Handbook for Tutorial Center Staff

Revised March 19, 2015

Table of Contents

Goals and Missions of the Tutorial Center 2

Hours and Location 2

Tutorial Center Staff 2

Computers and Programs 3

Other Materials 3

Courses Most Frequently Seen 3

The Faculty 4

Initializing Students to Center Services 4

What Every Tutor Should Know 4

Job Description of Part-time Tutors 4

Adjunct Teaching Policy 4

Personal Appearance 5

The Tutoring Process 6

Prepare 6

Know Your Students 6

Evaluate the Need 6

Additional Helpful Questions 7

Language of Encouragement 9

Other Tutoring Issues 11

Work “With” the Student 11

Work Toward Independence 11

Silence 11

Competence 11

Confirm Knowledge 11

Follow-up 12

Final Word 12

List of Forms 12

Ethical Considerations 13

Strategies for Tutors 14

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Goals and Missions of the Tutorial Center

It is the purpose of the Georgia Highlands Tutorial Center to help students succeed in their

chosen college curriculum and to help them improve their academic skills. The staff of the

Tutorial Center is dedicated to helping students acquire the skills to become independent learners

and to promote the education that is received by students in the classroom. Tutors do not grade

papers or in any way substitute for classroom instruction, and course instructors provide the

standard for grading.

The Tutorial Center provides:

One-to-one tutorials in areas of math, English, reading, and occasionally science.

Information and practice for standardized tests for the college: Compass, GACE Basic

Skills, and SAT.

The opportunity for group study.

Computerized tutorial assistance.

Workshops in special areas of study.

Online tutorials in English and math.

Guidance in how to research.

Information regarding GHC’s QEP plan, IC@GHC.

Hours and Location

The Centers attempt to address the needs of day and evening students by providing hours that

accommodate both. The hours are posted throughout the school, emailed to faculty and students,

and made available on the Tutorial Center website.

The Rome, Cartersville, Paulding, and Douglasville Centers are located in the libraries of each

institution. The Marietta Center is located in the Student Center on the campus of Southern Poly

Technical College.

Tutorial Center Staff

The staff consists of a Director, an Assistant Director, part-time professional tutors, federal work

study tutors, and occasionally volunteer community and student tutors.

The Director and Assistant Director arrange hours of service, make liaisons with faculty, hire,

schedule, and train tutors, manage the departmental budget, create and provide data and statistics

on the department, and serve on committees. Additionally, these positions tutor on an as-needed

basis.

The part-time tutors are responsible for tutoring during assigned hours in either English, math,

science, or a combination of the three. All tutors report directly to the Director or Assistant

Director.

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Technology

The Tutorial Centers are equipped with computers, printers, calculators, and iPads student may

use while in the Centers. Calculators are also placed on reserve at the Cartersville and Floyd

campus libraries for students to check out. Minitab, Microsoft Office, Hawkes, and MyMathLab

are some of the programs available for student use. The Tutorial Center’s webpage is linked to

various other sites that may be helpful in writing papers, practicing grammar, practicing math,

studying science, and practicing reading.

Other Materials

The Centers have available a variety of books that contain grammar practices and examples of

good writing. Additionally there are supplemental texts in math, reading, Compass, Regents’,

SAT, GACE, and ACT strategies.

Courses Most Frequently Seen in the Center

English 0099 This course is designed to prepare students for college-level composition

through short writing assignments, practical grammar review, and emphasis on proofreading

skills. There is an exit requirement in which the student is required to pass a written examination

as well as the system-wide placement examination.

Math 0097 This course is a review of elementary algebra. Topics include real numbers,

exponents, polynomials, equation solving, factoring, rational expressions, and radicals.

Math 0099 This course is a review of intermediate algebra. Topics include properties of

numbers, linear equations and inequalities, quadratic equations, polynomials, and rational

expressions and roots. This course has an exit requirement of a system-wide placement exam.

Math 1111 This course is a functional approach to algebra that incorporates the use of

appropriate technology. Emphasis is places on the study of functions and their graphs,

inequalities, and linear, quadratic, piece-wise defined, rational, polynomial, exponential, and

logarithmic functions.

Math 1113 This course is designed to prepare students for calculus, physics and related

technical subjects. Topics include an intensive study of algebraic and trigonometric functions

accompanied by analytic geometry as well as DeMoivre’s theorem, polar coordinates and conic

sections.

English 1101 This is a composition course focusing on skills required for effective writing in a

variety of contexts with emphasis on exposition, analysis and argumentation, and also includes

introductory use of a variety of research skills. Students must pass an essay examination to

receive a passing grade.

English 1102 This is a composition course that develops writing skills beyond the levels of

proficiency required by ENGL 1101, emphasizes interpretation and evaluation, and incorporates

a variety of more advanced research methods.

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The Faculty

The faculty began the Tutorial Center in 1992 and has supported it since. Students are frequently

referred by faculty members. Center staff members are sometimes asked to speak to classes

about services. Many faculty members from different areas refer their students for help in paper

writing and research.

Initializing Students to Center Services

1. Students new to the Center should be greeted and told of possible services.

2. Students should be asked to use the computer sign-in program.

3. Students should identify if they are drop by or referral.

4. Students should attempt to identify their own area of difficulty.

What Every Tutor Should Know

1. The tutor never comments on classroom instruction or instructors.

2. The tutor attempts to lead the student to answer his or her own questions.

3. Each person that comes in the door must be welcomed, asked to sign in, and if all tutors

are busy given an approximate time when he or she can be helped.

Job Description of Part-time Tutors

1. Tutor in assigned subject area.

2. Know and be able to make referrals to campus services when necessary.

3. Answer phone.

4. Help with clerical work when needed.

5. Help with printing jobs and printers.

6. Be able to explain routine procedures in the Center, such as signing in, explaining tutorial

support that is available.

7. Help students to learn more independently.

8. Monitor own efforts to help students to see if they are learning.

9. Supervise student tutors in the absence of Senior Academic Tutor.

ADJUNCT TEACHING

Tutors can work no more than 19 hours a week per the Georgia Highlands College Human

Resources policy. Tutors may also take on the role of adjunct instructor at the discretion of his or

her supervisor and the dean of the division for which he or she applies to teach. In the case that a

tutor takes on the role of adjunct in addition to tutoring, the number of hours he or she is allowed

to tutor is determined by the number of credit hours of the class/es he or she is assigned to teach.

To determine the number of working hours a class equals, refer to the following BOR chart.

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PERSONAL APPEARANCE AND DEMEANOR

Discretion in style of dress and behavior is essential to efficient operation of Georgia Highlands

College. Employees are, therefore, required to dress in appropriate business attire and to behave

in a professional, businesslike manner. Employees should use good judgment in choice of work

clothes and should conduct themselves at all times in a way that best represents Georgia

Highlands College.

Georgia Highlands College maintains a business casual dress policy during the academic year;

that is, traditional business attire (e.g., a business suit) is not expected. Employees should

however dress appropriately for their work activities. For some events and visitors traditional

business attire may be appropriate. Specific departmental dress policies will vary to meet the

needs of different departments. In general, shorts and jeans are not appropriate business casual

attire. Each supervisor is expected to assure that all employees are dressed appropriately.

On Fridays, the more casual attire must still be professional, businesslike, and appropriate for the

workplace. In certain offices where staff regularly meet the public on Fridays, semester breaks,

or during the summer, the supervisor may extend the business casual dress code as appropriate.

Casual clothing of student employees must also be appropriate for the work setting.

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The Tutoring Process

Prepare

Preparation for tutoring is your responsibility. The physical setting must be comfortable for you

and your student. Be sure you have the needed tools such as pens, pencils, reference books,

computer, etc. on hand. Your attitude also needs preparation. Every session must be approached

in a positive manner. You must be calm and prepared to assist another with difficulties. It is not

easy, but our problems and our agenda must go on hold while we address the problems of our

students.

Know Your Student

Working together means being comfortable and having some trust. Though the academic

problem is the focus, students who come for tutorial assistance can be experiencing some anxiety

and some sense of failure. The essentials of that first meeting include:

A smile

An exchange of names (write down the student’s name and REMEMBER it!)

A small amount of “chit chat” to become comfortable in conversation

Evaluate the Need

You must get a quick idea of the academic need. Those students who are vague or unable to tell

what they need require more work on your part. 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?”

• “What was the last type of problem you could do before you got confused?”

Beginning the session by asking questions that help the student fully identify his or her problem

is important for several reasons:

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• 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 difficulty.

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 Tutorial Center.

Additional Helpful Questions

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 will happen if what you said is true?”

“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 could do?”

“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?”

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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?”

“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 encourage the students in the

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.

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Language of Encouragement

Provide encouragement when things are not going well. Comments such as “Let’s try again” and

“I’ll help you”. Praise them when they are successful; do not focus on what they have done

wrong, but what they have done right.

Phrases that Demonstrate Acceptance

“I like the way you handled that.”

“I like the way you tackled a problem.”

“I’m glad you enjoy learning.”

“I’, glad you’re pleased with it.”

“Since you’re not satisfied, what do you think you can do so that you will be

pleased with it?”

“It looks as if you enjoyed that.”

“How do you feel about it?”

Phrases that Show Confidence

“Knowing you, I’m sure you’ll do fine.”

“You’ll make it.”

“I have confidence in your judgment.”

“That’s a rough one, but I’m sure you’ll work it out.”

“You’ll figure it out.”

Phrases that Focus on Contributions, Assets, and Appreciation

“Thanks, that helped a lot.”

“It was thoughtful of you to------.”

“Thanks, I really appreciate------ because it makes my job easier.”

“I need your help on------.”

Phrases that Recognize Effort and Improvement

“It looks as if you really worked hard on that.”

“It looks as if you spent a lot of time thinking that through.”

“I see that you are moving along.”

“Look at the progress you’ve made.” (Be specific, tell how.)

“You’re improving in------.” (Be specific)

“You may not feel that you’ve reached your goal. But look how far you’ve

come!”

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A word of caution

Encouraging words can become discouraging if motivated by a desire to establish “good”

behavior permanently or by an “I told you so” attitude. Avoid giving with one hand and taking

away with the other, that is, avoid qualifying or moralizing comments.

For example:

“It looks as if you really worked hard on that,

--- so, why not to do that all the time?”

--- it’s about time.”

--- see what you can do when you try.”

In summary, Encouragement is:

Valuing & accepting people as they are (not putting conditions on acceptance).

Pointing out the positive aspects of behavior.

Showing faith in people so that they can come to believe in themselves.

Recognizing effort and improvement (rather than requiring achievement).

Showing appreciation for contribution.

Resource: Parent’s Handbook for STEP by Diniemeyer & McKay

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Other Tutoring Issues

Work “With” the Student

Your goal is to lead students to understand the academic material. You are never an instructor

deciding what is to be learned. You are never a homework source to do the homework for them.

The correct process is:

1. Identify the problem or what was done incorrectly.

2. Be sure the student understands what needs “fixing.”

3. Show the correct or improved method of doing the work.

4. Observe the student as he or she attempts the task completely.

5. Encourage talking aloud through the task to understand how the student is thinking.

6. Go back over the task with comments on where it can be improved.

7. Be honest with your criticism, but temper it with compliments.

8. Always end your critique on a positive note.

Work Toward Independence

The student must leave you with an independent learning level. You won’t be there in class for

them, and you won’t be there at test time. The goal is for the student to leave with competence

and confidence. The process of successful academic work should be your goal — not the work

itself.

Silence

During tutorial sessions, you need to give time to your tutee to think/solve problems/come up

with alternatives in a relaxed manner which can be achieved in appropriate periods of silence.

Silence can also help you understand your tutee better. It allows you to observe him/her while

he/she is working. You can attend better to non-verbal messages of the tutee.

Competence

Be knowledgeable about the subject you are tutoring. Be willing to get and/or sharpen the skills

to teach effectively you tutees. Be aware of your weaknesses and if you don’t know the answer

just say “I don’t know”. Refer them when it is necessary and give your reasons to them.

Confirm Knowledge

Review work with students before they leave. An extra example near the end of the session will

help confirm their learning. Let students verbalize what they have learned. They need to know

that they have gained insight and/or information.

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Follow-up

Does the student need to come in again? Let the student know if you expect further work or to

review future work. Let them know you are available and when. But, remember this is not a

class. It may be a one-time need or the student may need several sessions. Discuss this with the

student and set definite times and dates if there are to be follow-up sessions.

Final Word

All of your good work can be defeated by a bad ending. Be sure every session ends on a positive

note. Encourage students and remind them of their improvement. Let them know you appreciate

their efforts and their work.

Forms: 1. Ethical Considerations

2. Strategies for Tutors

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Ethical Considerations

1. A tutor should have proficiency of knowledge in the subject that he/she is tutoring.

2. A tutor should have the goal of increasing a student’s ability to master the subject matter

on his or her own.

3. A tutor should be aware of his or her own weaknesses and be ready to ask for help when

needed.

4. A tutor should always be aware of his or her communication while working with students

and while in the Center in general. Language should be work-place appropriate.

5. A tutor should behave in a professional manner at all times.

6. A tutor should show respect for all students and their needs at all times.

7. A tutor should be willing to discuss his or her own frustrations with the supervisor.

8. A tutor must demonstrate honesty at all times and students must not be subjected to false

hopes or discouraged by false judgments or evaluations.

9. A tutor under no circumstances should impose her or her own personal beliefs on a

student.

10. The tutor’s role is never to do the work for the student.

11. The tutor must always be punctual, open and courteous.

12. The tutor will do any needed record keeping.

13. The tutor will be aware of learning styles and attempt to address the needs of the

individual student.

14. A tutor should observe confidentiality at all times, and each student’s record is kept

confidential unless the student releases his or her records by written consent.

15. A tutor should observe the rights of others while maintaining his or her own.

16. A tutor should be aware of the GHC’s plagiarism policy and alert a supervisor of any

suspicions of plagiarism.

17. A tutor will be aware of and adhere to GHC’s Policy and Procedure Manual available on

the college’s website.

Signature_____________________________________________

Date__________________________

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Strategies for Tutors

Know the name of the person you are tutoring.

Be pleasant, courteous, and friendly, but make sure the student is aware of your mission

as a tutor.

Be sure the student knows your role is only to enhance the classroom instruction. The

instructor of the classroom is to never be the object of negative communication.

If a student wants to talk about a classroom instructor, encourage him or her to

communicate his or her thoughts directly to that instructor.

Make sure each student who comes to the Center is comfortable.

Keep encouraging students to become independent by presenting them with as many

options as possible regarding ways of learning.

Encourage partnership in learning and group work.

Encourage students to return to the Center if they need additional assistance, and make

sure they know the Center’s schedule.

Encourage students to know the syllabus so they are aware of important dates in their

course work, and when possible, remind them of these.

Refer students to other services when necessary.

Never do the work for the student.

Let the student identify his or her own problem when possible.

Refer problems immediately. Do not wait to see if they will go away. In case of

confrontation, remember that you should never be subject to abuse or verbal harassment.

In such cases, no response from you is necessary. Just walk away and report the incident

to your supervisor.

Signature___________________________________

Date________________________