m http://www.mtsu.edu/~studskl/hsindex.html n http://hsc.csu.edu.au/study/ o http://www.ucc.vt.edu/stdysk/stdyhlp.html p http://educ.indiana.edu/cas/tt/v2i2/cultural.html
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