module 2.1 the tutoring center supplies learning assistance to all osun/cotc students for any class...
TRANSCRIPT
The Tutoring Center supplies learning assistance to all OSUN/COTC students for any class
Students who seek tutoring may do so for a variety of reasons
Peer tutors should serve as mentors, guiding students to knowledge in a supportive and comfortable environment
Tutors should be respectful, reliable, professional, and punctual
Module 1.1: Tutoring Center Overview
Tutors should be courteous and friendly to students
Light conversation at the beginning of every session shows tutee that tutor is interested
Module 1.1: Tutoring Center Overview
CAPSOL can help tutors and tutees identify learning styles
Students who may need special accommodations should be referred to the appropriate office(s)
Module 1.1: Tutoring Center Overview
Open-ended questions about a student’s background will open dialogue between the tutor and tutee as well as give the tutor insightful information about the student (hobbies, major, learning style, etc.)
Returning students should be greeted briefly at the beginning of each session
Establish long-term goals as well as short-term
Module 1.2: Beginning & Ending A Tutoring Session
Encourage independenceSummarize what happened at the end
of each sessionWhat we did, how we did it, what
comes nextAlways end on a positive note!
Module 1.2: Beginning & Ending A Tutoring Session
Listen Ask questions Discuss material Give examples Help correct errors in work Model Give honest and supportive feedback Show students how to utilize available
resources Encourage tutees to take responsibility for
their work Module 1.3: The Tutor’s Role
Styles of Learning Auditory/Kinesthetic/
Visual Individual/Group Global/Sequential Oral/Written
Module 1.4: Learning Styles
Being able to express oneself without violating the rights of others In other words you are putting yourself
in the leadership position without abusing your role or neglecting your responsibilities
Module 1.5: Assertiveness
Fill-ins: A substitute tutor “fills in” for another tutor during a scheduled session
Check progress reports from previous/regular tutor
Leave notes for next/regular tutor
Remember to watch your time!
Walk-ins: A tutor schedules a block of time in which any student who is registered with the Tutoring Center for that class may attend
Tutees are not required to arrive at any specific time, nor are they required to attend every session
May lead to group sessions in which not all students want to cover the same topic
May be sessions where there are no students at all!
Module 1.6: Setting Goals and Planning
Make connections between old/new material
Model
Keep students active in their learning
Use last 5 minutes to summarize with tutee and set goals for the next session
Module 1.6: Setting Goals and Planning
Tutors should re-teach material that students find difficult using different words or strategies than the textbook or instructor
Remember to reflect after every session, good or bad
Module 1.6: Setting Goals and Planning
Positive reinforcement and specific praise are important
International students Cultural differences Language barriers may need to be addressed
as well, but remember to BE NICE Persons with disabilities
“Person first” designation Sit down when addressing people in
wheelchairs Ask before you help
Module 1.7: Communication Skills
Good rapport makes all students feel more comfortable and provides the foundations for communication
Active listening is an effective tool for improving communication
Be sure to communicate with instructors as well
Module 1.7: Communication Skills
Socratic method helps keep students active in their learning
Beware of the “fake light bulb” effect
Help tutees build self-confidence
Module 1.7: Communication Skills
Listening and responding to tutees in a way that encourages them to talk and ask questions
Non-verbal communication Setting Seating Posture Eye contact Attitude Facial expressions
Module 1.8: Active Listening & Paraphrasing
Allow silenceMinimal promptsOpen-ended questionsParaphrasingSummarizing
Module 1.8: Active Listening & Paraphrasing
Time management
Note taking
Test preparation and test taking
Reading rate and comprehension
Module 1.9: Study Skills
Break material into small chunksDevelop and expand background
experiencesHelp students set goalsReview after each sectionInvolve the student in a creative
and personal way
Module 1.9: Study Skills
Identify possible test questionsMake sure the student understands
symbols and terminologyEncourage students to respond
after each lessonPictures, charts, and graphic
organizers can help simplify problems
Module 1.9: Study Skills
Be able to admit weakness and seek assistance when necessary
Show respect for peers and colleagues
Encourage students without giving false hope or flattery
Not impose personal beliefs or ideas on tutees
Module 1.10: Ethics
Never do tutees’ work for themBe a role-modelTeach students how to be better
learnersMaintain confidentiality
Module 1.10: Ethics
Violating the integrity of tests/quizzes/other evaluations
Using unauthorized material during exams/quizzes/etc.
Copying someone else’s work on a test/quiz/etc.
Module 1.10: Ethics
Giving students unauthorized material to prepare for or use on an exam
Taking an exam in place of someone else
Using another person to take an exam in one’s place
Changing material on graded exams and asking for a re-grade
Module 1.10: Ethics
Submitting work which has been previously submitted in another class
Using someone else’s words or ideas without proper citation
Allowing one’s work to be submitted as someone else’s
Module 1.10: Ethics
Knowingly altering or destroying another student’s work
Aiding in or committing academic dishonesty
Module 1.10: Ethics
Tutors should maintain professional relationships with tutees at all times
Remember, “They will follow you home!”
Module 1.10: Ethics