I. Logistics:
Oxy Supervisor:
Jesus Maldonado
Director, Neighborhood Partnership Program
Phone: 323-259-1430
Cell: 323-854-5106
Email: maldonad@oxy.edu
Oxy Student Coordinators:
Ryan Mitchell
Recruitment Manager and Senior Intern
rmithcell@oxy.edu
Ben Blatteis
Student Coordinator
bblatteis@oxy.edu
Claudia Castillo
Student Coordinator
ccastillo@oxy.edu
School Information:
Eagle Rock High School:
Susan Ward-Roncalli
GEAR UP and Service Learning Coordinator
(323) 340-3534
swardr@erhs.la
swrerhs@aol.com
Kai Small
GEAR UP Program Assistant
(323) 340-3534
kai.azania@gmail.com
Absent students can call Angel Ramirez in the GEAR UP office at 340-3534
1
Lincoln High School:
Sean Teer
GEAR UP School Coordinator
Cell – 626-372-4676
GEAR UP Office – 323-441-4658
The Gear Up office has an answering machine as well, they can leave a message.
Hernan Orozco
GEAR UP Program Assistant
GEAR UP Office – 323-441-4658
horozco@oxy.edu or h.g.orozco@gmail.com
Loretta Gutierrez
Office Tech (secondary contact)
Office: 323-441-4658 or 323-441-4650.
She is the office tech and often at Lincoln by 7:00 am.
Franklin High School:
Micaela Vazquez
Project Coordinator, Project Higher Learning
mjv1705@lausd.net
office: 323.550.2095
Damian Fragoso
GEAR UP Program Assistant
office: 323.550.2095
dfragoso@oxy.edu
Please call the office if you will be out or late. Also, you should obtain contact information for teachers with
whom you will be working.
2
II. General Policy
-
No inappropriate personal conversation in front of students, or with them directly.
-
No cursing or foul language in front of students.
-
No inappropriate physical contact with fellow employees in front of the students.
-
No cliques among Oxy employees. Be aware of each other and don’t exclude one another. Try to be
inclusive and supportive in your work environment.
-
Maintain professional behavior at all times. It is perfectly acceptable to engage in friendly conversation
with students, but realize that it is not social hour, and that the students are there because they need your
help.
-
No cell phones. You may bring them, but they must be set to silent or vibrate, and you may not leave the
classroom to talk on the phone.
-
Frequently check email for program updates, events, etc., because it is the PRIMARY means of
communication. You will be responsible for any messages sent via email. No excuses. You must supply
us with your most current email address if it differs from your Oxy address.
*If you have specific questions about any of these points, please ask Jesus for more information or clarification.
3
III. Timesheets:
How to fill out a time sheet:
-
Your work day begins when you enter the van or car to go to your site and ends when you arrive back at
Oxy.
Drivers will get paid an additional hour per day they drive.
Use pencil to fill in bubbles to mark how many hours you worked.
Use pen to write in the times you worked.
If you make a mistake, cross it out once and initial it. DO NOT USE WHITE OUT!
Mark your total hours on the back with pencil.
Keep track of what week you are filling in.
Sign and date on back.
If for any reason your timesheet is not in your box, you must inform us, and fill out a manual timesheet.
Timesheets are due every other Thursday by 5:00 pm in the SAC. Paychecks will be picked up in the
NPP Office in the Johnson Student Center
If you forget to fill out a time sheet:
-
ONCE: Written Warning.
TWICE: One-day suspension from work.
THIRD TIME: Termination.
*You may not put more than 2 weeks worth of hours on one timesheet! You must fill it out for each cycle!
Note: It is also your responsibility to ensure you do not exceed your Federal work study amount each
semester.
IV. Attendance Policy:
-
You are allowed two excused absences each semester. Remember you are making a commitment to the
program and the students you work with. They are counting on you!
An excused absence requires at least 24 hours notice.
If you miss the van, and cannot get a ride, it is an unexcused absence.
1st without prior notice: Written warning.
2nd without prior notice: One-day suspension from work.
3rd without prior notice: Termination.
Note: Missing a meeting without 24 hours notification counts as an unexcused absence.
4
V. Dress Code:
-
No exposed navels.
No tank tops.
No short-shorts or mini-skirts.
Shoulders must be covered.
No open-toed shoes.
No clothing with pictures or logos displaying drugs/alcohol/nudity.
Look clean and somewhat professional at all times.
You are a role model and mentor for the students your are tutoring and also representing Occidental
College when on-site so please dress in an appropriate manner.
Supervisor has final approval of dress code. You will be sent home if your attire is unacceptable and
receive a written warning and an unexcused absence.
5
Project Higher Learning and Occidental
College
What is Project Higher Learning?
Project Higher Learning is a GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs)
grant program based at Marshall High School and includes Eagle Rock Junior/Senior, Franklin, and Lincoln High
Schools. Project Higher Learning (PHL) is a federally funded program that works with youth in Northeast Los
Angeles to help them understand the possibilities that exist for them beyond high school graduation.
PHL provides knowledge of admissions processes and the college experience and offers academic information,
educational activities, tutoring, mentoring, and college visits. The hope is to improve college readiness and
aspirations and to give students positive role models.
The program starts at the 6th or 7th grade level so that lasting effects can be made in students’ desires to succeed
academically, take challenging courses, attend college, and display good behavior. It is based on this premise: if a
student is educated about issues concerning higher education from middle school onward, then that individual is far
more likely to succeed than a student who is not given the same information until 11 th or 12th grade. Therefore, PHL
starts with students in middle schools rather than offering services only to high school juniors and seniors. Our
current PHL grant began in the 2005-06 school year.
What does PHL have to do with Oxy?
Occidental is one of three college partners that carry out the grant in conjunction with the PHL high schools. The
other college partners are Glendale Community College and Los Angeles City College.
What resources does Occidental offer? YOU! You are the tutors that will be responsible for the realization of these
program goals. YOU will be the person that these students will be looking to for help and guidance. YOU are the
representative of the GEAR UP program from Occidental, and it is up to YOU to fulfill the program’s purpose.
While you are a critical piece of the puzzle, you are not the only piece. There is a network of people who want to
see you and this program succeed. The GEAR UP staff wants to help each tutor as much as you want to help the
students in LAUSD. However, it does all start with you and the commitment you bring to this program!
This manual will help give you crucial information and ideas. However, you must be responsible enough to carry
out your duties and seek additional information if necessary.
Good Luck! We look forward to working together!
6
What is Tutoring?
Tutoring is an age-old practice. The purpose of tutoring is to help students help themselves, or to assist or guide
them to the point at which they become an independent learner, and thus no longer need a tutor.
Content knowledge is an essential ingredient for a tutor; however, to be truly effective, a tutor must combine content
knowledge with empathy, honesty and humor. Empathy requires a tutor to "read" the emotional states, attitudes and
perceptions of their students. Empathy is the ability to see others from their personal frame of reference, and to
communicate this understanding to the person involved. 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. If a tutor is perceived as genuine and having a strong desire to listen, students will be more
willing to open up and discuss their problems. Humor can also play an important part in a tutoring session. Humor
can reduce tension. Shared laughter is a powerful way to reinforce learning. Humor can set students at ease and
increase rapport. Humor can also be used to compliment, to guide or to provide negative feedback in a positive
manner.
In addition, a successful tutor demonstrates a caring attitude. Caring consists of 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. Ultimately, tutoring is sharing yourself with another student in a
way that makes a difference in both your lives.
There are many benefits to tutoring

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Heightens sense of competency/adequacy in conforming to new role.
Encourages higher levels of thinking.
Permits more advanced students to study below-level material without embarrassment.
Increases motivation to learn in order to maintain new role.
Increases ability to manage own learning and study strategies.
Increases subject specific knowledge.
Increases related general knowledge.
Increases understanding of subject area.
Improves attitude toward subject area.
Provides more empathy with students.
There are also many benefits to the students who receive tutoring

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Offers more individualized, systematic structured learning experience.
Provides greater congruence between teacher and learner, closer role model.
Improves academic performance and personal growth.
Improves attitude toward subject area.
Generates stronger effects than other individualized teaching strategies.
Motivates self-paced and self-directed learning.
Provides intensive practice for students who need it.
Improves self esteem.
7
The Definition of Tutoring
Tutoring is a loaded term. Tutoring means very different things to different people. Some believe that tutors are
replacements for teachers. Others believe that tutors are supposed to do their homework for them. Others still may
view tutors as support personnel.
Given all of these conflicting views of tutoring, review your own definition of tutoring. As tutor, what are your
responsibilities? In other words, what does "being a tutor" mean to you? List five things that you associate with
tutoring.
1.
2.
3.
4.
5.
Compare your list with a partner. Do any items on the lists overlap?
Webster's New World Dictionary (1988) defines a "tutor" as "a teacher who gives individual instruction to a
student...." Tutors are a vital part of the educational support network in any institution. Tutors have the time and
energy to provide one-on-one instruction inside or outside of the classroom setting. Many students would not
succeed if tutors were not available.1
Basic Tutoring Guidelines
1. Remember that as a tutor you are an additional resource to help students succeed. Your time and efforts are
valuable. You are important.
2. Remember that tutoring is a responsibility. Your tutee’s time and efforts are valuable as well.
3. When tutees repeatedly ask simple questions, remember that the only stupid question is the one that was not
asked.
4. Patience. Patience. Patience.
5. If you do not know the answer, ask another tutor or the teacher, remember that the only stupid question is the
one that was not asked.
6. Anger has no place in the tutoring environment. Create a positive learning environment.
7. Harassment of any kind has no place in the tutoring environment. Create a positive learning environment.
8. A tutor does not replace the teacher.,.
9. Always be on time for tutoring sessions.
10. The student must complete his or her own work. Make sure that you know how much tutor assistance is allowed
on each assignment.
11. Your lifestyle choices and value systems may not agree with your tutee’s. Be sensitive to these differences and
make sure that you do not impose your lifestyle choices and value systems on your tutee.
12. Respect diversity.
13. Respect your tutee.
14. Respect yourself.2
1
Webster's New World Dictionary (1988)(Victoria Neufeldt, Ed.) Simon & Schuster, Inc: Webster's New World
Dictionary: New York, New York. p.1443.
2
National Association of Tutorial Services Lab Assistant Code of Ethics. Tutor handbook, Columbia State
University.
8
Tutoring Do’s
There are several things as a tutor that one should do in order to maximize the experience for the student listed
below are some basic characteristics and mannerisms that a good tutor should posses:
 Punctuality: If meeting one-on-one, the tutor should certainly set an example by being on time. If working
in a drop in lab, the tutor should be on time and ready to begin helping the other tutors.
 Honesty: Don’t hesitate to say that you do not know about a particular concept. Trying to bluff your way
through will only hurt the student and your reputation in the long run.
 Enthusiasm: If the tutor does not display a love for the subject they are tutoring, how can they expect the
student to enjoy it. Come to the lab with a positive attitude that will rub off on the students.
 Hard work: Make sure you are familiar with the textbooks and the computer software that is available to
students. This may take some time while you are not on the clock.
 Listening: The tutor should develop good listening skills so that they will better understand students’
misconceptions and errors.
 Willingness
 Maintain academic standards
 Good personal hygiene: If you smoke, you may want to use a breath mint.
 Mobility: Tutors should make themselves mobile. You should move quietly about the room at least 4
times during a 1 hour class. This helps the student get easier access to the tutor
 Good questioners: The tutor should ask the student questions in order to evaluate a students understanding
 Encourage independence: You do not want the student to rely on you at all times. Let them know that they
must put forth an effort to benefit from tutoring.
 Patience: This is probably one of the most important characteristics of a tutor. Never act annoyed that the
student does not know something. Even if they ask the most basic question, always demonstrate your
patience.
 Maintain confidentiality: Any personal information such as medical conditions, handicaps, test sores
should be between only you and the student.
 Introduce yourself and wear a name tag.
 Encourage the student to focus on learning how to learn.
 Encourage the students to identify several alternative study strategies from which to choose.
Tutoring Do Not's
Sometimes a tutor can do more harm than good. Listed below are some things not to do when tutoring.






Do not assume the role of the instructor. You are only to help them not replace them. You are only an
assistant. As the assistant you are in the position to greatly enhance a students perception and
understanding of a subject.
Do not think of yourself as the dispenser of all truth and knowledge. Try to relate to your tutees as equals.
Do not talk about all of the upper level course that you have had (unless they ask about it).
Do not judge someone's ability or intellect based on appearance or age.
Do not allow your tutees to just scrape by. Challenge them to reach for the "A" instead of settling for a C.
Do not let one student monopolize all of your time.. Remember that you are trying to enable the student to
become an independent thinker. This can't be done if they use you as a crutch the entire time.
Do not introduce fancy ways you learned in your upper level classes to help the students solve their
problems. Stick as close as you can to the way the instructor did it. If there is a slight variation that you
know has worked well with others, you may want to share it, but be cautious! It is always safe to show
them the way their instructor did it.
o
Example: You may want to show a student another way to get a common denominator when
adding or subtracting basic fractions. But you would not want to introduce limits to infinity to
help an algebra student find asymptotes.
9


Do not just sit in the chair staring out the window when there are students in the classroom. This
lackadaisical method discourages students form asking you questions.
Do not work the students' assignments for them. In math, you nay want to make up similar problems to
work as examples and let them do the actual homework. For writing assignments you will want to make
sure that you do not write their paper nor provide the main ideas for them. You should only be helping
them generate their own ideas and helping them with the structuring of their paper. 3
Five Steps to Being an Effective Tutor

Establish relationships with the children and teachers
o Consistent attendance and schedule
o Clear boundaries made between tutor/friend
o Spend a few minutes every session asking how their day is, what they are interested in, hobbies,
etc.

De-personalize mistakes students make
o Be positive and pro-active
o Never use sarcasm to humiliate or put students on the defensive
o Do not be hesitant to challenge your student’s answers, but do so in an encouraging manner.

Create Structure within tutoring session
o i.e. 20 min of work, 5 min of free time (talking, BS’ing, reading, etc.) and then 20 min of work
o Find out what they need to work on and focus on those areas first (listen to what students know or
don’t know)
o Allow students to have input into how the structure is created

Don’t do homework for the students
o Teach lesson outside of the book

Re-group at the end of every session to see how the students are doing and to help with whatever they don’t
understand
Classroom Responsibilities
In class responsibilities
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3
Get to know the kids (know their names).
Talk to the teacher about specific problem areas or kids who need urgent help
Know the class rules, guidelines, and grading rubric
Help kids with in class assignments or unfinished homework
Help clarify confusing instructions or assignments
Motivate kids to improve their grade
Work with kids that are behind to improve
Ask Questions!
The following were adapted from Guidelines for Math Lab assistants from Columbia State Community College
10
What you are NOT responsible for?
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Making Copies
Controlling the class
Putting in grades
Correcting and grading assignments
Playing videos
Sitting in the back of the room or patrolling
Disciplining students
Classroom Management: sotto voce
Common disruptive behaviors like tapping pencils, talking to friends or playing with objects can be annoying and
very difficult to deal with. They are small problems that can balloon into large ones if confronted with more force
and attention than necessary.
A technique that avoids confrontation is called the sotto voce technique. It involves walking close enough to the
student to say something like, "Bill, would you please stop tapping your pencil?''
Then don't wait around for a response. Convey that you assume the answer is yes--by quickly saying, "Thank you,''
breaking eye contact and moving away.
This technique avoids power struggles and does not allow annoying behavior to escalate into private wars. It sends
the following messages:
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I don't want to embarrass anyone.
I accept you, but not your behavior.
I don't want to get into an argument.
I trust that you will comply.
Maintaining eye contact and staying in the student's space says the opposite—that you don't trust the student will do
as you ask and that you are there to force her to do so.
Three Keys to Discipline: Be Firm, Fair, and Consistent
As a tutor students will test you consistently to see what they can get away with. There is no magical approach to
discipline, but there are three keys that will work no matter what strategy you employ.
To be firm — you establish the limits of behavior in your tutoring session. You firmly enforce what is acceptable.
To be fair — if what you set is unfair, many students will challenge it because it is unfair. Students will accept rules
that are fairly set and applied.
To be consistent — it is difficult to follow a rule if the rule keeps changing. If you say that they must not bother
other students in the session, but sometimes say nothing when other students bother them, students learn that you
aren't committed to your own rule.
11
Improving your Tutoring Management
Students will react to the expectations that you have set for them. You can improve your management by being
aware of what parameters you have set for them.
Have you told them? Have you given explicit instructions so that they know what is required of them?
Have you shown them? Have you given them specific examples of what they are to do?
Have you listened to them? When they're having problems, have you asked them what they understand?
Have you praised them? Catch them succeeding at their work.
Influencing Behavior
A tutor is in a position of authority, but it is often obvious to the student that the tutor does not have the power of the
teacher. However, tutors must also expect a certain level of behavior from the students that they are working with.
When a tutor sets limits for a student, they are helping the student learn to set limits for themselves. When
inappropriate behavior is encountered, here are some tips to help influence positive behavior:

Focus on the area to improve
Choose the behavior that is the most disruptive and the one you know the student can change. This will
allow the student to experience success.

Develop a plan
The plan should spell out how the student is expected to behave, why it is necessary to change the behavior,
and consequences and rewards.

Don't begin with a negative attitude
Sarcasm and put-downs will not encourage students to change their behavior.

Don't make empty threats
Once you have decided on consequences for behavior, you must follow through every time.
12
Learning Styles
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 on the next page to evaluate your responses. Use what you learn
from your scores to better develop learning strategies that are best suited to your particular learning style. This 24item survey is not timed.
Respond to each statement as honestly as you can.
Often Sometimes
1. I can remember best about a subject 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.
13. I learn to spell better by repeating words out loud than by writing the words on
paper.,
14. I can understand a news article better 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.
13
Seldom
Scoring Procedures
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. You may
print this page to help you fill in the scoring table.
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
____
VPS =
____
APS =
VPS = Visual Preference Score
APS = Auditory Preference Score
TPS = Tactile Preference Score
____
TACTILE
NO.
PTS.
4
____
6
____
9
____
12
____
15
____
17
____
20
____
23
____
TPS =
____
If you are a VISUAL learner, by all means 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.
14
Math Tutoring Tips
Come prepared
Walking into a tutorial session prepared sends a clear, strong message to the students of the importance and pride
you as a tutor place on the upcoming session. It is especially meaningful to follow up with the plan of action,
objectives, and goals set during the last tutorial session.
To do this, tutors model to the student a commitment and enthusiasm by coming prepared. Coming prepared
includes:
 Overcoming personal anxieties
 Feeling comfortable with the subjects/material
 Having a positive attitude and utilizing all available resources.
Five basic steps for assisting math students
Step one:
Always look at the problem in the book. Never trust that a student has set it up correctly.
Step two:
Ask student to explain the procedure s/he is using to solve the problem. You can troubleshoot and listen for
erroneous logic or incorrect procedures at that time.
Step three:
Reinforce any correct procedures (e.g. "This part is done correctly", or "You are target here".) Then identify
incorr4ect logic and ask the student to consider what else s/he might try. You can provide a hint, but avoid
explanations until after the student has attempted a guess. (E.g. "When you evaluate an integral, what do you
evaluate first, the upper or lower part?")
Step four:
To check for understanding have the student re-explain the procedure to you. Avoid asking questions like, "Does
that make sense to you?" and "Do you under5stand now?"
Step five:
Disengage!
Encourage the student to work the next problem on his/her own, but let him/her know you will check back. Do not
get drawn into working the next problem with an insecure student. S/he needs to develop the ability to apply what
s/he is learning without your supervision.
Five tips for math tutors
Guide student:
A math tutor should guide a student through the solution process. Ask the student leading questions that will direct
the student towards the correct steps.
Avoid doing problems for the student.
If the student cannot get the correct answer and asks for help, the tutor should look at what the student has done and
try to locate the error. Then have the student work a similar problem to make sure he/she has grasped the concept or
procedure.
15
Teach Concepts
Tutoring goal should be to help students become an independent learner. In mathematics, it is important to teach
concepts rather than just processes or procedures. For example, the tutor should explain why it is important to
follow the "order of operations" rule, PEMDAS, rather than just showing the student how to do it. Understanding
the concepts makes remembering the procedures easier.
Encourage Students to Attend Class
Some students believe getting help from a tutor is a substitute for attending class. Students having difficulty in math
must realize time spent with a tutor is additional to classroom time.
Address Math Anxiety
Tutors will deal with students with varying degrees of math anxiety. Tutors should avoid using phrases such as, "this
is easy." Such phrases intimidate the student. If the student suffers from a high degree of math anxiety it may be
helpful to refer the student to a counselor. Sometimes it is helpful to learn about the student's math background. If
the tutor believes the student is enrolled in a course the tutee is not ready for, talk to the instructor.
Don't Confuse the Student!
If the tutor is unsure of a mathematical procedure or concept, check with a math instructor. It is helpful to find out
what approach the text or instructor is using on a particular problem. A tutor using the same technique as the text or
instructor will reinforce the concept or procedure, whereas using a different approach can confuse the student.
Tutors are strongly encouraged to stay in touch with instructors of the students they work with.
Overcoming math and science anxiety
Many people believe mathematics and sciences can be conquered only by certain kinds of people. This myth
destroys potential, provides excuses and limits our possibilities. What is required is persistence and patience.
Learning Math and Science takes time and effort, but it is worth the investment!
Five suggestions for overcoming math/science anxiety include:

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
Do not confine yourself to exact answers or processes. Most problems have more than one method for
reaching an answer. Sometimes it is easier to work from an answer to a problem/question than vice-versa.
Do not use self-defeating talk. Use constructive self-talk when referring to your abilities in mathematics
and science.
Do not run away from your intuition since it could lead you towards a possible solution and
understanding of the concept and application.
Do not consider your questions dumb or stupid when something is unclear or questionable.
Do not run away from math/science frustrations. Try to keep a journal where you jot down strengths,
triumphs, areas to further address, and emotions about areas of study. 4
A Toolbox of Terms for Tutoring
Cathy Puett Miller
Paired reading is a remarkable tool to use with early readers or with readers who lack fluency and struggle
with nearly every sentence. It is simply the tutor reading the first sentence, paragraph or page and then the child
reading the next sentence or paragraph or page. You may use paired reading with any book, taking turns reading by
sentence, paragraph, page or chapter.
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The following tips are courtesy of Lower Columbia College's Tutor Training Handbook, George Dennis, Supervisor.
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Guided reading is a method by which children learn to use independent reading strategies successfully. In
other words, the child performs most of the reading and the tutor only intervenes when the child is unable to
pronounce a word or gets lost in the sentence. The only caution in using this technique is not to let the student rely
on the tutor to fill in any word that seems difficult or have quick answers spoon-fed to them. There is a place for
inserting unknown words quickly so the fluency of the reading isn't disturbed but most of the time tutors need to let
children work it out and apply strategies they are learning to help them resolve their problem independently.
Otherwise the child becomes dependent on the adult for guidance (have you ever seen a child look at an adult when
s/he is reading for recognition as to whether s/he pronounced the word correctly?). My response to this behavior is
always "the answer isn't with me; it's on the page" and then I encourage her/him to remember a rule or a mnemonic
tip s/he has learned. When the child encounters an unfamiliar word, the tutor can use clues to help the child figure
out the word so the next time s/he can do it on her/his own.
Good approaches to use include:
Asking "Do you know any part of that word?"
Asking "Is the word similar to any you already know?"
Breaking the word into syllables and having the student decode each syllable
Having the student read the rest of the sentence and return to the unknown word to ask, "What would make
sense here?"
Discussing the book's illustrations or graphs to help the child determine unfamiliar text
Modeled reading gives the tutor a chance to model good pronunciation and fluency while the child listens.
If a child has struggled mightily to complete a reading, this gives her/him a chance to rest and turn on her/his
comprehension. Whenever this type of reading is used, be sure to find ways to keep the student engaged and an
active listener. One of my favorite techniques is to tell the student s/he will "be the teacher". S/he is to listen to the
tutor read, and ask questions when s/eh is finished to make sure s/he understood what was read. Children love being
the one in charge but are often unaware that they are practicing comprehension strategies in the process.
Repeated Reading can give a great deal of confidence to your struggling reader. Keep a book read in one
of the earlier sessions and let the student "re-read" the book during part of each subsequent session. As s/he
practices, s/he will become quite fluent in reading this book, that is, the delivery will sound more like talking than
stilted, one-word-at-a-time pronunciation of words. As an element of this technique, the tutor can also read a
sentence and then let the child re-read that same sentence. Emphasis should not be on memorizing the sentence but
on sounding out the words and looking at each word in the sentence for correctness.
Visualization is a series of steps to help a student become an active, thinking reader. Many students see
reading as a passive activity and that affects their comprehension. Begin is with a familiar fiction read-aloud. As
you, the tutor, read aloud, insert comments about the story, describing the image you see in your mind as a result of
the words (without sharing the illustrations). Direct modeling of the active thought process for visualization is the
first step. Try a simple quote from Where the Wild Things Are by Maurice Sendak: "That very night in Max's room
a forest grew and grew and grew until his ceiling hung with vines and the walls became the world all around."
Then select a reading at the level of your student’s listening vocabulary (could be as many as 24 months
above reading vocabulary). You want words to create images in the mind and, to do so, a student must have ready
understanding of what these words mean. If necessary, introduce unfamiliar terms your student will hear. Choose a
short scene with obviously descriptive language.
Before reading, introduce visualization like this:
"Remember what I did when I began to read earlier? I thought about what the author's words said and I tried to
imagine what the characters looked like, what they were doing and their surroundings. While I read this story, close
your eyes for a few moments and listen carefully to the words as I read. Think about what is happening in the story.
See if you can imagine the scene the words describe. Pretend you are making a movie; what would you see from
behind the camera? When you hear describing words or adjectives (use whichever terminology is familiar), use
those to help paint a picture in your head (cold, blue, dusty, rambunctious).”
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For students already identified as "at-risk", discuss what it feels like to be cold, or what shade of blue a
favorite ribbon might be or how dusty your room gets when you forget to clean. Give concrete ideas and connect to
background knowledge. Turn on the thought process and you'll encourage your student to do the same when s/he
reads. Remind the student to think about what characters smell, taste, feel, hear and think. Tell her/him that is what
good readers do and that it will help to remember what the story is about.
Sight Words -- Approximately 50-75% of the words used in everyday reading (school books, newspapers,
magazines, etc.) are called "sight words" simply because in order to be a good reader, you must be able to name
them "on sight" (as soon as you see them). They are to be processed so automatically that no conscious effort must
be made in order to quickly identify the word and its meaning. This concept was first published in 1948 by Edward
William Dolch, Ph.D. in his book, Problems in Reading. Dr. Dolch's premise was that if children could readily read
these words in isolation and in context, they would be well on their way to being good readers. Many schools have
either lists or flash cards containing the Dolch sight words (which exclude nouns). They are also available from
many sources on-line by entering "Dolch sight word list" in the search engine. The key to using the sight word lists
effectively is to find ways to take the "drill and kill" out of learning these words and instead have fun with them.
You can play games, including word matches or "quick flash" in which each person has a stack of
Dolch sight word cards and take turns slapping them down and reading them quickly- make it a fun race. See if the
student can beat her/his own record for how quickly s/he can say a given number of words.
Common Letter Patterns --Two of the most common letter patterns in beginning reading are CVC
(consonant, vowel, consonant) and CVC-silent e (consonant, vowel, consonant followed by a silent e). If you teach
beginning readers these two simple rules, they can read many words quickly. Begin this with children who know
their letters (and perhaps the distinction between consonants and vowels).
If you see the CVC pattern, the vowel in the center almost always has a short sound (cat, run, top). If you
try the short vowel sound and it doesn't sound like a word you know, try the long vowel instead.
If you see the CVC-silent e pattern, the first vowel almost always says his name (is long) and the second
vowel (the e) is quiet. Examples: take, same. This same rule applies most of the time when there are two vowels in a
word, even if they are together (examples: rain, seed) - the first one says his name and the second one is quiet.
Just teaching these two beginning pattern rules will have your student reading many simple words quickly.
You can also combine one-syllable words that follow these patterns to have your students reading compound "big"
words in no time. Examples of those include pancake, footwear, mailman, or sunshine (note even this last one is
CVC & CCVC-silent e combined).
Armed with an understanding of these terms, you can help your student learn to read and connect to the
skill-based techniques s/he is learning in the classroom. Never forget that your goal is to have her/him enjoy reading
and find a purpose in it for her/his life.
English Tutoring Tips
English is a subject that some students are able to get by in without really understanding all of the concepts. This is
because there often isn't one correct definitive answer like there is in math for example. However, there are specific
skills that can be learned to help students understand more completely the material they are working with.

Make sure that the student has read the material from start to finish and has not skimmed or skipped the
body of work. Have the student explain aloud the outline of the story or chapter read.

The best thing for poor readers is to have them read aloud. The worst thing for poor readers is to read aloud
in front of a group. Have your student read aloud privately, and then take turns reading pages or paragraphs
for them as they follow along.

Many questions assume that the reader has a full understanding of characters and content. Make sure that
the student understands completely who is who, and who did what and when. Have them write a point form
outline of the plot.
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
Every word in a poem should be understood thoroughly before discussion and understanding can take
place. This is not always true in a text piece, but there must be a general understanding of content and tone
before discussion can take place.

Refer to other stories, movies, or characters that the student might be familiar with. It is easier to learn new
concepts when comparisons can be made to things that the student is familiar with.

Relate concepts and ideas that are presented to real-life situations. This will reinforce the concepts
presented or allow the students to challenge the ideas that are presented.
Helping with Writing
Even if you are among the most experienced teachers, you must continue to find out about your students -- look for
their strengths. Capitalize on those strengths giving each student a chance to shine.
-Robert DiGiulio
One of the easiest things to do when commenting on a student's writing is to point out all of the obvious spelling and
grammar errors. This sends the message to the student that the appearance of a piece of writing is more important
than the content.
Students must pay attention to the mechanics, but the content of a piece of writing is the first thing you should
comment on. This will allow the student to write more of what they want to comment on.

Look for the message that the student is trying to convey.

Respond to the message by commenting on what's written. Try to be positive when you comment on the
mechanics of the writing.
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CHILD ABUSE REPORTING
Section 11166 of The California Penal Code deals with child abuse reporting. Employees are
considered to be mandated reporters. Any one of these specified employees who knows or
reasonably suspects a child has been a victim of a child abuse incident must:
1. Report the incident to a child protective agency (police or sheriff’s
department, county probation department or a county welfare department)
immediately by telephone.
2. Send a written report of the incident to the same agency within 36 hours. It is the
policy of the Los Angeles Unified School District that all employees shall comply with
the law’s reporting procedures whenever they have knowledge of or observe a child in
the course of their employment whom they know or reasonably suspect to have been the
victim of child abuse.
The district will defend any employees who within the course of their employment make a report
consistent with this policy against any actions or claims that may be made as a result of the
report and will pay all expenses associated with such defense. Any failure to comply with this
policy may subject an employee to school district disciplinary action and possible personal civil
liability.
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