What is Tutoring? A tutor is a helper. The dictionary defines tutoring as helping students improve their learning strategies in order to promote independence and empowerment. The purpose of tutoring is to help students help themselves, assisting them to become independent learners and thus no longer needing a tutor. A tutor should strive to tutor himself/herself out of business. Tutor Qualities Content knowledge is essential to be an effective tutor. However, other characteristics are equally important: A positive outlook -- the belief that things can be changed through action. A desire to help others -- the willingness to become involved with people at first hand and in depth. Empathy -- the ability to feel what another person is feeling. An even disposition -- patience, sensitivity, understanding, fairness, friendliness. An open mind -- a willingness to accept and respect other people and their point of view. Initiative -- the ability to see what needs to be done and to do something about it. Enthusiasm -- a liking for your subject and a wish to share it with others. Reliability -- punctual, dependable, steady. Good communication -- verbal and nonverbal; listening as well as speaking. 2 A sense of humor -- a way to reduce tension, build rapport, and reinforce learning. Tutor Responsibilities Approach each session with your best effort. Lead the student to independence in learning. Learn your tutee’s name and pronounce it correctly. Determine your own attitudes about school, teachers, teaching, and learning. Be sure not to allow them to influence your behavior during a tutoring session in any way. Talk to the supervisor of tutoring and to the student’s instructor to make sure work is being covered in the manner assigned. Give your tutees your undivided attention while you are tutoring them. Listen to your tutees. Let them think and speak! Establish good rapport with your tutees. Let each know that you care by showing trust, respect, and acceptance. Help the student set goals and recognize accomplishments. Build the tutee’s confidence whenever possible. Make sure the tutee understands the purpose of tutoring and all policies pertaining to rights and rules for receiving tutoring. Be relaxed and friendly during all sessions. Know the needs of each individual student. Use correct language and pronunciation during your tutoring session. Model appropriate study skills and acceptable behavior. 3 Limits of Tutor Responsibilities Success—or failure—is the student’s responsibility. Some gaps are too wide to bridge. Know when to suggest other resources. Goals of Tutoring Promote independence in learning – focus on how to do a task more than on what to do so that the student learns to help himself. *Personalize instruction – use each student’s unique abilities and experiences to develop the most effective learning strategies for that individual. Facilitate tutee insights – provide opportunities and support in such a way that the student discovers answers, thereby gaining the ability and necessary selfconfidence to learn independently of the tutor. Provide a student perspective – encourage tutees by the fact that you have been where they are and that you can give them valuable inside knowledge about successfully getting through a troublesome class. Respect individual differences – remember each student brings individual background experiences and expectations; structure the tutoring sessions so that each student feels a measure of success. Follow your job description – be responsible for following tutoring policies and rules while working with tutees as well as with other duties, such as paperwork, timesheets, conferences, and training sessions. 4 Benefits of Being a Tutor Often the best way to really learn something is to teach it to someone else. By being a tutor you will: Increase your understanding of the course content in which you tutor. Develop more self-confidence as you help others be successful. Become adept at using higher level thinking skills. Gain experience working with people of diverse backgrounds. Improve your time management and organizational skills. Increase your leadership skills. Be able to plan your work hours around your class schedule. Work in a supportive environment where you will make new friends. Have a good reference to list on your resume for potential employers. Make a little extra money for those little extras of life. Benefits of Receiving Tutoring Offers a more individualized, structured, and systematic learning experience. Improves academic performance and personal growth. Encourages communication between students and instructors. Motivates self-paced and self-directed learning. Provides intensive practice for students who need it. Improves study skills. Promotes self-confidence and self-esteem. Generates a positive attitude toward specific subject matter and learning in general. 5 Benefits of Tutoring for the Institution Increases opportunities to reinforce instruction. Increases positive student interaction. Enhances measurable positive changes in attitude towards teaching/learning for the participants. Improves educational climate. Facilitates ethnic and racial integration. Supports increases in retention and persistence. Encourages use of multimedia technology by both faculty and students. Ethical Principles Confidentiality is essential. What happens during a tutoring session is between the tutor and the tutee. Should problems of either an academic or personal nature arise, these should be discussed privately with the tutoring supervisor. Limit comments about instructors to positive remarks. Criticizing the professor or making negative comments about any course policy, assignment, or teaching style does not help the tutee. Having the tutee lose confidence in the instructor will make it more difficult for learning to occur. It could also damage the relationship between an instructor and student, or between an instructor and tutor. Treat all tutees with respect. They may make “funny” mistakes. You can laugh with your tutees, but never laugh at them. Tutees can be easily hurt and embarrassed. Let tutees do their own work. You, as the tutor, are there to question, prod, guide, or suggest rather than to instruct or do the work for the tutee. Tutoring 6 is a partnership; tutees must contribute their share to the tutoring relationship. Remember, also, that the role of a tutor is to foster independent learning. Let students calculate their own grades. Calculating grades for them can be dangerous; if you make a mistake, you will feel responsible. Refer students to appropriate resources when they have needs you cannot address. Be patient and positive. reinforcement. Tutees need encouragement and positive Look for, point out, and praise their strengths and accomplishments. Do not dwell on their weaknesses and shortcomings. Do not disclose personal information, such as home addresses, phone numbers, or email addresses. Do not ask for or accept this information from your students. Expectations Tutors should know that: You are not a homework machine. You are not a miracle worker. If the tutee procrastinated throughout the semester, cramming with you the week before finals will not produce great results. You will not know ALL the answers to EVERY question ALL the time. It is OK to say you do not know, but then make every attempt to find out. You are not an instructor. It is not your responsibility to teach students work they have missed in class due to absences. You are not responsible for a student’s grade. It is up to the student to earn his/her grade. 7 Tutees should know that: Tutoring is a two-way street—one in which tutees should play a very active role. Tutees are expected to be an active participant and contributor in their sessions. Tutees should bring all relevant materials to tutoring sessions, including textbook, assignments, notes, past papers, and past tests. Tutees should come prepared by: o Attending class o Taking notes o Reading assignments o Trying homework problems Tutors are not there to do your assignment for you or to teach you text material you have not read or attempted yourself. You should ASK QUESTIONS—it is the best way to learn! Once these guidelines have been established, the tutor should give tutees the opportunity to discuss their expectations from tutoring. Do they want a certain grade in a class? Do they want help with study skills? Are they performing poorly on tests? The answers to these questions will give the tutor a good indication of what role to play in the student’s learning. “The Tutor Recipe Book: Ingredients for Successful and Healthy Tutoring for the Tutor and the Tutee” in Tutor Training Handbook, by Tom Gier and Karan Hancock, College Reading and Learning Association, Anchorage, Alaska, 1996.