Peer Tutoring
SELF-DIRECTED TRAINING PROGRAM
Last Revised: May 2013
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Table of Contents
Welcome ....................................................................................................................................................... 1
Roles ............................................................................................................................................................. 2
Tutees........................................................................................................................................................ 2
Learning Centre Associate......................................................................................................................... 2
Instructors ................................................................................................................................................. 3
Staff Tutors ................................................................................................................................................ 3
Peer Tutors ................................................................................................................................................ 3
Responsibilities............................................................................................................................................. 4
Tutor.......................................................................................................................................................... 4
Tutee ......................................................................................................................................................... 5
Responsibility Violations ........................................................................................................................... 5
Tutoring Skills Development ........................................................................................................................ 6
Active Listening ......................................................................................................................................... 6
The First Tutoring Session ......................................................................................................................... 7
Later Tutoring Sessions ............................................................................................................................. 8
Tutoring Troubleshooting Guide ............................................................................................................... 9
Tips for Peer Tutoring ............................................................................................................................. 11
Skills Application ..................................................................................................................................... 12
Resources.................................................................................................................................................... 14
Learning Styles ........................................................................................................................................ 15
Student Services ...................................................................................................................................... 16
Administrative Issues .............................................................................................................................. 18
Student Data Sheet Tutorial.................................................................................................................... 19
Challenges and Rewords ......................................................................................................................... 20
Next Steps ................................................................................................................................................... 22
Roles and Responsibilities Contract Form ................................................................................................. 23
Sample Tutoring Fundamentals Quiz ........................................................................................................ 24
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Welcome
Thank you for applying to become a Peer Tutor!
This service is an integral part of the student life at Sheridan, where both tutees and tutors have greatly
benefitted. Tutees have gained a better understanding of their course material and received better
grades, while tutors have deepened their understanding of course material and expanded their work
experience. All in all, it is a great service for everyone involved! 1
Your peer tutoring training has five components:
1. This mandatory self-directed training program is designed to give you the core knowledge of
what tutoring is all about. Make sure to read the complete document thoroughly.
2. After studying the self-directed training program, come into the Learning Centre to complete
the Tutoring Fundamental Quiz (TFQ) which will test you on the information you have read. You
must score at least 80% on the TFQ on your first attempt in order to become a tutor.
3. After completing the TFQ, have a one-on-one sit down interview with a Learning Centre staff
member regarding your roles and responsibilities as a tutor, and to address any questions or
concerns you may have.
4. During your first tutoring session, with each tutee, go over the Roles and Responsibilities
Reference Form. Have both tutor and tutee sign the form and return one copy to the Learning
Centre.
5. Once you have your employee username, please complete the AODA training that shows up on
your SLATE page. Use your Sheridan employee login information to sign on and you will see the
AODA training listed there as a course. Please complete the training ASAP, and notify the
Learning Centre Associate once you have done so. This training is mandatory for all Sheridan
staff.
Our training program will help you deal with the challenges and triumphs associated with being a peer
tutor. The outcomes of the mandatory training are to:
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Understand your roles and responsibilities as a peer tutor.
Equip yourself with effective strategies and tools to ensure the success of both tutee and tutor.
Help you navigate through challenging aspects of tutoring.
Become aware of the recourses available to you as a tutor.
Remember you are not alone on this venture; the Learning Centre is always open to you for advice
and/or help. The Learning Centre staff is there to provide assistance if there are any difficulties in
tutoring. Refer to the Reference section for other sources of assistance.
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Roles
After reading this section, you will understand your role as a tutor.
As mentioned before, you are not alone in this venture. Before learning about your own role, it is good
to understand who your “team members” are.
Tutees
The students you tutor (tutees) are the most integral part of your team! Without them, you would not
be able to experience the satisfaction of seeing someone improve academically with your help. For
many students, it is scary and humbling to admit their weakness in a certain subject area and seek out
help. As a tutor, it is very important to
recognize this, and to be sensitive and
compassionate to all tutees during your
tutoring sessions.
It is the responsibility of the tutee to contact
you, the tutor, for help. From there, the two
of you will decide when are the best times to
meet, where on campus you’d like to meet,
how your tutoring sessions should run, and
what materials need to be covered.
Learning Centre Associate
(LCA)
Working as a peer tutor allows you a great deal of independence. However, if you need any assistant
with problems or concerns, do not hesitate to contact the LCA or come into the Learning Centre and ask
our staff for help. The LCA is more than happy to help you out in any way they can.
The LCA is in charge of the administrative and logistical aspects of peer tutoring. Hiring peer tutors,
orienting new tutors, matching tutors with tutees, processing payroll, keeping usage statistics, and all
day-to-day operations regarding peer tutors are all the responsibilities of the LCA.
You can help them by doing your part to:
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Hand in your tutor timesheets by each due date. Refer to Timesheet Submission Deadlines for
Peer Tutors, which can be found in the Learning Centre or through the Sheridan website. This
ensures that you will get paid for your tutoring on a regular basis.
Let the LCA know if you are no longer able to take additional tutees (either temporarily or
permanently).
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Instructors
While normally there is not much direct contact with instructors regarding tutoring, they are often the
people who refer tutors and tutees to peer tutoring. In general, peer tutors do not deal with instructors
regarding a tutee’s progress in order to maintain confidentiality. Before speaking to anyone other than
the tutee about the tutoring sessions please clear it first with the Learning Centre Associate. On the rare
the occasion, special meetings can be arranged by the tutee to do so.
Staff Tutors
Co-op students from the University of Waterloo and University of Guelph are hired as staff tutors to
provide English, Mathematics and Java tutoring to students at Sheridan. They have a broad academic
background and tutor many Sheridan students; therefore, if you are facing challenges with your tutoring
sessions, they are a great resource for tips and suggestions on how to navigate through obstacles and
challenges. Feel free to sign up for an appointment with them or drop by the Learning Centre to discuss
any tutoring questions or concerns you may have.
As well, staff tutors lead optional tutorials on various tutoring-related topics. You can also refer your
tutees to them for help in English, Mathematics, Java, or general study skills. They are always glad to
help!
Peer Tutors
This is you! You are the most important part of this peer tutoring service. Time and time again, tutors
have played a key role in helping to steer a student academically in the right direction. Because you have
been in the student’s shoes most recently, you are well equipped with the most relevant skills in helping
achieve their academic goals and become an independent learner.
With that said, it is also important to realize that you are NOT a miracle worker, no matter what your
tutees (or even you) may think. What’s most important to understand is that your main role is to
collaborate with the tutees to help them become independent learners. You are there to offer your
knowledge, encouragement and support.
Your ability to achieve excellent marks in your courses indicates that you likely have effective learning
strategies. In contrast, while your tutees have the capacity to learn, they may not be using the right
method to learn. One of the most important roles you will play is helping a student find the most
effective way of learning for themselves. Interestingly, it may be different from your own preferred
strategy, but we will go over some different strategies in the Tutoring Skills Development section.
In summary, while it is essential to help students understand their course material, it is even more
important to enable them to become independent learners. Being conscious of this fact will allow you to
become an effective tutor.
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Responsibilities
As a tutor, these are your top 7 responsibilities:
1. More than anything, you are there to help your tutees become independent learners. The key
is to make sure they do not rely on you to get their work done. They need to be empowered
with skills, knowledge and confidence to do their own work.
2. Even though you and your tutees are peers, remember to be professional. While tutoring
sessions are more casual than learning in a classroom, staying professional will keep the student
on task and maximize time and productivity.
3. Confidentiality is highly important in a tutoring setting. Creating an atmosphere where privacy is
valued helps a tutee develop a trusting relationship with you, which in turn makes for more
effective tutoring sessions.
4. Always fill in your Student Data Sheet along with your Timesheet and hand them in on time.
The Student Data Sheet and Timesheet must be handed in every two weeks based on the
Timesheet submission deadlines. Failure to submit them on time could result in no pay.
5. After waiting 30 minutes for a tutoring session if the tutee does not show up, record it as a
missed appointment on your Student Data Sheet, and inform the tutee that they have lost 30
minutes from their total tutoring time. The Learning Centre reserves the right to verify your
Sheet Data Sheets and Timesheets. In cases of false presentations of your hours, refer to
Responsibility Violations.
6. If your schedule changes and you need to change the status of your tutor file, please let the LCA
know. More information will be discussed in the Resources section under Administrative Issues.
7. Show up to all appointments as scheduled. If your tutees report that you have missed up to
three scheduled tutoring sessions, you will be asked to come into the Learning Centre to talk to
the LCA.
There are also some things that you are NOT responsible for as a tutor.
1. You are not a miracle worker. You are not there to help a tutee
complete their assignment or plow through unrealistic amounts of
work. Show them enough to get them going, confirm their
understanding, but ultimately their success is their responsibility.
2. You are not responsible for having all the answers. If you honestly do
not know how to answer something, just admit it to your tutee. Then
find out for yourself in preparation for your next tutoring session or
point the tutee in the direction where they can find the answer they
need.
3. You are not a teacher or professor. Your job is not to teach students
the entire course, but to clarify and deepen the understanding of the
course material the tutee is having trouble with.
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4. You are not the tutee’s personal assistant. If your tutee demands more from you than your role
as a tutor be firm, but patient, and let him/her know the boundaries you have as tutor. If the
tutee continues to press you, have them come into the Learning Centre to speak to the LCA.
5. You are not a counsellor. If a tutee displays what you perceive to be academic or emotional
problems, you can suggest they make use of the Counselling and Disabilities Services office.
It is also good to be aware of what the responsibilities each of your tutees have.
1. Tutees are responsible for attending classes. They should not be relying on you to learn and
teach what they should be learning in class.
2. Tutees need to do their own assignments. You are there to give them assistance on
understanding concepts and provide them with the tools and structure to complete the work
themselves, not to do their work for them.
3. Tutees should prepare themselves for the tutoring session. Remind them that tutoring is a twoway process, and that bringing any necessary materials with them and reviewing concepts
beforehand will allow for a more effective tutoring session.
4. Tutees have to remember to show up at an appointment. If they do not, they lose 30 minutes of
their tutoring time. Also, if the tutee needs to cancel an appointment, s/he should inform you
24 hours before the appointment is scheduled.
5. The LCA matches tutees with tutors, however, if both parties are unable to find a common
appointment time, tutees have the responsibility of informing the LCA, who will arrange for a
rematch. If there are any other discrepancies, the LCA reserves the right to re-assign new tutors.
Give each of your tutees a Roles and Responsibilities
Reference Form (print out page 24 of this manual) at
your first meeting for both tutor and tutee to sign,
stating both parties agree to the responsibilities of the
tutor and tutee. Return the form signed by the tutee
and yourself to the Learning Centre, where copies will
be made for the tutee, tutor and Learning Centre.
Note that only in-person tutoring is paid. You may not
claim hours for assistance provided via phone or email.
Responsibility Violations
Tutors and tutees who fail to abide by these responsibilities will be subjected to an investigation by the
Learning Centre which may result in tutoring services being restricted/terminated/cancelled at the
Centre's discretion.
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Tutoring Skills Development
Before going over strategies on how to approach tutoring sessions and what to do, let us first explore
the most important skill you’ll need with tutoring: active listening.
Active Listening
Listening is a skill that we often take for granted, but needs to be learned.
The following are 5 key components of active listening.
1. Focus on the person you are listening to. During tutoring session, it is very important to focus
on what the other person is saying – not just verbally, but through their actions (e.g., facial
expressions, yawns, hand gestures, etc.). It equalizes the relationship between tutor and tutee,
which facilitates a better and more efficient tutoring session.
2. Listen to the person. It is incredibly hard to resist jumping in the middle of someone’s sentence
to correct them when you know they are wrong. However, taking the time to hear what they
have to say is a helpful way to understand a person’s way of thinking or their flow of logic.
Hearing them out will give you more insights as to what you can do to help your tutee more
effectively.
3. Paraphrase and clarify what the person has said. Active listening is not just sitting there and
taking it all in. You also need to reword what’s been said and clear up any confusing for vague
statements. This allows for the tutor to fully understand what is meant and shows the tutee that
they are being understood.
For example, if a tutee says,
“I really hate this stuff. I just
do not get it.”
You might try responding,
“So you really do not like
doing this work because it
confuses you.”
Afterwards, allow the tutee
to fill in the details or
expand on their comment.
4. Cater to the speaker’s needs.
We all want to be heard and
understood. As a tutor, pay close attention to what your tutee is saying and make sure that you
give responses whenever one is asked for. Being able to address your tutee’s needs as they
come up will allow for a more effective tutoring session and gain of your tutee’s trust.
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5. Be empathetic. This skill requires you to read deeper into what the tutee is saying and
understand what s/he needs. Helping the tutee feel understood will help him/her to open up
more and in turn, will facilitate effective tutoring.
For example, if the tutee says,
“I’m just so lost in the work. I do not know what to do.”
You might respond,
“It sounds like you are pretty overwhelmed with your course, and you are not
quite sure how to start your assignment.”
Remember to maintain frequent eye contact and give your tutee your undivided attention, and
be honest if you are distracted by personal issues; do not pretend to listen.
The First Tutoring Session
While you and your tutee will probably be nervous during the first session, ideally it should be a relaxed
and informal interaction.
Here are a few things you should do during the first session:
1. Take the time to get to know your tutee. Talk about their day or how the term has been so far.
Find out about his/her program, academic interests and goals. Also, ask about their personal
interest in the program. This will establish a friendly working relationship with the tutee, which
is always a nice way to start off.
2. Determine exactly what concepts the tutee is looking for help in. All you need to do is ask. If
the tutee replies with “everything,” suggest more specific subject areas to focus on. Remember,
it is not your job to teach the entire course.
3. Discuss how you’ll set out to achieve the goals. It is best to set some goals and expectations
right from the beginning, rather than set yourself or the tutee up for disappointment at the end.
At the same time, do not feel as if you need to meet the goals of the tutee fully. Talk about your
own limitations as a tutor, and be realistic when you get the goals and expectations together.
4. Decide on tutoring parameters and guidelines. Your tutees will be eager to help. Some,
however, may be overly eager. Besides limiting the time you tutor a tutee, we suggest you
restrict phone and e-mail contact to
appointment scheduling only. That way,
you won’t be flooded with calls or emails about course material. The Roles
and Responsibility Reference Form that
you go over with your tutee during the
first session will help you both
understand what to expect, and to set
guidelines on the tutoring sessions.
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Later Tutoring Sessions
After getting know your tutee a bit, continue to build the relationship in sequential tutoring sessions.
Remember that no two students are exactly alike. This proves to be an interesting challenge for tutors,
who have to constantly come up with new ways of teaching students the same concepts, perhaps
attempting several methods in one tutoring session. Refer to the Resource section under Learning Styles
to learn about the different learning styles and strategies to tutoring in these styles.
Furthermore, every subject will require slightly different tactics for tutoring. Here is a list of general
questions you can ask to keep the tutee engaged in the session. You may want to have these questions
close by during sessions in case you get stuck.
Starting the session
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What do you think would be important for us to study today?
Can I see the information or guideline sheet for this assignment?
How much work have you completed since our last session?
What did we talk about in the last session?
During the session (a.k.a. What to do when your tutee stares blankly at you)
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Have you had a chance to study these things before?
What do you understand/not understand?
What questions do you have?
What am saying is confusing you?
Do you understand well enough for us to move on, or do you want to go over this again?
How about you explain to me how to complete this question/concept?
How are you feeling?
Do you understand what I am trying to explain?
Ending the session
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What have you learned today?
Try to summarize what you learned to me.
What would like to cover next time? (Very helpful for your own reference)
Where and when would you like to meet next session?
What work are you planning to do between now and when we meet next?
Remember, the questions you ask should be open-ended. This allows tutees to engage in the tutoring
session, which in turn helps them to remember the information better.
As well, remember to end the session on time. However, if you feel that there is something important
you need to cover before the end of the session that won’t take too long, you can do so. In your
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interest, it is best to tell your tutee that you are making an
exception for that particular session. If you do not, there’s a
danger of your tutee expecting you to spend extra time with
them all the time. Always manage expectations and be aware
of setting unwanted patterns.
Tutoring Troubleshooting Guide
While it is easy to lay blame on your tutee for problematic
tutoring sessions, consider the fact that you might be the one
using ineffective tutoring methods. At the same time, we do
not expect you to be a perfect, flawless tutor.
Tutoring is a learning process. To help you along in becoming
a better tutor, we have put together a brief troubleshooting
guide for you to follow if you encounter any situation that you
find challenging or do not know how to handle. It is not
comprehensive but does cover many common situations.
(This chart is adapted from Wheelock College’s “How should a tutor handle a difficult tutoring
session?” in the Peer Tutor Handbook.)
Problem
I do not know the
answer to the
tutee’s question.
The tutee seems to
be dozing off or
spacing out when I
talk.
Possible Solution(s)
• It is okay to admit you do not know the answer. For example, you can
say, “I do not know but I will do my best to help you determine the
answer to that question.”
• Let them know that you will try to find the answer for your next
session (or by e-mail, if it is something quick and simple).
• Point them in the direction where they can find the answer. For
example, their professor or the Learning Centre staff tutors.
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I seem to be doing
all the work in the
tutoring session.
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You might be using the wrong teaching strategy.
Find another way of showing them the same concept. You might need
to attempt a few different learning strategies before you find the way
that works best for your particular student.
If the two of you have been working for a while, suggest taking a 5
minute break to help re-focus.
You must be firm when tutees try to get you to do their work for
them. Your objective is to collaborate with students so they can
become independent learners. Some students are particularly gifted
in manipulating other people to help them do their work.
Try to downplay your role and focus your student on a specific task.
Ask them what they are expecting from you, so that you can clarify
their needs and priorities.
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•
When I show the
tutee something,
s/he whines and
says s/he cannot do
the work.
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The tutee seems
really confused with
the course material.
S/he keeps saying
things like “I do not
know what to do,”
or “I try but keep
getting bad marks.”
The tutee is not
specific about what
s/he needs, but is
eager to learn. I’m
not sure where to
start because s/he is
too vague.
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The tutee just sits
there looking bored
and uninterested.
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I’m frustrated with
the tutee who
constantly comes to
me at the last
minute for help.
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The tutee appears to suffering from low frustration tolerance, which
means they would rather not do the work than have to try hard, or
low-esteem or “learned helplessness.”
Find the areas they are good at and compliment them. This helps
build their confidence and show them they do have some knowledge
about the subject.
Build on what they know and provide a lot of support.
The tutee probably feels a little helpless and disoriented by the class.
They probably feel like nothing makes any sense.
Use strategies outlined in the previous example.
Help the tutee get organized with their course material.
Cover one topic at a time and make sure there is a lot of structure in
the way you cover each topic.
Refer the tutee to the Career Centre if you feel they need help with
study skills.
Remember you are not a miracle worker and you are not there to
complete their assignment for them.
Reaffirm that you are only more familiar with the subject that you are
tutoring. Redirect them to the Learning Centre for additional help.
Explain that active participation in the tutoring session will help them
understand the material better.
Ask which specific tasks they would like to focus working on, and
engage the tutee as much as possible.
It is possible that the tutee isn’t at the tutoring session on their own
free will. They were either sent by an instructor or had pressures
from family and friends to get help.
Building a relationship with the tutee is very important to prevent
stress and build trust.
Try to relate the concepts and problems to the tutee to get them
more interested.
Remind them that tutoring is to improve their academic ability not to
complete their homework.
Encourage them to book an appointment with you at least one week
beforehand so you have more time to work on their skills.
Emphasize that cramming will not help you in the long run.
Refuse to schedule appointments an hour or so before a test.
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Tips for Peer Tutoring
Here are some tutoring tips from past staff tutors and peer tutors at Sheridan.
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Get to know your tutee and build a rapport with them. It makes for more comfortable
sessions with your tutee.
Be patient. Other students may not be as fast at learning the subject as you are, so make sure
they understand what you are showing them before you move on. This might be a slow
process, but the goal is not to cover as much material as you can.
Repeat and emphasize an important concept. This helps drive home what’s important for the
student to learn.
Watch for body language. For example, when you show a tutee something, and they nod but
have a blank look on their face, it is a good indication that they do not actually understand.
Now is a good time to ask how well they understand what you are saying.
Be ready to use different tactics with different tutees. Everyone has different ways of
learning; you might have to try multiple techniques before finding the one that works best for
the tutee.
Speak slower, not louder. Speaking louder has no real useful effect. When your student
doesn’t seem to understand something, just say it slower, rather than louder.
Keep checking if they understand by asking them questions. It is better to demonstrate the
same concept a few times rather than give your whole lesson and realize that the tutee had no
clue what you were saying the whole time.
Encourage and affirm the tutee’s work. It is always nice to be praised for a job well done, and
this works with tutoring as well. Whenever you see that your tutee understands something
you are teaching, comment on their success. It will keep them engaged and motivated.
Summarize what was covered at the end of the session. Better yet, have your tutee
summarize what you covered. That way, you can confirm whether they understood what you
were showing them.
Enjoy yourself! Tutoring can be one of the most challenging yet rewarding things you’ll do in
your career as a student.
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Skills Application (Multiple Choices)
Scenario 1: Blocking, Confusion, and Resisting
A first year Sheridan student named Teri Lynne is in desperate need of tutoring in her
finance class. After only one week into the term, she has found herself struggling on the
very first section of the text, which is supposed to be the review material. Teri explains to
her tutor that she hasn’t taken a math class since grade 10 and has been out of school for
several years. A first look at Teri’s notes shows that she simply copies down everything the
professor says or writes, and she has no comprehension of what is actually happening in the
class.
As the tutor tries to explain the basic principles and first topics of the class, Teri becomes
frustrated. She explains that not only does she not understand the math fundamentals
required for the course, but also has no idea what the class is trying to teach.
Given repeated examples, Teri still has problems trying to answer questions on her own.
After 20 straight minutes of studying one topic, Teri gives up. She decides that on tests and
assignments, she will skip the section dealing with that specific topic and attempt to learn
the rest of the material.
The student seems to have a very low tolerance of frustration. Because of this, the student has very
little understanding of the entire course and is confused about what the instructor wants. She is also
very uninterested in the class material and angry that she must learn the material.
This student is demonstrating signs of blocking, confusion, and resisting. In order to help her as much
as possible, the tutor should:
a) Keep showing and describing examples of the current material until she starts to get a basic
understanding.
b) Determine what the student does know and show her that she has some foundation. Begin
from what she knows and use simple steps.
c) Advise the student that she probably does not belong in this course and should think about
withdrawing or transferring.
Answer: (B) The tutor should determine what the student does know and show her that she has some
background knowledge. Begin from what she knows and use simple steps, while offering continual
support. Give some structure to the student’s course notes and papers, and show her how the class has
progressed and the material has developed. Also, the tutor must be understanding and can indicate
past successes in similar situations. Make sure the student knows the material is important for her
course and her program.
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Scenario 2: Miracle Seeking and Over-Enthusiast
A Sheridan student named Janet has just started her 3rd year and is finding her classes to
be a bit more challenging than before. One morning, while reviewing the course outline for
a class, she realizes she has been neglecting assignment due dates and midterm dates. Janet
has to complete a major assignment in two days and write a midterm on the Monday
following the weekend. She found the peer tutoring service helpful in previous years, so she
signs up again and is matched the following day, scheduling an appointment ASAP.
Janet arrives at the appointment and explains her situation. The tutor is in awe at how
much work Janet must complete. There is no possible way he can help her with this major
assignment and review all the information needed for the midterm within one tutoring
session. He explains to Janet that he cannot do the assignment for her, but what he can do
is review the material covered on the assignment. That way Janet can complete the work on
her own while learning some of the midterm material.
Janet had high expectations of the tutor and was depending on him to provide enough help
to get her through this stressful week. Now, after hearing the tutor explain that he is not a
miracle worker, she feels overly frustrated. Janet tells the tutor how she simply does not
have the time to study for all of her classes while keeping up with her work obligations.
Janet seems like she is about to give up.
The student has an incredible amount of work to complete which the tutor couldn’t possibly help with
in one tutoring session. When explaining why she has left studying and assignments to the last minute,
she states that there is not enough time in her schedule to do everything. This student shows signs of
miracle seeking and over-enthusiasm. In order to help this student through her frustrations, the tutor
should:
a) Help the student study for the midterm by doing the assignment together.
b) Tell the student to focus only on the midterm because it is worth more marks. Take as many
short-cuts as possible to complete the assignment.
c) Explain the significance of active participation in the learning process and the importance of
keeping up with assignments and studying.
Answer: (C) The tutor should offer encouragement to the student that she has time for school related
work, but it may mean a little less time for recreation. As for helping prepare for the upcoming exam,
the tutor should focus on specific tasks or the subject at hand that may require more attention than
others. Helping to prioritize which course material should be studied first will ensure that at least the
most important topics are learned for the exam. The tutor should explain the significance of active
participation in the learning process. Keeping up with assignments and midterms is a very important
aspect of the learning process.
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Scenario 3: Passivity and Evasion
A student named John Skeen signs up for a peer tutor to help him with his Java assignment.
It is his first year at the post-secondary level and the first time he has used a computer
programming language. John attends all of his classes on a regular basis, but just feels a
little extra one-on-one attention will help him complete assignments.
At the first tutoring session, John arrives with nothing more than the current week’s
assignment and his text book, which he admits he hasn’t opened. After the introductions,
John explains his situation and shows the tutor his assigned work, asking for help with the
very first question. The tutor glances over the question, taking in all relevant information,
and then explains to John what exactly the question is asking and quickly reviews with John
the principles he learned in class that might help with the solution. John assures the tutor
that he remembers all the lecture material, but does not know how the material should be
applied to the question.
As an example, the tutor demonstrates how the Java rules can be applied. However, during
the description, John sits quietly, staring blankly at the tutor as she demonstrates a similar
problem. When the explanation is over, John stays quiet, staring at the assignment. John
then asks the tutor how she would apply those principles to this particular example on his
assignment.
The student seems to be attempting to manipulate the tutor into doing the assignment work for him.
John Skeen participates very little in the discussion of the material and does not pay attention when
the tutor reviews the principles. John only wants the tutor to do the assignment for him. The student is
showing signs of passivity and evasion. This is shown by a lack of participation in the session and
manipulation of the tutor’s responsibilities. In order to handle this difficult session, the tutor should:
a) Get the student involved by doing another example and continuously asking him questions.
b) Show the student how to complete the question, using hints and tricks.
c) End the tutoring session and tell the student to come back another day after attempting the
question.
Answer: (A) The tutor should involve the student as much as possible in the session. She can do this
by continuously asking questions and establishing mini-tasks for the student to complete. Also,
empathizing with the student will help build a relationship and mobilize the student. The tutor should
also explain the importance of completing the assignment individually to reinforce the topics learned
in class.
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Resources
Learning Styles
Everyone learns in their own
way. Your learning style (or
learning preference) is the way
you tend to learn best. These
styles take into account the way
you take in, organize and make
sense of information. Choosing
tutoring techniques based on
learning styles that caters to
the tutee will be greatly
beneficial to you and the tutee.
Here are three main learning
styles and some tutoring techniques associated with each.
Tutoring Techniques
•
Visual Learner
Learning by
seeing
•
•
•
•
Auditory
Learner
Learning by
hearing
•
•
•
•
TactileKinesthetic
Learner
Learning by
doing and
feeling
•
•
•
•
Be aware of the tutoring session setting. Aim for a quiet place with minimal
visual distractions (e.g., no computer screen, do not face windows, away from
other peers/students, etc.).
Read from text/handout/course material, and then get tutees to write down
notes/summary.
Use outlines, diagrams, maps, graphs, or charts as visual learning tools.
Advise students to use highlighters and underline when reviewing notes.
Make sure the tutoring session is in a quiet environment where you can hear
yourself and the tutee clearly.
Speak clearly in a distinctive unhurried tone of voice.
Discuss course/material with student.
Get tutee to repeat aloud, explain what they are doing, and teach you what
they have just learned.
Tutor in an environment to allow movement (e.g., physically, role-playing or act
out concepts).
Draw pictures, make charts, highlight, use solid objects (e.g., blocks, straws,
cardboard, etc.), rewrite important points, use flash cards, and make rhymes
and acronyms.
Keep the tutoring sessions interactive.
Using real life examples and short activities can keep the tutee interested.
Allow tutees to go on mini breaks to refocus (e.g., for an hour session, one 5
minute break half way through).
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Remember that every tutee will be unique, so many will
not fit perfectly into any one of the three learning styles;
rather they learn best with a combination of styles. This
is a learning process for you as well, be patient and
always be open to trying new techniques.
Student Services
This is a very brief summary of the available services at
Sheridan. These are resources to which you can refer
your tutee to if you believe it may be of help to them.
For detailed information on these services, consult the
Student Handbook.
Learning Centre
Free English, Mathematics and Java tutoring is provided
by staff tutors, who are co-op students of the University
of Waterloo and University of Guelph. They are available
Monday – Friday on an appointment and drop-in basis.
Career Centre
Employment Advisors help students write cover letters, create effective resumes, and prepare for
interviews. They also help students market themselves and find jobs. Career Counsellors help students
find a career path that suits their unique qualities. They also answer questions students have
concerning post-graduate education at university or another college.
Cooperative Education
Co-op placements offer students a jump start on their careers by giving them valuable on-the-job work
experience while completing their academic studies.
Counselling Services
Counsellors provide free service to assist students with academic or personal issues that may impact
their wellness or success. Students may seek counselling for issues such as: coping with anxiety, sleep
disturbances, financial problems, coping with loss or grief, confidence and self-esteem.
Accessible Learning Services
The Accessible Learning Services Office facilitates equal access for eligible students with disabilities by
coordinating reasonable academic accommodations and support services. Accommodation plans and
services are tailored to correspond with the disability-related needs of each student and are
determined based on the documentation provided and program specific requirements.
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Library Services
The Library Services at Sheridan are available for all students at the college, and can help assist
students with their wide assortment of material available, including course textbooks, casual reading,
magazines, newspapers, and other resources such as computers, study rooms, and reference material.
Student Advisement Centre
The Student Advisement Centre is the on campus place for all student questions and requests for
information on anything related to Sheridan. They provide students with the advice, information and
assistance needed to successfully navigate their way through their college experience.
Athletics Centre
The Athletics Centre offers a variety of opportunities to play sports, get healthy, and meet new people.
Both the Davis and Trafalgar campuses have gymnasiums and workout rooms. It also offers various
recreational and intramural activities to students.
Student Union
The Sheridan Student Union is a student based governing organization that works to uphold the rights,
responsibilities, and desires of the student body. The Student Union’s offices are located in the Student
Centre at both the Davis and Trafalgar campuses.
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Administrative Issues
Now that you have learned the basics of tutoring and found out what supports you have as a peer
tutor, it is time to cap things off by reviewing your administrative responsibilities.
1. We understand that your schedule might get busy and that you cannot take on new tutees,
or that you cannot do any tutoring in a particular semester. Please indicate your request for a
“hold” at the bottom of the last timesheet you submit, or come into the Learning Centre and
let the LCA know. We will put a hold on your file until you let us know you are ready for more
tutees. Also, note that once you return, if you are tutoring different subjects, new faculty
references are required.
2. You must submit your timesheets and part-time pay sheets by the due dates. All time sheets
must be handed in every two weeks based on Timesheet Submission Deadlines for Peer Tutors,
which can be found in the Learning Centre or through the Sheridan website. Failure to hand in
time sheets by the due date could result in no pay. The Learning Centre reserves the right to
verify your timesheets. In cases of false representation of hours your access to the tutoring
services may become restricted/ terminated at the Learning Centre's discretion.
3. Each tutee is entitled to 10 hours of tutoring per semester, per subject, up to a maximum of 3
subjects. If a tutee does not use up the 10 hours, they cannot transfer the time to another
subject or semester. The $40 (per subject) fee is for matching the tutor and tutee, not tutor
wages. For any other questions or misunderstandings, please refer the tutee to the LCA in the
Learning Centre.
4. Tutors may work a maximum of 10 hours per week. You will not be paid for tutoring in excess
of this limit.
5. Appointments with tutees must take place on campus, due to safety reasons. On campus,
you can feel free to choose any place that both you find suitable, including the Learning
Centre. You can meet on campus any day of the week.
6. Try your best to
find a suitable time
to meet with your
tutee. However, if
you really cannot
find a mutually
agreeable time to
meet your tutee,
refer them to the
LCA so they can be
rematched with
another tutor.
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Student Data Sheet Tutorial
Beginning 2013, all tutors must complete the new Student Data Sheet informing the Learning
Centre what is been covered in each tutoring session. Note: Incomplete Student Data Sheets
will not be accepted which will result in no pay.
Avoid delaying your pay by
(a) Submitting Timesheets by the due dates listed on the Timesheet Submission Deadlines for
Peer Tutors. Timesheet submission dates sheet are available in the Learning Centre and/or you
can download from the Sheridan website.
(b) Take notes on the topics which are covered during the tutoring session in the Student Data
Sheet
Column Descriptions:
1. Tutor’s name
2. Tutor’s student number
3. Key instructions to fill in Timesheet
correctly
4. Date of tutoring session
5. Make clear notes on what was
covered during a session
6. Tutee’s name
7. Tutee’s student number
8.
9.
10.
11.
12.
13.
14.
15.
Number of tutoring hour(s)
Tutee’s semester
Tutee’s academic year
Course name
Initial by tutor
Initial by tutee
Total individual tutoring hours
Total group tutoring hours
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Challenges and Rewards
Challenges
Sometimes, tutoring can be a stressful thing and you may feel like you are stuck in a rut. We talked to
some peer and staff tutors to see what some challenges they encountered, and compiled some tips of
how to deal with these challenges.
Balancing the need to do your own work while spending time tutoring students
Your own work should always come before that of others. If you find that tutoring is taking up quite a
bit of time in your schedule, come to the Learning Centre to put your file on “hold.”
Having conflicting schedules with your tutees
If you are consistently having trouble finding a time to tutor students, have the tutee come back to the
LCA to get rematched with another tutor.
Getting frustrated that the tutees do not understand what you are showing them
Expect to get frustrated when tutoring students. Everyone learns at their own pace and it is probable
that your current technique is not working for the student. Try a few different techniques with your
students.
Having the tutee get upset and frustrated with you
Do not take it personally and they are not “out to get you.” Stay calm, and do not let the tutee’s anger
and frustration brother you.
Getting tutees to understand the basics and coming down to their level
Just remember that students often do not share the same level of understanding as you. Working from
the student’s level might take some getting used to, but it is the most beneficial tactic you can use.
Assessing where the tutees are in the course, and figuring how to help them progress in their learning
This is another skill that will take some practice, since it differs with every tutee. Try using the
questions listed in the Tutoring Skills Development section under Later Tutoring Sessions to assess
students.
Experiencing communication barriers, especially with ESL students
The key here is patience. You may need to speak slower (but not louder), and simplify the vocabulary
that you are using. Also, you can suggest the student to visit a English tutor at the Learning Centre to
improve their written and spoken skills.
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Finding out that there are differences in the way instructors teach the course and the way you tutor the
course with your tutees
For some courses, demonstrating a different way of learning the material can help clarify the confusion
for tutees. For other courses, it is best to stick with the way the instructor has taught the material,
since the instructor is the one who is going to mark any tests and assignments. Use your own
discretion.
Not knowing how to end a session properly
It is easy to let the tutoring session go on and on sometimes. Provide reminders that the session is
about to end around 10 minutes and 5 minutes remaining. Then to wrap up a session, it is good to
have the tutee summarize what was covered and then go over what they want to cover the next
session. Remember to be firm when you end the session.
Rewards
Every challenging task has its
rewards. Here are some of the
rewards that the peer and staff
tutors shared about their
experiences tutoring others.
•
•
•
•
•
•
•
•
•
Seeing the
improvement in the
tutees’ work.
It is flattering to see
students request
tutoring from you
because they see
something in your work
they want to emulate.
The opportunity to interact with all different types of people.
Reviewing the material for yourself while helping others.
Knowing that you are helping someone who is struggling.
Receiving a source of income to help with everyday expenses.
Creating a set of invaluable interpersonal skills that can be applied to a variety of places and
situations.
Gaining more work experience and being able to put “Sheridan Peer Tutor” on your resume.
Collaborating with students and staff to better the learning community at Sheridan.
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Next Steps
Tutoring Fundamental Quiz (TFQ)
Once you have studied this training manual, the next step in becoming a peer tutor is to visit the
Learning Centre to do the Tutoring Fundamental Quiz (FTQ) which will test you on the information you
have read. You must score at least 80% on the TFQ on your first attempt in order to become a tutor.
There is a sample TFQ at the end of this manual.
One-on-One Interview
Upon passing the TFQ, you will come into the Learning Centre to have an interview with a staff tutor or
the LCA regarding your roles and responsibilities as a tutor, and to address any questions or concerns
you may have.
Reminder that in order to become a peer
tutor, you must:
•
•
•
•
•
Have at least a B average overall
Have A grades in subjects you tutor
Have a satisfactory faculty reference
Score at least 80% on the TFQ
Get through an one-on-one interview
with a Learning Centre staff tutor or
the LCA
Roles and Responsibilities Reference Form
During your first tutoring session, with each tutee, go over the Roles and Responsibilities Reference
Form. Have yourself and the tutee sign and return it to the Learning Centre.
AODA Training
The Accessibility for Ontarians with Disabilities Act (AODA) training is mandatory for all Sheridan staff.
Sign onto SLATE with your Sheridan employee login information and you will see the AODA training
listed there as a course. Please complete the training ASAP, and notify the LCA once you have done so.
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Tutor and Tutee Roles and Responsibilities Contract
Term: Winter/Fall/Spring (please circle)
Year: ____________
This contract confirms that both tutor and tutee have formally acknowledged the following roles and
responsibilities.
Please review and sign this contract in the first tutoring appointment and submit to a Learning Centre Associate.
Arrive at least 10 minutes early to your first appointment in order to review the terms of this contract. Both tutor
and tutee must sign this contract.
Tutor Responsibilities
Tutee Responsibilities
If there is a conflict in scheduling or conflict of any kind, please contact your Learning Centre
Associate (LCA) to explore alternatives.
Do not begin tutoring a tutee until you have
If you are a no-show to your appointment, 30
received confirmation from your LCA to
min will be deducted from your total hours
begin your tutoring sessions.
available.
Always arrive on time for your appointments. If you must cancel, please cancel within 30 minutes of
your appointment, informing BOTH the tutee/tutor and the LCA.
Assist tutee in becoming an independent
Attend classes to the best of your ability.
learner.
Provide assistance in understanding
Complete your own assignments-do not arrive
concepts required for the course.
expecting the tutor to complete it with you.
Track tutoring sessions using the Student Data Sheet, ensuring each session is signed by both tutor
and tutee.
Submit the Student Data Sheet and Time
Sheet bi-weekly as per the Time Sheet
Prepare for your tutoring session in advance.
deadlines to an LCA.
Maintain confidentiality and professionalism.
Extra hours, outside of the contract, will be UNPAID. Please do not schedule additional hours.
The tutee may request a refund for the peer tutoring services he/she paid for if:
• The tutee did not use any of the hours granted to him/her through the peer tutoring program.
• The tutee requests a refund for the current semester's peer tutoring at least 1 week prior to the end of
the current semester (a tutee may not request a refund after the semester's end).
Acknowledgement:
By signing this contract, we agree to abide by the tutor and tutee roles and responsibilities. We understand that
failure to respect the above roles and responsibilities may result in tutoring services being restricted or
terminated.
Tutor Name
Tutee Name
Student Number
Student Number
Tutor Signature
Tutee Signature
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Sample Tutoring Fundamental Quiz
Choose the ONE best answer to each question.
1. What common problem can be solved by
continually involving the tutee as much as
possible in the tutoring session?
a) The tutee offers very little discussion and
participation in the session.
b) The tutee is becoming increasingly frustrated
with the work.
c) The tutee wants someone else to do the work
for him/her.
d) Both (a) and (c).
2. While working with a tutee, you notice that they
are struggling with basic spelling and grammar
skills. In order to receive extra help, you could
suggest that they:
a) ask their friends for help.
b) sign up for an English peer tutor.
c) see an English tutor at the Learning Centre.
d) go talk to their instructors.
3. What makes an ideal peer tutor?
a) They have all of the answers to assignments
and tests.
b) They are smarter than the tutee seeking help.
c) They have been in the tutee’s situation most
recently and are equipped with the most
relevant skills.
d) All of the above.
4. “Can you briefly summarize what you have
learned today?” is a good question to ask
________ the tutoring session.
a) before
b) during
c) after
d) all of the above
5. How often must you hand in your Student Time
Sheets and Timesheets?
a) Whenever you can
b) Every two weeks based on the Timesheet
Submission Deadlines
c) By the end of the term
d) By the end of each month
6. If a tutee appears to be spacing out while you are
explaining something to them, a solution to this
problem is to:
a) suggest taking 5 minute break.
b) speak louder in order to grab their attention.
c) remind them they are paying for help so it
would be a good idea to listen.
d) ignore this and continue explaining, and then
move onto the next topic.
7. What should you do during the first tutoring
session?
a) Take the time to get to know the tutee.
b) Determine the kind of help the tutee is
looking for.
c) Set guidelines on the tutor-tutee relationship,
and go over both your roles and
responsibilities.
d) All of the above.
8. The tutor’s main role is to:
a) help tutees become independent learners.
b) teach the course material to the tutee.
c) help tutees complete assignments on time.
d) make sure the tutee has all the knowledge
needed to ace their next exam.
9. Peer tutors help tutees become independent
learners by:
a) giving them the answers to their assignments.
b) helping each of them find their most effective
way of learning.
c) empowering them with skills and confidence
to do their own work.
d) both (b) and (c).
10. Where should appointments with tutees take
place?
a) Anywhere, as long as both parties have agree
b) In a library, or some other quiet place.
c) Anywhere on the Sheridan College campus.
d) At the Learning Centre.
Answers: d, c, c, c, b, a, d, a, d, c
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