Ongoing Tutor Training at Level II CRLA Certification. This guideline is developed for peer tutor trainers

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1 GUIDLINE #1 FOR LEVEL II ONGOING TUTOR TRAING Guideline #2 Ongoing Tutor Training at Level II CRLA Certification This guideline is developed for peer tutor trainers Week 3 and 4 (focus on tutoring strategies) First two week 1.5 hours Meetings and Organizational Actions: Schedule regular meetings. Use Supervised Tutor Training Form to assess how well the tutor-in-training can apply knowledge of tutoring into real tutoring sessions. Suggestion for Plan of Action: Make a copy of the list with tutoring strategies. During these first two weeks, the trainees should be able to observe his/her skills in planning and identifying objectives of a tutoring sessions, Plan the Tutoring Session State what the student will be able to do independently at the end of the tutoring session. Identify tutoring strategies Discuss real tutoring session. Work on the organization of tutoring session. Use Supervised Tutor Training Form to guide the content of the training sessions. 1

2 Forty-Three Tutoring Strategies 1. Work together with the tutee to read and understand all assignments, especially the syllabus. 2. In face-to-face tutoring, sit next to the student at the table, never across the table. Never stand while a student is sitting unless it is necessary to write something on the whiteboard. 3. Use the 12 strategies of the Tutoring Cycle, and make sure that the tutee can ask specific questions. 4. Use probing questions: a. For clarification b. For assumptions c. For reason, evidence and logic d. For viewpoints and perspectives e. For consequences and influence f. For purpose g. And others 5. Assess the learning skills. 6. Read the body language, and follow with appropriate strategies. 7. Assess student knowledge about the content for the assignment. 8. Give the tutee enough time to answer your questions. 9. Remind the tutee to follow the direction for every assignment. 10. Do not write on students assignments in a face-to-face tutoring session. 11. In online tutoring, the comments on student paper should be explanatory. a) In tutoring online writing, comments should focus first on HOCs (higher order concerns such as thesis statement, supporting details, and logical flow), and secondly on LOCs (lower order concerns such as mechanical errors and grammar). o Comments should ask questions o Comments should provide examples o Comments should link to resources 2

3 b) In tutoring online math and science, use general formula or formulas, logical thinking, general properties, and then move to applications and specific problems. 12. If possible, guide the student to use multisensory methods to explain difficult concepts or procedures, such as visual, auditory, or kinesthetic. 13. Avoid using the mouse of students computer or laptop. 14. Involve tutee in the planning of the tutoring session. 15. Give the tutee materials and guidance to be able to answer your questions. 16. Explain the tutee how to find materials online or in the textbook. 17. Work on long-term and short-term goals explicitly. 18. Remember that you are not the only source of information; guide the tutee to process the information. 19. Have your tutee explain back to you how to answer or do a certain task. 20. Ask the tutee to do a similar problem or task to reinforce the learning experience. 21. Remind the tutee to take notes in class or to read and take notes from all assigned materials in online classes. 22. Give positive reinforcement throughout the tutoring session on the successful steps the student is making. 23. Use sense of humor. 24. Be empathetic. 25. If a tutee is having difficulty with a specific type of problem and you keep going over it again and again; stop, change the strategy. Break the task into pieces. 26. Use critical thinking explicitly. 27. Guide the tutee to take well organized notes of the tutoring session. 28. If a tutee has difficulty understanding the textbook, help with reading strategies: a. Prepare an outline b. Preview heading, sub-headings, charts, and graphics c. Use highlighters d. Identify new ideas and concepts e. Create a vocabulary f. Prepare flash cards g. Work on mind maps & concept maps with tutee 3

4 h. Visualize the flow of information i. Use critical thinking to reassemble the information into more understandable and memorable form j. Transform the most difficult information into a set of questions and answers k. Talk out loud l. Review and update your notes one day later 29. Remind the tutee that in the test almost all questions are from class lecturers and assignments. 30. In online classes, the test questions are from the materials assigned for the assignments. 31. Show the tutee additional resources (both physical and online). Make sure the tutee knows how to find the resources again on his/her own. 32. Before ending a tutoring session, ask the tutee or help the tutee to make a summary of the tutoring session. Specifically ask the tutee for summary of content and thought process Explain the tutee how to get to know the instructor and other classmates through discussions about the subject. 35. In online classes, help the tutee to use discussion board and to navigate the course materials. 36. Connect the assignment that the tutee is working on to other assignments, classes, or real world situations. 37. If possible, model for the tutee how to use our online tutoring resources. In face-to-face tutoring, explain to the tutee how our online tutoring works. 38. Help the tutee to prepare well organized assignments with correct grammar and spelling. 39. Make sure to recognize the co-dependency: a. Do not work as academic caretaker and rescuer b. Do not feel as martyr c. Do not feel like a victim 40. Appropriate tutor responses in co-dependency a. Encourage tutee active participation in tutoring session b. Practice assertiveness 4

5 c. Maintain a professional attitude d. Refuse to accept responsibility or credit for the tutee s behavior e. Keep your sense of humor f. Remember how many students benefit from your services. 41. If a tutee is using the time to socialize or discuss personal issues, redirect the tutoring sessions with tact and sense of humor to the goal of tutoring. Questions, such as I don t what to waste your time are diplomatic method for redirecting without insulting. As a tutor, you can remind the tutee: my strength is in tutoring so, allow me to go back to our task 42. Keep the personal information confidential. 43. Immediately discuss all problems with your supervisor or other tutors. Adopted from Grier, T. & Hancock, K (1996) Tutor Training Handbook + Tem Fuller, Audrey Sexton, Sylvia Vega, Sandra Nelson, Elly Leamons References Agee, K., & Hodges, R. (2012). Handbook for training peer tutors and mentors. Mason, Ohaio: Cengage Learning. Indoux, M. (2012). Setting goals for the tutoring session: Evaluating tutees needs. In Agee, K., & Hodges, R. Handbook for training peer tutors and mentors (pp ) Mason, Ohaio: Cengage Learning. May, M. S., & Harris, J. (2012). Clarifying goals for tutoring session. In K. Agee, & R. Hodges, Handbook for training peer tutors and mentors (pp ). Mason, Ohio: Cengage Learning. Toms, M. L. (2010). Put the pencil down: Essential of tutoring. Raleigh, NC: North Carolina State University. 5