TUTOR HANDBOOK
Nebraska Methodist College
Student Developmental Services, Clark Building
my.methodistcollege.edu
(402) 354-7214
Introduction
Welcome to the Tutoring Program offered by Nebraska Methodist College (NMC). Thank you for
interest and availability to support your peers in your role as a tutor. I am excited to have you as part
of the team! This manual has been created to make your time as a tutor rewarding and productive. It
explains NMC’s tutoring philosophy and approaches, expectations, procedures, paperwork, training
requirements and resources that may prove useful to you.
I hope tutoring is an enriching experience and that it helps you form deep bonds not only with your
students, but also with your fellow tutors. Tutoring not only offers you extra income and instructional
experience, but it also shows future employers your dedication to helping fellow students
academically, as well as demonstrating your dedication to academic excellence.
Tutoring is a challenging experience for both the new and veteran tutor. You will encounter students
with varying academic abilities. Some will be eager to receive your help; others will be reluctant. At
times, students will decide not to continue tutoring while others will want to be tutored more than you
are able to tutor them! Despite these challenges, the rewards of tutoring are numerous. Here are a
few: (1) garnering confidence in yourself as a student and a person, (2) benefiting in your own classes
by reviewing basics with your students, (3) learning to engage and adjust to different learning styles,
and (4) interacting with many different people.
This manual is a resource that explains what we do, how we do it, and why we do things in a particular
way. If you ever have any questions, comments or suggestions, do not hesitate to let me know in
person (Clark Center 1223), by phone (402-354-7214), or by e-mail
(kevin.powers@methodistcollege.edu). I consider you a vital addition to the academic support
offerings provided by NMC. I offer my best wishes to you in your work!
Kevin W. Powers, Ph.D.
Coordinator of Academic Success | Assistant Professor
Nebraska Methodist College - The Josie Harper Campus
720 N. 87th St. | Omaha, NE 68114
(402) 354-7214 | Kevin.Powers@methodistcollege.edu
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Tutoring Rules and Standards
General
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Tutoring is provided, free of charge, to all undergraduate students.
All tutoring is facilitated by trained, qualified NMC students.
All tutoring takes place on NMC’s campus. Tutoring locations may include the library, study
rooms, open classrooms, open areas, etc.
o The Coordinator of Academic Success may reserve classroom space if the number of
students warrants such a space, and/or if regular tutoring appointments are confirmed
between the tutor and student. To reserve classroom space, specific dates, times, and
number of students must be provided in the request.
Tutoring is offered in the fall, spring, and summer semesters when regular class is in session.
o Tutoring is not required over finals week or during student breaks (including summer).
Individual Appointments
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All one-on-one appointments must be held on campus.
Appointments can be scheduled no later than 24 hours before the requested time.
No cancellations can be made within six hours of the scheduled appointment.
Tutoring appointments may last approximately 30 or 60 minutes. Ideally, tutoring sessions
should not exceed an hour. If more tutoring time is needed, additional appointments can be
scheduled.
Students are allowed three no-shows; after the third, they will be not be allowed to utilize
tutoring for the remainder of the semester. Students must meet with the Coordinator of
Academic Success prior to being able to utilize tutoring again.
Qualifications and Expectations of Tutors
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A grade of at least B+ is required in order to tutor a particular course.
A faculty endorsement is required for each subject in which a tutor wishes to assist.
Tutors will attend a 4-hour training their first semester of hire. Returning tutors will attend a 1hour training each year.
Tutors will complete FERPA training and abide by the Tutoring Code of Ethics
In-services and online trainings will be available throughout the semester.
Prior to tutoring a student for the first time, the tutor will discuss the roles, expectations, and
agreements of the tutor-student relationship as outline in the Tutor Student Agreement
Tutor updates will be communicated via email and on the message board in the Tutor Course in
MyMethodist.
It is expected that tutors will be on time and prepared for each tutoring interaction.
If a tutor cannot make a scheduled individual appointment, it is the tutor’s responsibility to
notify the student in a timely manner. It is expected that the tutor will reschedule with the
student as soon as possible. Repeat absences may be cause for probation or dismissal.
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Any academic or personal information that is shared with a tutor is considered confidential, and
should not be shared with other tutors, friends or students at NMC.
Tutor Evaluations
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Tutors will complete a self-evaluation and program-evaluation at the end of each semester.
Student complaints will be handled on a case-by-case basis. If appropriate, the tutor will be put
on probation and the behavior monitored. If the behavior does not improve, the tutor will be
dismissed.
Tutor Agreement
As a tutor, I will adhere to the following:
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I will be on time for my tutoring sessions and be prepared for work.
I will be available for at least 5 hours each week for individual or group tutoring
I will adhere to the ATP’s Code of Ethics (http://www.myatp.org/ethics.htm#CODE_OF_ETHICS)
I will communicate respect for the student’s desire to succeed academically.
I will be patient with the student’s ability to process the material.
I recognize that I should encourage students to come to tutoring sessions with specific problems
because my duty is not to be the student’s homework helper.
I will encourage students to take responsibility for their own work
I am responsible for being competent in the subject for which the student has sought tutoring.
If I do not know the answer to the student’s question, I will model the steps a successful student
would use to find the solutions.
I will provide the student with opportunities to demonstrate his/her understanding of the material.
I will help the student to develop effective study habits.
I will refer the student to the other campus resources and support services that may assist the
student in attaining his/her academic goals.
If I am going to be late or must cancel I will notify my student via email or phone as soon as
possible.
I will consult with NMC staff or the student’s teacher to discuss the student’s progress if needed
and as agreed upon by the student
I will contact the Coordinator of Academic Success (Clark 1223, 402-354-7214) if I do not feel
comfortable with my student, if my student has been unresponsive or consistently unprepared, or
if any other concerns regarding tutoring arise
I will be honest and truthful in track my tutoring sessions via the online tutor time record
Tutor Name: __________________________________________
Tutor Signature: _______________________________________
Date: ________________________________________________
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Tutor Student Agreement
Nebraska Methodist College (NMC) provides individual and group tutoring services to students at no
charge. We believe that tutoring can be an effective way for our students to learn and master course
material. NMC tutors and students working together in a collaborative manner is imperative to
achieving the best possible result. Tutors serve a very specific role at NMC and operating within the
boundaries of that role promotes greater growth, development, and success. Having a clear
understanding of the roles and responsibilities, including the limits, of the tutor role will help promote
student learning, clarify what a tutor can and cannot do for a student, and reduce the opportunity for
tutors to be in situations in which s/he feels pressured to support a student in a manner that is
unethical for a tutor.
Outlined below are the responsibilities and expectations of both the tutor and student, and of the
relationship between them. Tutors and students are encouraged to review these responsibilities and
expectations at the outset of any tutoring relationship, and whenever appropriate thereafter.
THE TUTOR PARTNERSHIP WITH THE STUDENT
As a tutor providing a service to students requesting assistance, I understand that my responsibilities
include:
 Be available for at least 5 hours each week for individual or group tutoring
 As a positive role model for my student, I will:
o Actively and attentively listen to the student to better understand the nature of their
difficulties with course material
o Explore, encourage, and respect the individuality of my student’s unique learning styles
o Ask questions to help students clarify and focus their thoughts, understand the material,
and identify and understand errors in their work or thinking
o Suggest, demonstrate, or model techniques students can use to use in their own work
o Discuss course content and work problems or questions as examples
o Encourage students to take responsibility for their own work
o Show students how to get the most out of their textbooks and introduce students to
other resources including websites, student solution manuals, and handouts
 Notify my student if I cannot attend tutoring sessions or will be late with as much advance
notice as possible. I understand that failure to do so may result in my being removed as a tutor
 Adhere to the ATP’s Code of Ethics (http://www.myatp.org/ethics.htm#CODE_OF_ETHICS)
 Track our tutoring sessions via the online tutor time record
 Consult with course faculty or the Coordinator of Academic Success to ensure I am aware of any
course changes in materials or content
 Consult with NMC staff or the student’s teacher to discuss the student’s progress if needed and
as agreed upon by the student
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Contact the Coordinator of Academic Success (Clark 1223, 402-354-7214) if I do not feel
comfortable with my student, if my student has been unresponsive or consistently unprepared,
or if any other concerns regarding tutoring arise
As a tutor providing a service to students requesting assistance, I will not:
 Simply provide specific answers related to quiz or exam questions
 Complete or rework students’ assignments or work for them
 Guarantee students’ academic success or predict students’ grades on assignments
 Engage in, encourage, or support criticism of instructors, assignments, or textbooks
THE STUDENT PARTNERSHIP WITH THE TUTOR
As a student seeking tutoring assistance, I understand that my responsibilities include:
 Arrive to tutoring sessions on time and take an active interest in my own learning
 Attempt course work and assignments prior to tutoring sessions
 Ask questions when I do not understand
 Bring my books and/or class materials – and questions – to tutoring sessions
 Respect my tutor and listen while he or she is providing me with assistance
 Notify my tutor if I cannot attend tutoring sessions or will be late with as much advance notice
as possible. I understand that the tutor may be assigned to another student if I miss three (3)
tutoring sessions without prior notification
 Contact the Coordinator of Academic Success (Clark 1223, 402-354-7214) if I do not feel
comfortable with my tutor, if my tutor has been unresponsive, or if any other concerns
regarding tutoring arise
Tutor Signature
Date
Student Signature
Date
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Confidentiality Statement
I understand that by virtue of my role as a tutor with Nebraska Methodist College, I may have access to
student records which contain personally identifiable information, the disclosure of which is prohibited
by Federal Law, the Family Education Rights and Privacy Act of 1974. I acknowledge that I fully
understand that the disclosure by me of this information to any unauthorized persons will be
considered a serious breach of confidence and could result in legal penalties and/or disciplinary action
by Nebraska Methodist College.
______________________________________
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Tutor Signature
Date
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Resources
NMC Advisor Guide
Program
Student Services Advisor
ACE/ACE Hybrid
Molly Atherton x7213 / Susie Ward x7063
All Academy
Based on the program
AS Health Studies
Josah Powers x7223
MS - APAL – Academic Program
Administration and Leadership
Josah Powers x7223
BS Health Studies
Josah Powers x7223
BS Imaging Sciences
Josah Powers x7223
BS Respiratory Care
Josah Powers x7223
BSN
Lisa Flairty thru NS 220 /Stacey Nelson NS 240 &
beyond/Molly Atherton - select stdts
CT/MRI Certificates
Josah Powers x7223
DNP (Doctorate of Nurse Practitioner)
Jackie Lee x47224
HCA
Josah Powers x7223
HCOM & Certificates
Stacey Nelson x7226
HPM
Josah Powers x7223
LPN to BSN
Lisa Flairty x7216
Medical Assistant
Marcia Franklin x7076
MSN (Educator & Exec.)
Jackie Lee x47224
Phlebotomy
Marge DiLorenzo x7075
Post-Master's Nursing
Josah Powers x7223
PTA
Shannon Struby x7104
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Rad Tech
Josah Powers x7223
Respiratory Care
Josah Powers x7223
RN to BSN
Lisa Flairty x7216
RN to MSN
Jackie Lee x47224
Women's Medical Imaging
Josah Powers x7223
Sonography
Josah Powers x7223
Surgical Tech
Stacey Nelson x7226
Other NMC Resources
Dean of Nursing
Dr. Linda Hughes, 402-354-7049
Dean of Allied Health Programs
Dr. Amy Clark, 402-354-7024
Dean of Arts and Sciences
Dr. Mary Lee Lusby, 402-354-7058
Coordinator of Academic Success
Dr. Kevin Powers, 402-354-7214
Counselor
Molly Atherton, 402-354-7213
Public Safety
402-354-6911
Residence Life
402-354-7217
Student Activities Office
Erika Pritchard, 402-354-7218
Student Health Services
Roni Gray, 402-354-7217
Writing Assistance
Marlin Schaich x7226, NetTutor
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Family Educational Rights and Privacy Act
(FERPA)
The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal
law that protects the privacy of student education records. The law applies to all schools that receive
funds under an applicable program of the U.S. Department of Education.
FERPA gives parents certain rights with respect to their children's education records. These rights
transfer to the student when he or she reaches the age of 18 or attends a school beyond the high
school level. Students to whom the rights have transferred are "eligible students."
 Parents or eligible students have the right to inspect and review the student's education
records maintained by the school. Schools are not required to provide copies of records
unless, for reasons such as great distance, it is impossible for parents or eligible students to
review the records. Schools may charge a fee for copies.
 Parents or eligible students have the right to request that a school correct records which
they believe to be inaccurate or misleading. If the school decides not to amend the record,
the parent or eligible student then has the right to a formal hearing. After the hearing, if the
school still decides not to amend the record, the parent or eligible student has the right to
place a statement with the record setting forth his or her view about the contested
information.
 Generally, schools must have written permission from the parent or eligible student in order
to release any information from a student's education record. However, FERPA allows
schools to disclose those records, without consent, to the following parties or under the
following conditions (34 CFR § 99.31):
o School officials with legitimate educational interest;
o Other schools to which a student is transferring;
o Specified officials for audit or evaluation purposes;
o Appropriate parties in connection with financial aid to a student;
o Organizations conducting certain studies for or on behalf of the school;
o Accrediting organizations;
o To comply with a judicial order or lawfully issued subpoena;
o Appropriate officials in cases of health and safety emergencies; and
o State and local authorities, within a juvenile justice system, pursuant to specific
State law.
Schools may disclose, without consent, "directory" information such as a student's name, address,
telephone number, date and place of birth, honors and awards, and dates of attendance. However,
schools must tell parents and eligible students about directory information and allow parents and
eligible students a reasonable amount of time to request that the school not disclose directory
information about them. Schools must notify parents and eligible students annually of their rights
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under FERPA. The actual means of notification (special letter, inclusion in a PTA bulletin, student
handbook, or newspaper article) is left to the discretion of each school.
Source: http://www.ed.gov/print/policy/gen/guid/fpco/ferpa/index.html
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What is Tutoring?
The purpose of a tutor is different than the purpose of a teacher. Being a tutor requires special skills.
A tutor needs four essential elements to be successful:
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The tutor must be competent in the subject material.
The tutor must address and be sensitive to the needs and attitudes of the students.
The tutor needs to listen to the student. They must be able to determine what the students
think they know and what they think the problems and solutions are. A tutor should ask
questions and guide the students’ learning. They must show students ways to discover answers
to their own questions.
The tutor needs to help make students accept responsibility for their own learning.
Tutoring is not teaching. It is a method for assisting students in reaching their educational goals.
Tutoring is not counseling. If students begin discussing personal problems as opposed to working on
academics, it is the responsibility of the tutor to refocus the students.
Tutoring takes dedication and understanding. It is not an easy job, but extremely rewarding.
The ultimate purpose of a tutor is to encourage the student in his or her own mastery of the subject
so that tutoring is no longer necessary.
Tips for Tutors
1. Use simple language. Remember, there is a difference between understanding a topic and
teaching it.
2. Paraphrase what the student says.
3. Provide information that the student needs, rather than just sharing what you know.
4. Ask one question at a time.
5. Provide wait time for the student to reflect and thoughtfully answer the question.
6. Avoid asking ‘yes’ or ‘no’ questions.
7. Check to see that you have been understood (remember, have them show you they
understand)
8. Ask a student to explain back to you the steps that were needed to solve the problem.
9. Admit when you do not know the answer, and help the student find it.
10. Do not be condescending.
11. Don’t comment on how easy a problem or concept is to understand (it’s not easy for everyone!)
12. Provide realistic feedback about learning and expectations.
13. Listen actively.
14. Keep a positive attitude about the person you are assisting.
15. Be conscious of your body language.
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16. Show enthusiasm for learning.
17. Look for opportunities to encourage and affirm the student’s work.
18. Actively teach study skills.
Source: Cornell University’s Learning Strategies Center
The Tutoring Cycle
Greet and Set
Climate
Closing and
Goodbye
Identify the
Task
Arrange and
Plan Next
Session
Break Task
into Parts
Address the
Task
Confirmation
Tutee
Summary of
Content
Source: Modified from The Master Tutor: A Guidebook for More Effective Tutoring
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Notes
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The Tutor Session
Beginning of the session (Greet and Set Climate, Identify the Task)
At the start of a session, you want to accomplish three things:
• Create a comfortable atmosphere
• Let the student know what to expect from the session
• Asses the student’s problems and needs
I. Create a comfortable atmosphere and establish rapport
The student often enters a tutoring session with concerns that make the experience very different for
him or her than it is for you. While you may be wondering what the student needs help with, he or she
may be worrying about if he or she will be judged, whether or not you know what you’re talking about,
if you’re nice, or if he or she can trust you enough to show you their weaknesses.
These worries disappear over time, but there are some things you can right away to put the student at
ease:
• Generally, be aware that the student may be a little nervous or uncomfortable (first-time users may
be especially anxious!)
• Smile and be friendly
• Tell the student your name
• Make eye contact with the student
• Learn the student’s name and use it often during the session
II. Let the student know what to expect
Let the student know how you work as a tutor and what you typically like to do. That is, let the student
know that you will give him or her time to work alone, that you will be thinking about how well he or
she knows the concepts behind the problems, and overall your job is to help the student learn to
understand the material. If applicable, let the student know that you may have to work with other
students.
III. Assess the student’s problems and needs
After you set the climate for the session, you need to assess the student’s needs. Students come for
tutoring with different degrees of ability to identify what they do not understand or what they need.
Some students can tell you exactly what the problem is, while others either can’t or won’t. For
example, some students may begin a session with statement like the following:
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• “I just don’t get it.”
• “I don’t understand anything.”
• “My professor made me come.”
• “I don’t understand this professor at all; he’s horrible.”
Those students who are vague or unable to tell what they need require more work on your part. While
all the
above statements may be true so some degree, in order to make a session productive and yourself
effective,
you need to help the student articulate what he or she does not understand as specifically as possible.
When he or she can’t do this on his/her own, you need to ask questions that will help the student
identify and articulate problems. For example, you might ask:
• What have you covered in class so far?
• How many chapters have you covered?
• Was there a point in the course when you were finding the material easier?
• When did the course start getting difficult?
• Can you show me a specific example of a problem or assignment you don’t understand or can’t do?
Beginning the session by asking questions that help the student fully identify his or her problem is
important for several reasons:
• It allows you to determine what the student does or doesn’t know
• It enables you to identify any underlying weakness in basic skills
• It engages the student in the session by making him or her take responsibility for his or her own
learning
It is important to your success as a tutor that you listen carefully to how the student responds to your
initial questions. Be alert not only to what the student says but to how the student says it. Be sensitive
to any messages the student is sending other than those he or she intends to send. For example, be
alert for reluctance to be there, uneasiness, embarrassment, shyness, nervousness, or anxiety, and to
whatever the student may say about a past history using the Tutoring Center.
During the Session (Break Task into Parts, Address the Task, Tutee Summary of
Content)
The tutoring session is a combination of what you know, i.e. your expertise in a subject area, and how
you help someone else understand it, i.e. your tutoring method.
Your tutoring methods should facilitate learning and active engagement. They should not reinforce
passivity, encourage laziness, or generally take responsibility away from the student. Three key
methods to accomplish this are:
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• Explaining, demonstrating, and modeling
• Asking questions and listening to answers
• Giving the student time to work alone
I. Get the student involved: explain, model, and ask questions
After you understand what a student’s needs are and have engaged him or her in the process by asking
questions, you will be able to move on to providing explanations and demonstrating right methods for
solving problems. Show them how to solve problems, find answers, use information, etc.
Explaining and documenting are necessary and important parts of any tutoring session, but giving mini
lectures or doing the problems for the student is not. The tutoring session should not consist entirely
of you talking to or
at the student, or of you explaining concepts, working problems, or making corrections to the student’s
work. Sessions like this reinforce passivity, encourage dependence, and result in boredom. The
difference between explaining concepts and demonstrating how to solve problems in tutoring lies in
whether or not you follow-up and how. Asking questions is the key element to being an effective tutor.
Every explanation you offer and every solution you demonstrate should be followed by questions you
address to the student. There are different types of questions that serve different purposes during a
session:
Those that encourage the tutee to start thinking:
 Where do you think we should start?
 What are the steps involved in working this problem?
 What is the definition?
Those that help you determine how fully the student understands your explanation:
• Can you solve this other similar problem?
• Can you paraphrase what I just explained?
• Why did you solve the problem that way?
 What made you think that?
 You’re correct. The answer to this question is false. What would be needed to make it true?
Those that invite the student to think or make connections between problems or examples:
• How is this problem like the other ones you’ve seen?
• How does this problem build on the ones you did before?
 What is the opposite of this position?
• What’s the new concept/skill in this problem?
• Can you see how solving this problem depends upon your ability to solve the earlier ones?
Those that ask the student to recall information that can be used as a tool:
• What do you know that might help you solve this problem?
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•
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What is always true about the square root of a number?
What do you need to know in order to solve this equilibrium equation?
What is the key thing to remember about this kind of problem?
Those that help the student become aware of his/her process:
• How are you solving this problem? What strategy are you employing?
• Did reading that section in the textbook help you understand how to solve the problem?
• Do you think you stopped trying too soon on this problem?
• What do you need to remember when solving this kind of problem?
• What helps you memorize this information?
Those that allow you to gather information about the student’s study habits and skills:
• Did the professor go over this kind of problem/this concept in class? May I see your notes from
class?
• Did you read the section in your textbook that explains the concept?
• How many problems did you do to practice this concept?
• Do you ever ask the professor questions in class?
• Did you miss class that day?
Asking questions is a key tutoring method because questions include the students in learning
process. Asking questions:
• Forces the student to recall information, use information, and process information.
• Breaks the familiar pattern inside the classroom of passive listening and instead allows or forces the
student to engage subject matter and his or her own process.
• Asks students to verbalize what and how they think. When students talk about what they know, what
they are learning, what they don’t understand, and what they think, they rather than the teacher or
the material become the center of the learning process.
• Allows you to determine if your approach is working and if an adjustment is necessary.
II. Listen
One very important key to being an effective tutor is listening to the student. In fact, your ability to
tutor will be determined in large part on how well you can listen. Here are some things to remember:
• When you ask a question, wait for the answer. It may take a student some time before he or she can
answer you. Don’t immediately interpret the student’s silence as an indication of that he or she can’t
answer or that there’s something wrong with the question. Silence can mean that the student is
thinking, which is exactly the thing we want to happen! Silence may mean that the student can’t
answer, but give the student enough time before you help out by clarifying or asking a different
question.
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• Try not to get distracted. Don’t begin to formulate a next question in your mind while the student is
thinking how to respond. Focus on what the student says and listen for cues that the student does or
does not understand.
• Acknowledge the answer. Even if the student gives you a wrong or partially correct answer, engage
what they say. Don’t dismiss or ignore it. Paraphrasing what the student has said is a good listening
practice. This shows the student that you are listening and that it matters to you that you understand
what he or she is saying. This is an especially good practice given the fact that not all students express
themselves clearly. By paraphrasing, you may give the student an opportunity to reformulate what he
or she wants to say in a much clearer and more productive way.
III. Give the student time to work alone
Create time during the session for the student to work independently of you. Give the student a few
problems to work on, or have him or her identify other problems that are similar to those you’ve
talked about and worked on. Try to give the student enough time alone to engage the topic or
problem. Depending on the situation, it may even help to walk away from the student and literally
leave him or her alone for some period of time and return when you feel her or she is ready.
Types of independent tasks:
• Have the student try one problem or a group of problems
• Have the student read a section of the text that explains a concept
• Have the student look for errors he or she has made in solving a problem or answering a question
Giving the student time to work independently is important for several reasons:
• It discourages dependence and passivity
• It gives them an opportunity to test how well they understand what you are explaining to them
• It forces them to use any tools you are giving them
• It allows them to make mistakes or get stuck while they are in the lab and therefore gives them the
opportunity to learn from those mistakes
• It helps build confidence when they are able to perform the task alone
• It helps prevent the student from think you will sit with them the entire time and work with them
only
After working through some of the material, take the time to have the student summarize the process.
This will solidify that the student has actually understood the material. This type of explanation will
help the student move the understanding from short term to long term memory and assess his or her
understanding.
Concluding the Session (Confirmation, Arrange and Plan for Next Session, Closing
and Goodbye)
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The tutoring session does not necessarily end the moment the student indicates that he or she must
leave or that he or she is done. You need to extend the session by just a minute or so to invite the
student to think about how the work he or she has done in the session is connected to his or her study
habits or classroom experiences beyond tutoring. This might be done by:
• Summarizing what the student’s problem was and what you and he or she did to address it (or have
them summarize!)
• Emphasizing the strategies you and the student developed for handling difficulty, i.e. what questions
were helpful to the student, what steps were helpful, how the student used his or her textbook more
effectively
• Reminding the student of new note-taking or study strategies shared during tutoring
• Asking the student what he or she will do the next time he or she encounters difficulty
• Asking the student if he or she will come back and what might be the next thing to work on
Encourage the student to see the progress her or she has made in the session. Even if the progress is
not remarkable, it and the student’s effort should be validated. Some suggestions are:
• You asked really good questions today
• You accomplished a lot today
• You have really gotten that concept down and that’s an important step
• You are working really hard
• You did a lot of good work on your own here today
If applicable, arrange for another session with the student.
21
Notes
22
Difficult Tutoring Situations
1. Blocking
Characterized by:
Low frustration tolerance
Immobilization/hopelessness/freezing up
“It’s beyond me.”
“I’ll never get it.”
“I’m stuck.”
Approach:
1. Determine what the tutee does know and discuss that – show him that he has some
foundation
2. Begin from what he knows and build, in simple steps, toward increasingly complex material
3. Offer continual support
4. Reinforce success consistently
2. Confusion
Characterized by:
Bafflement/disorientation/disorganization
Helpless feeling about the class
“I just don’t know what to do.”
“I just don’t know what the professor wants.”
“I studied for the test and got a D.”
“I’m not sure where we’re going.”
Approach:
1. Utilize the above four approaches to blocking
2. Give structure and order to the tutee’s tutorial sessions, to his notes, to papers
3. Miracle Seeking
Characterized by:
General interest or concern but with little specificity
Enthusiasm about being with tutor, but fairly passive in actual tutoring process
High (often inappropriate) level of expectation
Evasion or inability to concentrate on concrete tasks
Approach:
23
1. Return focus again and again to specific task
2. Involve student continually with questions, problems
3. Explain significance of active participation in the learning process
4. Resisting
Characterized by:
Variations of sullenness/hostility/passivity/boredom
Disinterest in class/work/tutor
Defensive posture toward class/work/tutor
Easily triggered anger
Approach:
1. Allow small amount of time for student to “vent”
2. Spend first session – possibly even second – on building relationship
3. Be pragmatic, yet understanding (for example, “Look, I know this is a bore, but you need it to
graduate – let’s make the best of it.”)
4. Establish your credibility/indicate past successes in similar situations
5. Passivity
Characterized by:
Noninvolvement/inattention
Boredom
Little discussion initiated/few questions
Approach:
1. Empathize (for example, “You’re not crazy about asking a lot of questions in class, are you?”
or
“It’s pretty much of a drag to sit in class, isn’t it?”)
2. Attempt to build a relationship and mobilize the student
3. Utilize as many mobilizing techniques as possible – questions, problems, mini-tasks to be
accomplished by next session
4. Reinforce all activities and successes
6. Evasion
Characterized by:
Manipulation
Verbal ability/glibness versus focused comments
Global/nonspecific praise of tutor’s skill, course content, and so on
Approach:
1. Play down your role; emphasize student involvement
24
2. Focus the student on specific tasks; involve him continually with questions, problems
3. If evasion continues, you should ask, in a non-threatening way, why the student has come for
the tutoring and what he expects from you (for example, “You know, we’ve met several times
already, but we haven’t gotten much done – what do you think we should plan for future
sessions?” or “My biggest concern is your success in this class; how, specifically can I help you
with that?”)
25
What to Do When You Get Stuck
It’s bound to happen – you are working with students and you get stuck on a problem…
Two Important Ideas:
1. Use the opportunity to model good problem solving skills (do what you do when you get
stuck!)
2. Be honest and don’t give incorrect answers: giving incorrect answers leads students astray and
often spreads like a disease (they tell someone else, the incorrect material ends up on an exam,
etc.). It is much better to say “I don’t know the answer, but let’s work to find a solution” than to
lead someone down the wrong path.
Some Strategies:
1. Have the student state the problem in their own words
- Define any unknown terms (use index or current section in book if necessary)
- Write the problem in the form:
Given:
Find:
2. Use the student's resources, ask lots of leading questions
- Find out which pieces of the problem the student understands
- Write out any formulas or theorems that may apply
- See if there is a similar example in the book
- Use their class notes
- Ask them if they have done a similar problem before
3. Other strategies
- Draw a picture or graph, make a model, or act it out
- Break the problem into smaller parts, solve an easier problem
- Make a numerical example that fits the problem, and solve it first (this is
especially helpful if the problem is full of parameters)
- If possible, estimate a solution, then check with this estimate
- Look for patterns
- Brainstorm - throw out all kinds of ideas
- Incubate! (Take a break - let it sit for a while)
4. If you still have not found a solution...
- Ask another student from the same class or another tutor to help
- Check the answer key (if available)
- Refer the student to their instructor and follow up when you see them again!
Source: Bethel University
26
Tutoring DOs and DON’Ts
DO be dependable. Come to work on time when you are scheduled to work. Students, fellow tutors,
and administrative staff depend upon you to be there.
DO maintain confidentially. Don’t talk about the students you tutor or that you see using the lab to
other students or tutors. Concerns should be shared with your Supervisor.
DO encourage the student to communicate his or her difficulty to and seek help from his or her
professor. Remind the student that the professor is his or her best resource and that better
communication with their professor will be to their benefit.
DO be professional. Your job is not to make friends with the students you tutor, nor is to make sure
that these students like you. Your goal is not to use the tutoring situation to feel good about yourself.
While I hope you will be likeable and friendly, your goal is to be helpful and to do that you need to
maintain appropriate distance between yourself and the student.
DO maintain high integrity. If you use resources provided by the instructor(s), which are meant only for
the tutors to enhance their tutoring sessions, it should not be shared with tutees.
DO ask for help when you need it. You most likely will run into a question that you can’t answer or a
situation that you can’t handle or that makes you uncomfortable. We don’t expect you to know
everything or to know how to handle everything, so please don’t have those expectations of yourself.
Ask a work study or your Supervisor for help when you need it, either during or after a session.
DO protect your own time. We expect you to work while you are scheduled to work, but you are under
no obligation to grant a student’s request for tutoring if it is unreasonable.
DO admit mistakes. We all make them, and you will make some while you are here.
27
DO be encouraging, but DON’T give false hope about a grade a student might expect to receive after
working with you. If a student directly asks you what grade you think he or she ought to receive, tell
the student that the question is impossible for you to answer.
DON’T assist students with assignments that are meant to be done individually (for example takehome tests or manipulations of these tests/questions). It is also important to be mindful of the
material students bring into for assistance. If this occurs, explain to them that you can’t help, and if
they persist bring it to your Supervisor’s attention.
DON’T professor-bash. If a student complains that his/her professor is unfair, etc., remain neutral in
regard to the professor, no matter how hard this may be. A student may need to express his or
frustration with a professor’s teaching style or grading standards, so don’t dismiss the student’s
feelings. But don’t take their side. Try to offer constructive ways the student might handle his or her
problem with the professor.
DON’T question the grade a professor has given a student. Unless you see an objective grading error,
steer clear of commenting on the grades the students has received. You may have an opinion, but you
have no authority to challenge or disagree with a grade.
DON’T express frustration at the students, even those who really frustrate you. If you need to take a
break, excuse yourself for a few minutes until you are composed.
28
Learning Pyramid
Average
Retention
Rate
Reading
Lecture
5%
10%
Audio – Visual
20%
Demonstration
30%
Discussion Group
50%
Practice by Doing
Teach Others/Immediate Use
75%
90%
Source: National Training Laboratories, Bethel, Maine
29
How to Promote Active Learning
The goal of the tutor is NOT to solve problems, provide answers or write papers for students. The
primary goal is to show students how to solve problems, how to think through questions, how to work
through the learning process. Tutors should get the students to do the thinking and talking as much as
possible. Sometimes it is important to slow things down so that students can become more aware of
what they are doing – more aware of their thinking processes. This awareness can lead to intellectual
change, development and growth.
Some ways to get students to slow down and reflect on their thinking processes:



Have students read the problem/question/assignment out loud and tell you what is needed
before they start work.
Get students to think out loud as they respond to a problem/question/assignment. Encourage
students to constantly talk about what they are doing and why. This will slow down the thinking
process and make it more explicit – and perhaps more accurate. It will at least allow you to
help students checking their own reasoning and find their own mistakes by having them
express exactly what they know about the problem/question/assignment.
Ask questions or make comments that can help students clarify their thinking:
o What are some possible ways you might go about solving this
problem/question/assignment?
o Tell me what you know about the problem/question/assignment.
o How might you break the problem/question/assignment into small steps?
o What are you thinking right now?
o I don’t understand. Will you please explain?
Sometimes you might find it appropriate to model good problem solving techniques. You may need to
demonstrate how you would go about reading and understanding a question before responding to it.
Make sure that your model or demonstration is clear (e.g. work step by step, back up if necessary if
things don’t work out, break a complex task into parts, move from simpler to more complex, construct
visual representations on paper, etc.). After modeling or demonstrating, require that students work
through a similar task to make sure they understand the process.
Source: Beverly Black and Elizabeth Axelson, University of Michigan
30
Auditory Learning
Auditory learning is a learning style in which a person learns through listening. An auditory learner
depends on hearing and speaking as a main way of learning. Auditory learners must be able to hear
what is being said in order to understand and may have difficulty with instructions that are written.
They also use their listening and repeating skills to sort through the information that is sent to them
Characteristics
Auditory learners may have a knack for ascertaining the true meaning of someone's words by listening
to audible signals like changes in tone. When memorizing a phone number, an auditory learner will say
it out loud and then remember how it sounded to recall it.
Auditory learners are good at writing responses to lectures they’ve heard. They’re also good at oral
exams, effectively by listening to information delivered orally, in lectures, speeches, and oral sessions.
Proponents claim that when an auditory/verbal learner reads, it is almost impossible for the learner to
comprehend anything without sound in the background. In these situations, listening to music or
having different sounds in the background (TV, people talking, etc.) will help learners work better.
Auditory learners are good at storytelling. They solve problems by talking them through. Speech
patterns include phrases like, “I hear you; That clicks; It's ringing a bell,” and other sound or voiceoriented information. These learners will move their lips or talk to themselves to help accomplish
tasks.
Recommended techniques
Proponents say that teachers should use these techniques to instruct auditory learners: verbal
direction, group discussions, verbal reinforcement, group activities, reading aloud, and putting
information into a rhythmic pattern such as a rap, poem, or song.
Proponents recommend techniques like these to auditory learners:







Record class notes and then listen to the recording, rather than reading notes.
Remember details by trying to "hear" previous discussions.
Participate in class discussions.
Ask questions and volunteer in class.
Read assignments out loud.
Study by reading out your notes
Whisper new information when alone.
31
Kinesthetic Learning
Kinesthetic learning (also known as tactile learning) is a learning style in which learning takes place by
the student carrying out a physical activity, rather than listening to a lecture or watching a
demonstration.
According to the theory of learning styles, students who have a predominantly kinesthetic style are
thought to be discovery learners: they have realization through doing, rather than thinking before
initiating action. They may struggle to learn by reading or listening.
When learning, it helps for these students to move around; this increases the students' understanding,
with learners generally getting better marks in exams when they can do so. Kinesthetic learners usually
succeed in activities such as chemistry experiments, sporting activities, art and acting; they also may
listen to music while learning or studying. It is common for kinesthetic learners to focus on two
different things at the same time, remembering things in relation to what they were doing. They
possess good hand-eye coordination. In kinesthetic learning, learning occurs by the learner using their
body to express a thought, an idea or a concept.
32
Visual Learning
Visual learning is a teaching and learning style in which ideas, concepts, data and other information
are associated with images and techniques.
Visual learning techniques
Students create graphic organizers such as diagrams, webs, and concept maps by selecting symbols to
represent ideas and information. To show the relationships between ideas, students link the symbols
and add words to further clarify meaning.
By representing information spatially and with images, students are able to focus on meaning,
reorganize and group similar ideas easily, make better use of their visual memory.
Retention
According to research, students better remember information when it's represented and
learned both visually and verbally.
Comprehension
Students better comprehend new ideas when they are connected to prior knowledge.
Organization
Students can use diagrams to display large amounts of information in ways that are easy to
understand and help reveal relationships and patterns.
Visualizing data - When working with data, students build data literacy as they collect and explore
information in a dynamic inquiry process, using tables and plots to visually investigate, manipulate and
analyze data. As students explore the way data moves through various plot types, such as Venn, stack,
pie and axis, they formulate questions and discover meaning from the visual representation.
Tips For Students Who Are Visual Learners
The following are some suggested techniques for students who are visual learners, which can be used
to make learning and education more effective.
Study Habits


When trying to learn or memorize a piece of information, closes their eyes and try to visualize
it. If using flashcards, limit the information on each card so it can be easily recalled in their
mind.
Trying to find alternate materials to study from: videos, PowerPoint presentations, maps, etc.
Learning during Lectures
33



Avoid visual distractions. Looking out the window or at the person in front of you will not help
you learn the material.
Make illustrations as you take notes. Draw pictures to help you visualize information. Graphs,
maps, and images are helpful in retaining information.
After class, review and organize your notes. This will help you to sort out the information in a
way that is meaningful to you and further solidify the material.
Learning from Textbooks



Preview the chapter by looking through titles, graphs, charts and other visual aids. This will help
you obtain the 'big picture' of what you will be learning.
Use highlighters to emphasize pieces of the material that are especially important. Color-coding
is often useful as well.
Take notes or make illustrations in the margins, or, if it is a textbook you shouldn't be writing in,
put them in a separate notebook.
Test Taking


34
Think of visual clues used in learning to recall the information for a test. One way to do this is to
sit in the same place every time you are in class, then make sure to get the same seat on test
day. The visual cues your mind picks up while learning can help you recall information when
they are seen again.
If you find that timed tests are difficult for you or that you feel anxiety when taking tests with a
time limit, discuss it with your instructor. Teachers give tests to gather an accurate assessment
of the students' progress.
Notes
35
Socratic Questioning
Socratic Questioning consists of a series of open-ended questions that build on the students’ ideas,
helps the student to recall what he or she already knows, and leads him or her to the conclusion. As in
all questioning, give students time (at least 10 seconds) to reflect before answering questions. This
type of questioning is important because it gets students to VERBALIZE.
Six Types of Questions that Socrates Asked
Conceptual clarification questions
Get them to think more about what exactly they are asking or thinking about, or to prove the
concepts behind their argument. Basic 'tell me more' questions that get them to go deeper.

Why are you saying that?

What exactly does this mean?

How does this relate to what we have been talking about?

What is the nature of ...?

What do we already know about this?

Can you give me an example?

Are you saying ... or ... ?

Can you rephrase that, please?
Probing assumptions
Probing of assumptions make them think about the presuppositions and unquestioned beliefs on
which they are founding their argument. This is shaking the bedrock and should get them really going!

What else could we assume?

You seem to be assuming ... ?

How did you choose those assumptions?

Please explain why/how ... ?

How can you verify or disprove that assumption?

What would happen if ... ?

Do you agree or disagree with ... ?
Probing rationale, reasons and evidence
When they give a rationale for their arguments, dig into that reasoning rather than assuming it is a
given. People often use un-thought-through or weakly understood supports for their arguments.

Why is that happening?

How do you know this?

Can you give me an example of that?

What do you think causes ... ?

What is the nature of this?

Are these reasons good enough?
36






Would it stand up in court?
How might it be refuted?
How can I be sure of what you are saying?
Why? (keep asking it -- you'll never get past a few times)
What evidence is there to support what you are saying?
On what authority are you basing your argument?
Questioning viewpoints and perspectives
Most arguments are given from a particular position. So attack the position. Show that there are
other, equally valid, viewpoints.

Another way of looking at this is ..., does this seem reasonable?

What alternative ways of looking at this are there?

Why it is ... necessary?

Who benefits from this?

What is the difference between... and...?

Why is it better than ...?

What are the strengths and weaknesses of...?

How are ... and ... similar?

What would ... say about it?

What if you compared ... and ... ?

How could you look another way at this?
Probe implications and consequences
The argument that they give may have logical implications that can be forecast. Do these make sense?
Are they desirable?

Then what would happen?

What are the consequences of that assumption?

How could ... be used to ... ?

What are the implications of ... ?

How does ... affect ... ?

How does ... fit with what we learned before?

Why is ... important?

What is the best ... ? Why?
Questions about the question
And you can also get reflexive about the whole thing, turning the question in on itself. Use their attack
against themselves. Bounce the ball back into their court, etc.

What was the point of asking that question?

Why do you think I asked this question?

What does that mean?
Sources:
http://lonestar.texas.net/~mseifert/crit3.html
http://changingminds.org/techniques/questioning/socratic_questions.htm
37
Success Strategies: Reducing Test Anxiety
The one subject that causes the most anxiety of almost any student is tests. Share the following ideas
to help students fight test-taking anxiety.
Before the test:
 Know the difference between a ‘test’ and a ‘quiz’ – and how many points it’s worth
 Do NOT skip the class right before the test
 Review old tests and quizzes
 Choose problems from the text to make up your own test or notecards
 During tutoring, encourage the student to say things like, “I’m going to do my best” instead of
“I’m going to fail”
 Close the book and put away the notes about 30 minutes before bed and do something
enjoyable
 Eat a healthy breakfast, but avoid caffeine and acidic foods such as orange juice
 Arrive early so you can pick the seat you feel most comfortable with (and so you’re not rushing)
 Avoid classmates who may only stress you out before the test
 Use breathing exercises to calm down before the test
During the test:
 Read through the whole test first – pay close attention to the directions
 Memory Data Dump: turn the test over and write down anything you may forget
 Do the easy problems first to build your confidence
 Don’t spend any enormous amount of time on one problem – mark it so you will return later
 Don’t be afraid to ask the instructor for clarification if you don’t understand a question
 Don’t leave anything blank
 Sit back for amount and take a deep breath, should you find yourself tensing up
 Go back and check your work – answer any skipped questions
 Use any extra time to review your answers, but don’t change any unless you are absolutely sure
After the test:
 Reward yourself whether you think you did well or not – you earned it!
 Focus on what you did right rather than any mistakes you may have made
 Take time to relax before reviewing the test or working on something else
 Don’t be discouraged if you didn’t receive the grade you wanted
 Work all the problems you got wrong
 Save the test (or quiz) to study from later
 Use your text to review concepts missed on the test
38
Notes
39
Group Tutoring
Group tutoring is challenging; however, it can be very rewarding. The group setting, while manageable
by a skilled tutor, is quite limiting in terms of the amount of individual attention which can be
provided; this potential problem grows in relation to the size of the group being tutored. Some of the
differences are outlined as follows:
Individual Tutoring versus Group Tutoring
Time allows the individual student to ask
many questions
Time per student is restricted
Student is instructed at his/her level and
pace
Multiple abilities and background of students
complicate level and pace of instruction
Student must actively participate in the
session
Non-participation by some students can occur
Content is tailor-made to individual student
needs
Content covered must be suitable for the general
needs of the group
The primary advantage of group tutoring (and disadvantage of individual tutoring) is the potential for
the sharing of a variety of views and information. The following are some basic tutoring guidelines
which enhance group learning. Remember that these guidelines (and skills) require conscious
leadership on the tutor's part.
1. Keep in mind, as a group tutor, you are a resource for students and their learning. Your role is
to facilitate their learning process.
2. Stand or sit where all can see and hear you. Arrange seating so it encourages interaction and
visibility.
3. Waiting for students to volunteer a well-developed answer allows high-level thinking to take
place. If you are uncomfortable waiting for 30 seconds, join students in looking through notes
or text. If students are unable to answer the question, refer to the source of information.
4. Respect all questions or responses offered by students, no matter how basic.
5. Remember to use probing questions.
6. Don't allow individuals to dominate participation or discussion. Try to involve everyone in the
learning activity; non-participants must be drawn into the activity.
7. Please don't interrupt student answers. Group tutors should provide a comfortable
environment for practicing. To check for understanding, ask another student to describe the
same concept in his or her own words.
8. Ask open-ended questions, and rephrase questions if they do not yield comments.
9. Remember to include humor in the group session.
10. Keep the session on topic and moving at the appropriate pace for the group's abilities.
11. Maintain productivity of the session by preventing irrelevant arguing or repetition.
40
12. As the session comes to a close, provide closure. You can do this by asking the students what
they learned during the session, what they still need clarification on, or what they would like to
cover in the next session. You might also ask them to come to the next session with a few
predictions of test.
Key Features of Group Tutoring/Study Groups:






Meet at regularly scheduled times
Meet in a location that allows talking but does not have undue distractions
Ideal size: 3-6 people in a group
Include students with similar academic or personal challenges
Set an expected plan for working together
Come prepared, with homework attempted if not completed, review lecture notes, do text
reading, discuss/resolve concerns
Problems/Concerns:





Students may not be academically matched or motivated
Students may only come before exams instead of ongoing throughout the semester
Too much off-task visiting or lack of serious studying
Encouraging and reassuring the quiet student
Controlling the dominant student
Possible Activities:









Break students up into specific topic/course areas
Summarize student ideas
Practice working problems similar to homework problems on the board
Practice teaching each other
Compare and share lecture notes
Practice drawing diagrams and making charts or other visual aids
Work in pairs to create test or review questions; trade with other pairs
Work as a group or in pairs to create a study guide
Use teacher-prepared study guides, end-of-chapter questions, handouts, flash cards
41
Communication
Reasons Students Must Verbalize
1. Conversation promotes sharing of ideas and feelings
2. Student verbalization may produce more student questions
3. Cognitive and meta-cognitive benefits:
a. Rehearsal value of speech aids the process of learning
b. Verbalization clarifies thinking
c. Students recognize mistakes in logic by hearing their own words
d. Students become aware of what they need to do; hopefully, they make a verbal
commitment to do it
e. Students become aware of what they know and don’t know
4. Student verbalization increases student confidence
5. Student verbalization increases opportunities for the tutors to provide positive reinforcement
Notes
42
Listen to Learn: Tips for Good Listening
Creating a balanced conversation


Use open-ended questions and encourage elaboration in responses for those who are reluctant
to speak
Limit responses to three sentences for those who dominate speaking
Avoiding interruptions and quick judgments




Allow 5 seconds of silence after each question and each complete response for reflection time
Keep an open mind to a new perspective (they can teach you, too!)
Paraphrase what was said before responding, then ask for clarification:
o “As I understand it, you’re saying…” “So what you are trying to say is… …am I correct?”
Ask for clarification or verification when you realize you don’t understand:
o “I’m not sure I followed when you said…” “Can you explain again so I can be sure?”
Minimizing distractions


Internal:
o Clear your mind of preoccupations/stress
o Block out competing thoughts and ideas
o Remain in a receiving mode, rather than a thinking or answering mode
External:
o Have everyone silence or turn off their cell phone and put it out of site
o Close the door
o Refrain from fidgeting, glancing at the time or playing with objects
Sincere body language



Face the speaker and make constant eye contact
Nod in acknowledgement of what is said – this does not indicate you agree or disagree
Remain positive, attentive and encouraging by leaning in, being in an upright posture and
making empathetic and intuitive facial expressions
43
PERSONAL CHECKLIST OF TUTORING SKILLS
Rate yourself on how well you interact with your student during tutoring sessions. Use this guide for
self-reflection throughout the semester.
A. LISTENING— I try to be an attentive listener by practicing the following techniques.
1. I use the following non-verbal signals to indicate that I am actively interested in what the
student is saying:
a) Regular eye contact
b) Smiling, nodding, and other expressions or gestures
that signal my concentration and receptiveness
c) Concerned body posture, free of distractions
2. I avoid interrupting, even for the purposes of clarification, until a student has completed his/her
message.
3. In order to indicate trust in the student’s abilities to make thoughtful judgments, I allow a
period of calm silence (wait time) after a student has apparently finished talking. In this way I
can avoid cutting off a student’s statements, and provide enough time for reflection and selfcriticism.
4. I give my full attention to what the student in the following ways:
a) Taking notice of how the student is delivering his/her
message, including non-verbal cues
b) While the student is talking, I am thinking
about what he/she is saying, not on my own
thoughts on the topic
5. I encourage a student to answer his/her own questions.
6. To check my understanding of what the student has said I briefly paraphrase the student’s
idea(s) in my own words.Using the following techniques, I ask questions in a manner that
stimulates thinking and reveals a student’s strengths and weaknesses.
a) I avoid verbosity and make my questions brief but specific
b) I don’t overwhelm my student with too many questions
c) On average, I wait more than five seconds between
asking a question and saying something myself
d) I avoid answering my own questions
44
e) I balance my questions between the open/closed type,
and the Socratic/discovery type
f) The intention of my questions is to enlighten, not to
intimidate
B. EXPLAINING— I try to give clear explanations by practicing the following techniques.
1. Since I don’t want to do all the talking (or the work!), I give short explanations with appropriate
examples or demonstrations, then I ask the student to perform a task which will help me
measure his/her grasp of the concept or skill.
2. In addition to my examples, I also ask students to provide examples after they have understood
my explanation.
3. I am cautious about giving prescriptive advice based on my own experience because I am aware
that my student’s background may be considerably different from mine.
4. I observe my student’s learning habits and structure my teaching approach to his/her needs.
5. Whenever possible I model a useful behavior rather than give a long explanation.
6. Once I identify a student’s typical learning style, I point out his/her strengths and weaknesses in
hope that the student will become more aware of how he/she learns best.
7. I delay my correction of a “wrong answer” so that I can first question my own preconceptions.
(There may be another way which I’ve never considered to look at the issues, and it may be
more important for me to understand why a student answered the way he did. Sometimes,
with enough wait time,
a student may self-correct.)
C. SUMMARY
1. I try to make each tutoring session a joint effort with at least 50% of the work coming from my
students.
2. I find out what my student already knows, I discover what he needs to know in a way that best
suits his individual learning style.
3. I try to concentrate on real learning and self-improvement, not just on earning better grades. (I
am aware that certain types of growth are not measured by grades.)
My greatest strength as a tutor:
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An area where I need to improve:
Areas where I would like additional training:
Source: Student Learning Center, University of California/Berkley
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Notes
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Notes
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