Tutor Training Manual
Learning Services Department
Developed by
Tutoring Services
Kirkwood Community College
Tutor Training Manual
Learning Services Department
2071 Cedar Hall
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Reason for This Manual
Tutoring Services has developed this manual as part of our training for tutors to
provide information and skills to be effective tutors at Kirkwood Community
College.
Welcome
Welcome and thank you for your desire to be an outstanding addition to
Kirkwood Community College’s tutoring staff. The Tutoring Services office looks
forward to helping you achieve the highest level of satisfaction with your paraprofessional position while simultaneously helping learners reach their full
potential for success at Kirkwood. We strongly believe in creating a professional
and friendly environment for learners using our services, as well as for assisting
in para-professional growth and development of our tutorial staff.
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Table of Contents
Pg. 5 Overview of Services
a. Tutoring
i. An Individual Peer Tutor
ii. Group Tutoring
iii. Online Tutoring
iiii. Computer Application Skills/Study Skills
Pg. 8 Tutor Desk Contact Information
Pg. 10 Why does Kirkwood Provide Peer Tutors
Pg. 12 Responsibilities of a Peer Tutor
a. Tutor Guidelines
Pg. 14 How to Become a Tutor
Pg. 15 Benefits of Being a Tutor
Pg. 16 Benefits of Receiving Tutoring
Pg. 16 Who Can Receive Tutoring
Pg. 17 How Do We Get Started
Pg. 20 The Initial Tutoring Session
a. Initial Greetings
b. Greeting New Clients
c. Greeting Returning Clients
d. How to Begin a Session
e. Ending a Session
Pg. 24 Do’s
Pg. 25 Don’ts
Pg. 25 Classes We Don’t Tutor
Pg. 26 How Much Tutoring Can a Learner Receive
Pg. 26 Meeting Places
Pg. 26 Cancellation Notices
Pg. 27 Tutor Evaluations
Pg. 27 Tutor Code of Ethics
Pg. 29 Confidentiality Clauses
Pg. 30 Tutor Exam
Pg. 31 Listening Skills
Pg 32 Questioning Skills
Pg 34 Communication Skills
Pg 35 Study Skills
Pg. 41 Emergency Procedures
Pg. 42 Works Cited
Pg 43 Sample Time Sheet
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What Does Learning Services Offer
Overview of Services
Learning Services offers services for those students attending classes at
Kirkwood Community College. Some of the academic assistance offered include
but are not limited to: Academic Prep Classes, Basic Writing, Online Resources,
College Prep, College Reading, Disability Services, Personal Achievement Math,
Personal Achievement Writing, How to Be Successful in College Class, SSS,
Student Support Services, Skills Center, VITAL, Workplace Communications,
Computer Skills Lab, Study Skills Lab, and Tutoring.
Tutoring Services are offered FREE to part-time and full-time Kirkwood students
enrolled in credit classes. The college offers four forms of tutoring: individual peer
tutoring, walk-in tutoring, online tutoring, and computer application skills. Tutoring
Services is located in 2071 Cedar Hall and is open 8:00 am-7:00 pm MondayThursday and 8:00 am-5:00 pm on Friday. For more information call (319) 3985425.
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Tutoring
Individual Peer Tutor
An individual peer tutor is a qualified student who helps
another student explore and understand conceptual skills taught in class.
The peer tutor reinforces information by reviewing classroom information,
creating examples, having the learner do practice problems, and solidifying
concepts. The Tutoring Services office assigns the individual peer tutor. Tutors
may meet with learners on a weekly basis for the entire semester. Learners may
receive tutoring for two credited classes that they are enrolled in per semester.
Learners may receive tutoring for up to two hours per week per class, (some
exceptions may apply). Tutoring hours are flexible and can be scheduled during
the day or evening depending on need and availability. Kirkwood pays individual
peer tutors $7.75 per hour.
Walk-In Tutoring
Walk-in tutoring is offered at Kirkwood for several different subject matters
including Math, Science, Practical Nursing, Associate Degree Nursing, Biology,
Financial/Managerial Accounting, and Computer Skills. Our Math tutoring
encompasses everything from Basic Math to Calculus III. Walk-in tutoring for
Science concentrates heavily on the introductory levels of Biology, Chemistry,
and Physics. Walk-in tutoring is by a drop-in basis. There are no restrictions on
the amount of time a learner can attend walk-in tutoring. Learners can attend
walk-in tutoring in addition to meeting with their individual peer tutor. Please
come to the Tutoring Services office for a complete listing of times and locations
available for walk-in tutoring. Walk-in tutors are paid $10.75 per hour.
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On-line Tutoring
On-line free tutorials are designed to supplement individual
and walk-in tutoring at times when they are not available. Class
tutorials available online include Survey of Math, Elementary Algebra,
Intermediate Algebra, Introduction to Chemistry and Finite Math. The Tutoring
Services office will post additional class tutorials as they are created. You can
access the tutorials by going to: http://www.kirkwood.edu/tutoring
Computer Application Skills
Within Tutoring Services you will find a seventeen station computer lab for
student use. These stations are loaded with all the necessary software to carry
out your academic needs. Support staff is available to answer your questions
Monday through Thursday from 8:00 am - 6:00 pm and Friday from 8:00 am –
4:00 pm. In addition, these terminals are enhanced with Read and Write Gold; an
award-winning literacy software that works within all mainstream Windows
applications.
Study Skills
Like numerous Kirkwood students, you may need to direct your learners to seek
assistance in developing study skills and other strategies to achieve success in
course work. The following topics are addressed to aid in their college
experience: information on ways to enhance abilities in Taking Notes, Test
Taking, Time and Stress Management, and Reading Textbooks are available on
our website at http://www.kirkwood.edu/tutoring
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Tutoring Services Contact Information
Name: Chuck Hinz
Title: Dean of Learning Services
Department: Learning Services
Location: Cedar Hall room 2062
Phone: 319-398-5624
Email: chuck.hinz@kirkwood.edu
Name: Mike Scallon
Title: Support Services Coordinator
Department: Learning Services
Location: Cedar Hall room 2071
Phone: 319-398-7117
Email: mscallo@kirkwood.edu
Name: Ronda Thompson
Title: Learning Services Associate
Department: Learning Services
Location: Cedar Hall room 2071
Phone: 319-398-5425
Email: rthomps@kirkwood.edu
Name: Mindy Nachtman
Title: Learning Services Associate
Department: Learning Services
Location: Cedar Hall room 2071
Phone: 319-398-5425
Email: mnachtm@kirkwood.edu
Name: Suchetha Annira
Title: Learning Services Associate
Department: Learning Services
Location: Cedar Hall room 2071
Phone: 319-398-5425
Email: sannira@kirkwood.edu
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Name: Ben Waychoff
Title: Learning Services Associate
Department: Learning Services
Location: Cedar Hall room 2071
Phone: 319-398-5425
Email: Benjamin.Waychoff@kirkwood.edu
Name: Jessica Smith
Title: Learning Services Associate
Department: Learning Services
Location: Cedar Hall room 2071
Phone: 319-398-5425
Email: Jessica.Smith@kirkwood.edu
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Why Does Kirkwood Provide FREE Tutoring?
Kirkwood is a community college. Our graduates become integral parts of our
community. Kirkwood takes great pride in realizing that by producing outstanding
students, we assist in creating an outstanding community. Student success is a
core value for Kirkwood and the college offers a comprehensive tutor service to
support student success.

A well-trained unit of tutors allows Learning Services to make assistance
available to many more learners than could possibly be helped by faculty
alone.

Learners will usually seek out a peer tutor before receiving help from a
faculty member.

Tutoring in a specific subject area is much more efficient when provided by
students who have already successfully completed the classes for which
they are providing assistance.
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Tutoring Services Kirkwood Community College
Goals 2006-2010

Provide cost-free tutoring services.

Maintain non-discriminatory practices in operations and services.

Tutoring Services will work with a variety of campus and community resources to provide
effective learning opportunities for culturally diverse, first generation, non-traditional,
physically challenged, and at risk populations.

Provide a welcoming and safe learning environment where students can seek instruction
to become self confident learners.

Staff and tutors will come to work each day prepared to help all Kirkwood students gain
knowledge to improve performance.

Offer a variety of tutoring format options to meet location and time constraints of our
learners.

Serve 100% of the student population who are enrolled in credit courses for which
tutoring is sought.

Through our CRLA certified tutor training program, provide our tutors with opportunities
for professional development.

Maintain and expand our study skills program.

Staff our computer lab with trained personnel and maintain current software compatible to
campus-wide learning

Provide professional development opportunities to faculty and staff in order to keep
current with academic trends.

Regularly assess effectiveness of program services through faculty/staff and tutor/learner
evaluations.

Maintain academic standards consistent with the institution.
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Kirkwood Community College Tutor Job Description
POSITION: Individual Peer Tutor
DEPARTMENT: Learning Services
REPORTS TO: Mike Scallon, Support Services Coordinator
General Responsibilities of a Peer Tutor


A peer tutor must attend tutor appointments on time and be ready to assist learners with their
questions for up to two hours per week per learner per subject.

Bring the tutor time sheet to all tutoring appointments. The learner must sign his/her name at
every scheduled appointment.

This is a para-professional job, please treat it as such. You are a role model of successful
learning.

Be respectful and prepared to engage with the learner as you assist in understanding concepts.

Turn in your properly completed tutor time sheet on the last day of every month. Submit time
sheets for no more than 30 hours per week.

Inform Tutoring Services of any “no shows.” Tutoring Services staff will sign your time sheet and
pay you for the first fifteen minutes of your tutoring session. If you have waited fifteen minutes
and your learner has not arrived, you are free to go.

Keep your tutor card updated (ex. new address, new phone number, additional classes that you
qualify to tutor, availability, etc).

Tutors will attend 10 hours of para-professional development through the Level 1 Tutor Training
Workshop.

Receive satisfactory evaluations from your learners and supervisor(s).

Be able to represent the college in the most positive manner with current students and the
community we serve.

Possess enthusiasm, a positive attitude, energy and a passion for life-long learning.

Maintain a high-level of confidentiality.
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Tutor Guidelines
___I have received a grade of B+ or higher in the course I wish to tutor or have an
instructor’s referral.
___I am maintaining a cumulative G.P.A. of 3.0 while I am a tutor.
___I will submit no more than 2 hours per week per student per class. If I tutor more than
this without prior approval from Tutoring Services this time will be considered volunteer
work.
___I will submit time sheets totaling no more than 30 hours per week.
___I will arrange all sessions in a public location.
___It is my responsibility to contact the learner immediately if I will not be able to
meet for a session. If I can’t reach them, I will leave a message at Tutoring
Services 398-5425.
___I understand that excessive tardiness or no shows can result in termination of
my employment.
___I agree not to do the learners homework for them, only to assist them with any
questions.
___I will treat learners with respect and show patience while tutoring.
___I understand that Kirkwood will only pay for tutoring students assigned to work
with me by Tutoring Services and I will only submit time sheets for those
students.
___I agree to report any problems in working with learners to the Tutoring
Services staff.
___I agree not to tutor people with the following relationships:
*relatives/family *boyfriend and girlfriends * common law wives/husbands
*friends
*spouses
*fiancée’s
*roommates
___I will not tutor for the same class that I am receiving assistance for through
Tutoring Services.
___I will notify Tutoring Services immediately when I am no longer interested in
tutoring for the semester.
___I understand each semester I need to renew my eligibility to tutor with the
Tutoring Services staff.
___I will keep a current telephone number, e-mail address and address on file with
Tutoring Services.
___Non-US citizens with a green card may tutor up to 20 hours per week.
___I understand that I will be paid at the individual rate of $7.75/hr (not per
student).
___I understand that as a tutor I will only meet with one student at a time unless
other prearrangements have been made through Tutoring Services.
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How to Become a Peer Tutor
Students interested in becoming an individual peer tutor must have demonstrated
a record of academic achievement as evidenced by the following:

A tutor should have an overall GPA of at least 3.0.

Tutors should have taken the class they would like to tutor and earned a
B+ or better in that class, or can be an Instructor/Professor referral if they
are currently in the class.

Potential tutors must fill out an application form with references.

Tutors must complete a current contact information card which is kept on
file.

Tutors must read and sign the tutor guidelines.

Tutors must fill out a W-4 form for Federal and State taxes and an I-9 form
for Employee Eligibility Verification. Tutors are to bring a driver’s license
and social security card.

Tutors hired will be required to attend the Level 1 Tutor Training
Workshop.
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Benefits of Being a Tutor
The advantages of being a tutor are many. Not only do you get an enormous
amount of job satisfaction knowing that you are helping another individual, but
you will also strengthen your understanding of subject essentials as you
introduce these concepts to others. Increasing your core knowledge will allow
you better insight as you continue with your own classes. Tutoring is a great way
to enhance your resume because it shows that you have time management,
interpersonal, communication, and leadership skills. Level I CRLA certification
received at Kirkwood is recognized by other certified institutions.
CRLA
During the summer semester 2006 our tutoring program was certified by CRLA
(College Reading and Learning Association). Through the CRLA certification we
are able to provide recognition and positive reinforcement for tutors' successful
work from an international organization, and the certification process sets a
standard of skills and training for tutors and our staff.
There are only three community colleges, one university and three private
colleges in the state of Iowa that are certified. Through the certification process
we greatly enhanced our tutor training program. During the fall and spring
semesters Tutoring Services offers a paid 10 hour Tutor Training Workshop. The
workshop covers a variety of topics presented through Power Points, video
training modules, role playing, group discussions, guest speakers and handouts.
We will expand our program to include tutor training on learning styles. This will
be paired with a learning styles assessment that will be available on our website.
After a student takes the learning style assessment, they will be able to
immediately print off the results and take that assessment with them to the
tutoring appointment. The combination of the results and the tutor training on
learning styles will give both the tutor and learners more insight on the best way
to approach a greater understanding of course content.
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A tutor must have completed 25 hours of actual tutoring sessions and have
attended the workshop in order to be certified as a CRLA Level 1 tutor. If your
future educational plans have you transferring to another college that also has a
CRLA certified tutoring program and if you tutor for that institution, you may enter
as a Level 1 CRLA certified tutor.
Benefits of Receiving Tutoring
There are also many benefits to the learners who receive tutoring. Our
experience has shown that individualized, structured learning improves academic
performance and personal growth. Learners gain self esteem and confidence
while improving attitudes toward troublesome subject areas.
Who Can Receive Tutoring?
Any full time or part time learner enrolled in a credited Kirkwood class may
receive FREE tutoring. Learners can receive tutoring for two classes per
semester and up to two hours per week for each class.
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How Do We Get Started?
Learners will come to Tutoring Services to apply for tutoring or go online to fill out
a tutor request form. Once we have validated that the learner is currently
enrolled, we will assign an appropriate tutor. The Tutoring Services office will
contact you to let you know a tutor assignment has been made. We will tell you
the name of the learner and the subject that the learner is seeking assistance in.
However, it is the learner’s responsibility to contact the tutor and set up an
appointment place and time. Tutoring must take place in a public location (on
campus or off campus) conducive to education. Never make your tutoring
appointment at your place of residence or your learners. Tutors and learners
must make themselves available between the hours of 8:00 am - 8:00 pm to
arrange the tutoring sessions. Tutoring Services gives the learner the following
information about the tutor:

The tutor’s name

The tutor’s phone number(s) and/or e-mail address

The subject

The best time to contact the tutor
When the learner makes the initial phone call to schedule the tutoring session it
is important for both parties to exchange phone numbers especially cell phone
numbers. Since neither party has met before, you might want to schedule your
first appointment at Tutoring Services. The staff can assist you with initial
introductions if needed. If it is not possible to meet at Tutoring Services, be clear
with each other about your exact meeting location and your exact meeting time
for tutoring. For example, do not decide to meet at the library around 7:00. Be
specific! Meet at the Reference Desk on the first floor of the library at 7:00 pm.
Telling each other what you’ll be wearing is also helpful.
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Online Tutor Request Form
Request Tutor Registration Form
Name
Street
City
State
Zip
Phone
Email
SSN or K number
Major
Location
choose
Are you currently receiving financial aid?
Yes
No
Courses I want tutoring for:
Course Name
Course Name
Instructor
Instructor
Term
Term
Year
Year
Please select the type of assistance you need (check all that apply):
Explain course material in a more detailed manner
Show me effective methods for finding answers to questions
Quizzing
Study Tips
Special Projects
Review material from classes
Review material for tests
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Assist in problem solving
Other (please comment below)
If you selected Other above please put your commen
Please read the following learner guidelines thoroughly.











I understand that Kirkwood will fund up to 2 hours of tutoring for 2 credit
courses per semester.
At the end of each tutoring session, I will sign my name in the space
provided on my tutor's time sheet, verifying time tutored.
I will not pre-sign the tutor time sheet.
I will arrange all tutoring requests through the Tutoring Services office.
I will report any problems I experience while working with my tutor and will
alert the tutoring staff if/when I stop meeting with my tutor.
I will not receive Kirkwood funded tutoring services from individuals with
the following relationships: * relatives/family * friends * roommates *
fiancee's * spouses *common law wives/husbands * boyfriends/girlfriends
I will not be selective in requesting a tutor and will accept the match that
the tutoring staff provide me.
I will not apply to be a tutor in the same semester as I am a student in that
course.
I will contact the tutor immediately and leave a message if I will not be
able to meet for a session. If I cannot reach the tutor, I will call the tutor
desk (398-5425) and leave a message with them to inform my tutor.
I understand that 3 no shows or excessive tardiness on my part may result
in loss of tutor privileges. Your tutor does not get paid if you don't show up.
If I exceed the 2 hour/week limit without prior approval of the tutor desk, I
will be responsible for paying the tutor with my own funds.
In consideration of Kirkwood funding tutoring services for me, I agree to conform
to the tutoring rules and regulations for learners.
I understand that violation of these learner expectations will result in termination
of my eligibility for receiving tutoring services.
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The Initial Tutoring Session
Initial Greetings
Greetings help establish a connection that will be carried throughout each
session. Greetings are the first obstacle on the way to accomplishing a
successful tutoring session. Greetings are easy to incorporate but are sometimes
skipped over in a hurry to get tutoring underway. By ignoring this step, the
learner is not given the opportunity to get comfortable with the tutor. Without this
comfort level, the learner will find it more difficult to disclose information needed
to resolve issues.
Greeting New Clients
Coming to tutoring to seek assistance can be very intimidating. Because of this,
you will need to allow some time to become comfortable with each other. To do
this, start the session by telling the learner a little about yourself: major, hobbies,
etc. After this, initiate a conversation that poses those same questions to the
learner. This information can later be used in the session. You’ll be able to relate
new material with familiar material. This will increase his/her rate of
comprehension. For example, if the learner likes the culinary arts, the tutor might
relate a math problem to the measurements in a recipe. At this point in the
tutoring process, it is very important to listen carefully to any questions and
concerns your learner may have. In the first few minutes of a session, your goals
are to set a comfortable tone and to learn enough about the learner and his/her
needs to set goals and develop a plan for the session. The time you spend
getting to know the learner will help you in the long run. Pre- session
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conversations can give both ownership and accountability for future tutoring
meetings.
Greeting Returning Clients
When a session starts, you should not carry on an extensive conversation with a
returning client. A few minutes of general conversation should suffice to allow
both the tutor and learner to feel comfortable with each other and their expected
roles.
How to Begin a Session
A session begins when your learner arrives. Your
learner probably has a good idea what he/she
wants to get out of the tutoring session, so you
can just ask him/her what he/she wants to work
on. Then you can follow up by asking some
general, open-ended questions about the course and
what he/she is working on. It might go something like this:
You: Hi, what are we working on today?
Learner: I'm in Beginning Algebra, and I'm having trouble with the story
problems.
You: Ok, let's get out your book and papers to look at what you've done so far.
Learner: (getting out homework) I worked this one five times, but I can't get the
right answer!
You: (looking at the client's work) It looks like you have some good approaches
here. Tell me what you already did to try and solve this problem, and we'll work
from there.
Converse with your client. Start with where he/she wants to start, but try to see
where he/she has been. If you can see how the learner has approached the
problem before any misunderstanding of concepts are revealed immediately. A
dialog will reveal much about your client's attitudes, strengths, and concerns.
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Learners come to tutoring for a variety of reasons. Usually it is because they do
not understand tomorrow’s assignment! Naturally, you want to help learners
achieve their immediate goals, but a tutor's goal is different. Your goal is to help
your learner become a more successful student. After a while, learners will start
modeling your attitudes and behaviors. Let them know how you are approaching
your own homework. When you show them you are working on next week’s
paper rather than tomorrow’s assignment, they will begin to see you as a role
model.

Consider whether the difficulties are specifically defined by the subject or
involve broader study skills problems. You may need to suggest that the
learner attend a few sessions at the Study Skills group tutoring. The
learner can take away handouts to help with a variety to topics from Time
Management to Outlining Chapter Notes.

Share your responsibilities and general goals as a peer tutor. This
explanation of your job and its limits will help to ensure that the learner
does not see you as the answer person who will do their work for them.
Encourage learners to work on their own during the tutoring session; show them
that they can use the techniques that you demonstrate when they are working
alone. Tell learners that they are responsible for doing what they
can on their own before coming to see a tutor.
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Ending the Tutoring Session
Do not just say "good bye" when the session is over.
The way you close a session is as important as the way you open it. Too often,
tutors rush the end of the session, feeling the need to get to the next learner. DO
NOT RUSH. It is at the end of a session that you have a chance to synthesize
the session for the learner.
You should:

Positively assess the work that was done during the session. Summarize
in a sentence or two what you think was accomplished in the session. If
you think that the learner is walking away with a better understanding of
the material, then say so.

Ask the learner if he/she has any questions. You may not have covered
everything, and the learner may have some lingering questions that you
will want to answer. If the questions are big ones, you may want to
suggest that you tackle that question at your next appointment.

Give assignments or explain expectations of the learner if appropriate.
Ask the learner what his/her plan is after leaving your session to continue
to work with the material. If the learner does not have a plan, take a
moment to help him/her work on one.

Schedule your next appointment.

Do any necessary tutor paperwork for your desk.
Adapted from Ball State University, Muncie, IN
2005http://vgncds.bsu.edu:82/universitycollege/article/0,,24002--,00.html
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Do’s

Do exchange phone numbers during your
initial phone conversation with the learner.
The Tutoring Services office gives the learner the tutor’s
phone number but not vice versa.

Do show up to your appointment on time. Everyone’s time is valuable, and
no one likes to be left hanging.

Do call the learner 24 hours in advance if you know you will not be able to
keep an appointment. If you cannot reach the learner, inform the Tutoring
Services office so we can make an effort to contact the learner.

Do bring your time sheet to each appointment for the learner to sign.

Do turn time sheets in by the last day of the month and make sure they
are completely filled out.

Do always give the learner your full attention. Be honest with your praise
and diplomatic with your criticism.

Do express confidence that the learner can learn the material. Part of
tutoring is fostering a positive self-image in the learner's mind. Give credit
for what he/she can already do and compliment (sincerely) all progress
the learner makes.

Do wear modest clothing. Shirt and shoes required.
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Don’ts

Don't be quick to judge.

Don't assume the role and responsibility of an instructor. Your job is to
help the instructor, not to replace him/her.

Don't do your learner’s class assignments. You are there to help, not to do
the work.

Don't be afraid to admit to your learner that you do not know an answer.
Say that you will find the answer and then follow through.

Don’t comment on the professor or the grades given for assignments,
tests, exams, and so on.

Don’t let your tutoring session turn into social hour.

Don’t bring food or drinks to Tutoring Services.

Don’t tutor at a private location.
Classes We Don’t Tutor
Tutoring Services does not offer tutoring for writing, speech, communication,
continuing education, and ELA classes. Learners are encouraged to schedule an
appointment with the Writing Center in Room 3067 Cedar Hall.
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How Much Tutoring Can a Learner Receive?
Learners can receive two hours of tutoring per week, per subject, for two subjects
per semester. Learners may receive up to four hours of tutoring per week, per
subject, for two subjects per semester if they have been identified as a learner
with a learning disability as established by the Americans with Disabilities Act.
Extra tutoring for these learners may only be authorized by the learner’s
assigned Kirkwood case manager per SSS and Perkins eligibility.
Meeting Places
You are encouraged to carry out your tutoring sessions at Tutoring Services2071 Cedar Hall. However, we realize that some tutoring assignments might be
better accomplished elsewhere on campus, for example the computer lab in
Nielson Hall or the Kirkwood Library. Tutoring must be accomplished in a public
location conducive to education. You are not required to stay on campus for your
tutoring sessions. A coffee shop often provides a nice atmosphere to study. You
are never allowed to tutor at your place of residence or the learner’s, for your
safety and theirs.
Cancellation Notices
If you are not able to meet with the learner, give as much
notification as you can. This is also true of the learner;
he/she will need to contact you if they are unable to
meet at the scheduled time. Tutoring Services
recommends a 24-hour notice. Sometimes
emergencies occur and advanced notice is not
possible. If this is the case, call the learner immediately at the most accessible
phone number that you have (cell, home, office). If you still cannot reach your
learner, call Tutoring Services and we will assist you in trying to contact the
learner. In addition, Tutoring Services has a message board for tutors and
learners.
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Tutor Evaluations
The tutor office will not evaluate you
on your tutoring, but your learner will
complete an evaluation form at the
end of the semester.
Tutor Code of Ethics

A tutor must value the discretion and confidentiality of the tutoring
relationship, not divulging the identity of any learners to anyone. Tutors
must not reveal the confidences disclosed to anyone. Tutors and learners
should not reveal anything of a personal nature which transpires during a
session.

Tutors must respect each learner’s individual dignity, accepting learners
without judgment; therefore, a tutor must not use a tutoring situation to
impose his/her personal value system or lifestyle on any learner that in the
tutoring appointment.

A tutor’s definitive purpose is for learners to gain independence in
learning. Tutors are expected to encourage learners to become
independent learners - working with the learner, not for him/her. Tutors
may discuss assignments with learners and even suggest study tips and
techniques that may help in completing homework; however, under no
circumstances are tutors to actually do the learner projects, homework
assignments, or papers. Tutors must always understand the role of a tutor
is to never do a learner’s work.

Tutors must strive for a mutual relationship of openness and honesty while
tutoring. Tutors are expected to be able to admit their weaknesses,
seeking assistance whenever needed. If a tutor is uncertain of the material
or stuck on a concept, he/she must look up the answer or seek
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assistance. Tutors must not be afraid to say, "I do not know the answer. I’ll
see if someone can help us."

An essential part of a tutor’s goal is making learning real for each learner
assisted, enabling him/her to transfer learning from one situation to
another.

As a tutor, you must not disclose to learners any information, advice, or
tips regarding tests produced and/or administered by Kirkwood

Group tutors must not use their position to solicit private tutorials. The
Tutor Center will make all tutoring assignments.

Tutors must maintain records, such as time-sheets, etc., and should also
be sure that each learner signs in appropriately.

Tutors should not sell or purchase any goods or services to/from the
learner without prior Tutor Center approval.

Behavior which is deemed to be either discriminatory, harassing, or
inappropriate, such as a physical relationship, whatever its basis,
including, but not limited to, gender, race, ethnicity, religious or sexual
preference, age, class, or major, will not be tolerated by the Kirkwood
Community College’s Tutor Program.
Adapted and modified from Chattanooga State
http://www.chattanoogastate.edu/cde/math1000/mod1txt3.htm
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Confidentiality Clauses
As an employee of the Tutor Center at Kirkwood Community College, you need
to be aware that much of the information received in our office is confidential and
CANNOT be shared outside this office. There are established policies and
procedures for the accumulation and custody of confidential information at
Kirkwood. All learner records and other information received and stored at KCC
should never be improperly used or released to an unauthorized person. If you
have a question regarding whether or not to release information to an individual,
please ask your supervisor.
By signing this agreement, you agree to uphold KCC’s Confidentiality Policy.
This means you will not share learner information with ANYONE.
Examples of confidential information are:
Learner Grade Reports
Learner Transcripts
Learner Tutoring Files
Tutorial/Advising sessions
Mail
Personal information
Disabilities
Any information from KCC databases
Any other office-related issues
I understand that I may have access to confidential information and that it is my
responsibility to maintain the integrity of this information and to keep it private. I
further understand that disclosure of confidential information will result in
disciplinary action (i.e. termination of employment).
_________________________________________________
PRINT NAME of KCC Employee
________________________________________________
Signature of KCC Employee and Today’s Date
_________________________________________________
Signature of KCC Supervisor and Today’s Date
Adapted and modified from Gallaudet University http://depts.gallaudet.edu/TIP/
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Tutor Training Exam
This is the link:
http://perception.kirkwood.edu/q4/open.dll
In the Name box: type your name
In the Group box: type “tutor” (no quotes)
Then scroll to the Tutor Center Exam.
Then just complete and submit
You will be paid for taking the exam
Complete within 2 weeks of training dates.
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Listening Skills
You can improve your listening skills by following some of the strategies below:
Maintain eye contact with the Learner. Eye contact keeps you focused on the
job at hand and keeps you involved with your learner.
Focus on content, not delivery. Have you ever counted the number of times a
learner clears his/her throat in a fifteen minute period? If so, you weren't focusing
on the questions as much as you were the delivery.
Avoid emotional involvement. When you are too emotionally involved in
listening, you tend to hear what you want to hear--not what is actually being said.
Try to remain objective and open-minded.
Avoid distractions. Tutoring Services is designed as an open area. Some of the
advantages of this are to have easy access to all support services available in
Learning Services. If you conduct your tutoring sessions in this area, this type of
environment may require you to be even more attentive to your client. Don't let
your mind wander or be distracted by the person shuffling papers near you. Keep
your discussions to a low murmur. Remember your neighbor is getting tutoring
too. A noisy area is a distracting area. Do not carry on lengthy discussions with
your friends or other tutors in the tutoring area.
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Treat listening as a challenging mental task. Listening is not a passive act--at
least it shouldn't be. You need to concentrate on what is said so that you can
process the information into your session goals.
Use the gap between the rate of speech and your rate of thought. You can
think faster than the learner can talk. That's one reason your mind may tend to
wander. All the above suggestions will help you keep your mind occupied and
focused on what is being said. You can actually begin to anticipate what the
learner is going to say as a way to keep your mind from straying. Your mind does
have the capacity to listen, think, write, and ponder at the same time, but it does
take practice.
Adapted and modified from University of Minnesota Duluth Student Handbook
http://www.d.umn.edu/student/loon/acad/strat/ss_listening.html
Questioning Skills
These techniques help you discover what a learner knows or does not know and
keep your sessions interesting.

Probing Questions — A probing question generally follows an initial
question from the tutor and a response from the learner. They can be
used in any order and repeated throughout a session.

Clarification questions —asks for more information, These are useful in
clearing up miscommunications and in determining how much the learner
understands.
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Examples: Can you rephrase that?
Can you be more specific?
What do you mean by ________?
Can you explain it to me?
Critical awareness questions — ask for justification of the response; requires the
learner to think more deeply about the response. This type of question helps the
learner practice the habit of self-monitoring. These types of questions help you
as a tutor because it reveals when he/she is simply reciting memorized material.
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Examples: What are you assuming?
Why do you think that is so?
What is the opposite point of view?
What are some examples you can include?
Refocusing questions — moves the discussion on after the learner has provided
a good response. This type of question helps the learner see relationships
between ideas. It demonstrates the learner’s depth of understanding of the topic.
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Examples: What effects will this have on _____?
How do the ideas in this paragraph relate to each other?
Can you summarize the facts we have discussed today?
Prompting questions — generally follows an “I don’t know” response to a
question. This type of question keeps the learner engaged and builds on
previous achievement.


Examples: Rephrase the question in different terms.
Refer to material already mastered (If we know how many cups are in
a pint, then we can figure out how many cups are in a gallon)?
 Provide a partial answer (If you know the area is 144 square ft. what
will the perimeter be)?
Adapted and modified from Diablo Valley College Learning Center Handbook, Pleasant Hill,
CA 2003
http://www.dvc.edu/english/Learning_Resources/QuestioningTechniquesForTutors.htm
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Top Ten Ways to Improve Your Communication Skills –
By Dr. Dorene Lehavi
Listen without judgment. The key to good communication is listening
well. Save your judging for later after you have heard and understood
what was said.
Listen with the willingness to be swayed to the other person's opinion.
No obligation to actually being swayed, but stay open to the option.
Listen without thinking about what you will say next. Take time before
you respond.
Do not be invested in being right. Being right is not the point. If you
must be right, you are not able to listen nor communicate because you
have set up a barrier already. If you are always right that means the
other person is always wrong. That cannot be true.
If your mind wanders, ask for repetition. We all are subject to
distraction. Try to stay focused.
In all cases, repeat back what you heard and ask if it is correct.
Listen to yourself. Find quiet moments and pay attention to what you
are hearing from yourself. Does your body tighten up about certain
issues? Body language is not something to read only in
other people.
Speak honestly, but with consideration for the listener's feelings. Be
polite, respectful, and sincere.
Understand and acknowledge that most things are not black or white,
but somewhere in a gray area. Get comfortable with gray.
Have integrity and build trust. Don't say what you don't mean. Don't
promise what you won't or can't fulfill. Follow through with any
commitments you make.
Good listening skills take practice. Specific coaching may be
necessary if you find you have communication issues with your boss,
colleagues, subordinates, partners, or personal relationships.
Adapted and modified from
http://www.selfgrowth.com/articles/Lehavi1.html
34
Study Skills
Time Management
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Create a calendar of dates containing all assignments, quizzes and
exams. This way you will allow time to plan for an entire semester. Include
other commitments such as work, family, study groups, and appointments.
Make sure to keep your calendar up to date, daily. Keep your calendar
with you so entries can be added immediately.
Make a “To Do” list. Start with an entire week. Then break it down into a
day planner. Prioritize and include reminders to yourself.
i.e. Tuesday
8 am
Jog for daily exercise
10 am
Intro to Computers (Class)
12:00 noon Lunch
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12:30 pm
Study Note from lecture of Intro Computers
1 pm
Principles of Managerial Accounting (Class)
3 pm
Break Time
3:30 pm
Watch Simpsons (Cartoon)
4 pm
Go to Library to perform Accounting homework
6 pm
Dinner
6:30 pm
Play volleyball
8 pm
Allsop Lab for Intro Computers homework
Click to download a weekly planner in Microsoft Word format.
Make the best use of your time: for example: if you are a “Morning Person”
study in the morning.
Schedule study time in a minimum of one-hour time blocks. Then take
short breaks in between.
Plan ahead for large projects and papers. These may require longer time
blocks. Divide this type of assignment into smaller, less difficult pieces.
Decide on a Plan of Work for large projects.
Make sure to schedule relaxation, exercise, and recreation time into your
schedule (a healthy mind and body can retain more information).
Allow time for review before class.
Be honest with yourself. Know what you can handle; do not over commit.
Flexibility is key. A rigid schedule does not allow for unforeseen events.
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Find a quiet place to study that allows for concentration and minimal
interruption.
Avoid procrastination.
Taking Notes for Classes
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Go to Class! Don’t rely on photo copying someone else’s notes unless it is
unavoidable.
Read the lecture assignment before class. This will help you capture the
finer points during instruction and allow you to ask questions about points
made in the text that you are having trouble grasping.
Bring materials that are a necessity such as three-ring binders, pocket
folder, textbook, writing utensils, highlighters, calculators.
Try to sit in the front of class. This will allow you to be seen in case you
want to ask questions. Remember there are no stupid questions; if you
don’t understand a concept, ask for clarification.
Take notes about content that is repeated orally or when it is written on
the white board. When instructors state that “This is a very important….”
or “This could be a test question,” most likely this is a signal that you can
expect this to be on an exam or homework.
Underline or star key points as emphasis for review.
Don’t try to write word for word. Use abbreviations, acronyms, shorthand
skills, diagrams, and symbols (+,=,&.%,*).
Date your notes and leave plenty of white space in between them. This
leaves room for possible future additions.
Review notes. This will help you remember what was covered and give
you the background to understand new information your instructor
provides. See your instructor if you are struggling with any concepts.
After taking notes, review and re-word them as soon as possible to make
them more complete by changing abbreviated words into whole words,
symbols into words, and shortened sentences into longer sentences.
Tips for Reading Textbooks

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Skim your assigned chapters for information pertaining to specific learning
outcomes that you need to understand. This will help you get a basic idea
of what the chapters will be covering.
Try to correlate information you have learned in previous chapters with the
information that you are going to be covering and anticipate how they
might relate to each other.
Read your material for no more than 45 minutes at a time. Take a break
and come back so that your mind is more likely to retain the information.
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Take advantage of chapter reviews and tests that are made available to
you at the end of each chapter. This way you can see what you really
know and what you need to focus more attention on.
Surveying the chapter prepares you for learning more. Look over the title,
the headings, and the chapter summaries or conclusions. View any
pictures or graphs that might be in the chapter and the captions that go
along with them.
Form questions and find the answers in your reading, or if questions are
provided in your learning outcomes, be sure to find those answers. Having
those questions available is already telling you what information is crucial
to know.
Write the questions and answers in a notebook so that you have them to
review.
When marking things in your textbooks, don’t mark everything that seems
important or interesting at one time. Wait until you know the main points of
the chapter, and then mark what you feel is important to focus on.
After you have finished your reading, skim the chapter again and see how
much you can remember about the information you have marked as
important.
Try reading your chapters out loud. Sometimes actually saying the words
can help you to comprehend the material at a higher level.
Test Taking
Prepare
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Make up your own pre-test. At the end of text book chapters they often
have review exercises and checklists on the content in your reading
assignments. Practice these to see where your strengths are. Then focus
on what is unfamiliar to you.
Review previous quizzes. Often times Inst/Prof will re-ask a question on a
quiz. If they thought it was important then, quite possible they will consider
it equally important on an exam. This way you can predict exam
questions.
The amount of time that is necessary to prepare depends on the student,
as well as the score you want to receive. If you are a quick learner and
familiar with subject, you won't need to spend as much time preparing as
someone who is struggling and is having difficulty.
Study information via flash cards, charts & outlines, and mapping
strategies (determine structure of potential exam, i.e. M/C).
Take time each night to review. This will keep content fresh and will
reduce preparation time.
For concepts that you are struggling with see your instructor during their
office hours or schedule an appointment with them.
Make sure to get enough sleep the night before your exam.
Make sure to eat a healthy meal before taking exams. Your brain and
body require nutrients to work well.
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Arrive early for the exam. This allows time for asking last minute questions
and clarification.
Arrive prepared for the exam with all necessary materials for the exam,
such as calculator, pencils (having an extra pencil is a good idea in case a
lead breaks), and notes, if allowed.
Ask if you can use the margins on the exam or scratch paper to jot notes
or diagrams (from memory) during the exam.
During Exam
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Read exam directions with care. Don’t be in such a hurry that you are
guessing. Circle or underline key words that are part of directions. Don’t
hesitate to have your Instructor/Professor explain directions you are
unsure of.
Look over the complete exam. After you have assessed the test, you can
then determine your actions.
If more points are associated with a certain segment, you may want to
focus attention here so you won’t run out of time.
You may determine you want to answer the easier part first. This way you
are accomplishing parts of the test that you know best.
If you don’t know the answer to an exam question, skip it and come back.
Quite often something may trigger your memory during the course of an
exam.
Avoid “reading into” the question; take the question for what it is. If you are
questioning a word or phrase, ask for clarification.
Relax. Take a deep breath and concentrate on what you know.
After Exam

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Make sure you understand any questions you did not get correct. These
questions/concepts could come up again, even in another class.
For concepts that you are struggling with, see your instructor during their
office hours or schedule an appointment to meet with them.
Stress Management
Students often deal with stress in a campus setting when it deals with grades and
testing situations. Test anxiety is nothing more than your nerves and the
possibility of failure getting the best of you. Stressful situations involve the same
scenario. You tell yourself that you do not have the skill set necessary to carry
out the task therefore you anticipate failure. Here are several things you can do
to avoid stress and anxiety related to your education.

Take Care of Yourself- Your ability to succeed in the classroom is
dependent on how you treat your body. Schedule time in your day to eat
properly, have a regular exercise routine and get sufficient sleep. These
three basics will prepare you to cope with whatever the day throws your
way.
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Don’t Make a Mountain Out of a Mole Hill- Evaluate the situation. Is it
really as bad as it seems? Imagine yourself in the best and worst case
scenario. When you mentally process both possible outcomes you have
taken away the fear of the unknown. Your nerves and anxiety has no
where to go and you can be calmer about what steps will be necessary to
do your best.
Be Prepared- If you are taking an exam make sure you have studied the
materials including your text, supplemental material, and lecture notes. If
the test is over a technique you need to explain to an instructor, make
sure you have gone over the technique several times before you make
your presentation. Being prepared is the best way to zap the anxiety bug.
Breathe-During your exam take some deep breaths. Deep breathing
causes your nervous system to calm down.
Power of Positive Thinking- Before you go into your exam, silently repeat
a positive self statement. It may be something as simple as, “I think I
can…I think I can”. Or think about a happy time in your life. Studies have
shown that positive thoughts prior to exams produce better grades. Don’t
let yourself get down. Be confident! Be positive!
Decompress-After you have made it through a stressful situation, allow
yourself time to enjoy life. Invite your friends over to watch a funny movie,
have a cup of coffee with your mentor-devoted friends will be excited to
hear how you overcame a rough situation. Exercise with a buddy-the
endorphins that are released during exercise will make you feel happy,
refreshed and ready to take another test next week!
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Problem Solving
Solving problems is one of the most challenging skills for a student to learn. Try
not to get frustrated, by doing so will only make it harder for you to reach your
end goal of solving for the problem. Problem solving is all about coming up
against something you don't quite understand. Remember, a problem is a task
for which a means to a solution is not known in advance. So if you are having
trouble solving a problem, these tips can help get you going.
Define the Problem
When engaging in problem solving it is important to identify where your
uncertainty lies. Solving a problem involves:

Reading the problem carefully; be certain that you understand what the
problem is asking. (Decide what it is asking for.
 Find out what facts and information that are given or needed to solve the
problem. If needed, write down the facts to help separate what is given
and what you need to solve.
 Begin working out the problem by visualizing the steps you want to take to
solve it; then take steps to estimate a solution. Deciding a method can
39
require trial and error. Don’t resist trying several methods, often trial and
error help to eliminate as well as solve.
 Use logic to solve the problem; if the answer does not seem reasonable
begin reading the problem over again.
 When developing solutions to the problem always check your work, it is
easy to miss vital information to solve the problem. Does your answer
make sense? Does it answer the question?
Finding the Solution

The problem will contain keywords that suggest the type of operation(s) to
be performed to solve the problem. For example, words such as
altogether or total suggests addition while words such as difference or
how many more suggestions subtraction.
 You should always try to utilize diagrams, formulas, and other information
provided in the problem to help you solve it. Using the resources provided
to you in the problem allows you to visualize the structure of the problem
helping you to work out a solution.
 Make the most of examples given in class lectures and in textbook
reading(s). Examples help you understand the material better so you can
arrive at a reasonable solution, even if it is done through trial and error.
 It is important to think logically when solving a problem. You want to arrive
at a solution that makes sense. For example, if you are solving for how
far a person walked in a day, you would use logic to know that it wouldn’t
be a thousand miles. If that is the answer you calculated there is probably
an error and you need to check your work.
40
Emergency Numbers
Kirkwood Main Campus
Emergency Numbers
AMBULANCE: Life threatening illness or injury
Emergency Response ...... 9-911
Campus Nurse ...... 5588
Campus Security ...... 5561 (8 a.m. - 5 p.m., Mon.-Fri.)
5670 (after 5 p.m., weekends, holidays)
389-1774 (cell phone)
FIRE/POLICE:
Emergency Response ...... 9-911
Campus Security ...... 5561 (8 a.m - 5 p.m., Mon.-Fri.)
5670 (after 5 p.m., weekends, holidays)
389-1774 (cell phone)
KIRKWOOD CRISIS
LINE:
extreme violence, death, natural disaster, explosion, fire,
terroism
Emergency Response ...... 9-911
Campus Security ...... 5561 (8 a.m - 5 p.m., Mon.-Fri.)
5670 (after 5 p.m., weekends, holidays)
389-1774 (cell phone)
Campus Health ...... 5588
310-5199 (cell phone)
Crisis Line ...... 533-5761
POISONING:
Iowa State
Poison Hotline ...... 1-800-222-1222
*If Campus Security number 5670 is not answered, it will roll over to a pager. Speak slowly after
the tone.
The following information should be given when calling for help:

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Your name
Location of the event (building, room number, phone number)
Nature of the emergency (medical, fire, police)
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Works Cited
http://vgncds.bsu.edu:82/universitycollege/article/0,,24002--,00.html
http://www.chattanoogastate.edu/cde/math1000/mod1txt3.htm
http://depts.gallaudet.edu/TIP/
http://www.d.umn.edu/student/loon/acad/strat/ss_listening.html
http://www.dvc.edu/english/Learning_Resources/QuestioningTechniquesForTutors.htm
http://www.selfgrowth.com/articles/Lehavi1.html
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