Wheelock College. Peer Tutor Handbook

Transcription

1 Wheelock College Peer Tutor Handbook Prepared by: Paul Hastings, Coordinator of Disability and Support Services

2 Contents I. Policies and Procedures What is a peer tutor? How are Peer Tutors Chosen? What are the peer tutor s responsibilities? How are peer tutors and students matched? What if a student misses a scheduled session? How do peer tutors get paid? II. The Tutoring Session What should happen during the first tutoring session? What should happen during a typical tutoring session? How should a tutor handle a difficult situation? What if a student wants to discuss personal issues? What is the Counseling Center and where is it located? III. Forms Policies for Peer Tutors Student Employee Disclosure Statement Contact Information Sheet Peer Tutor Request Policies for Students Being Tutored Weekly Time Sheet Tutor Record IV. Contact Information Who should tutors contact with their questions or concerns? V. Sources

3 Policies and Procedures What is a peer tutor? Peer tutors work one-on-one with their fellow students, offering academic support and expertise in an informal setting. Some tutors are generalists, focusing on broad skills (such as writing) or disciplines (such as social work), while others specialize in certain courses or groups of courses. For students struggling with their course work, peer tutors are an important resource because they can offer individual help that is not possible in the classroom setting. Students can also identify more easily with their peers, who can explain concepts in the students language as well as provide positive academic role models. How are peer tutors chosen? At the end of each semester all faculty members are asked to nominate any students who they feel have the academic skills, interpersonal strengths, and enthusiasm for learning required of a successful peer tutor. Once these nominations are received, the Office of Academic Advising and Assistance (OAAA) sends an invitation packet to each nominated student. If the student chooses to accept the invitation to become a peer tutor, he/she must read, fill out, sign, and return the Student Employment Authorization Form, Peer Tutor Disclosure Statement, Peer Tutor Policies form, Contact Information Sheet, and W-4 form. Once all necessary paperwork is submitted to the OAAA, the newly appointed peer tutors will receive information pertaining to the first mandatory peer tutor meeting.

4 What are the peer tutor s responsibilities? It is important for peer tutors to understand that they are employees of the Office of Academic Advising and Assistance and must adhere to the policies outlined on the Student Employee Disclosure Statement and the Policies for Peer Tutors form. There is a basic code of ethics that all peer tutors are responsible to uphold. It includes possessing subject proficiency and knowledge respecting the student as an individual building the student s confidence through honest encouragement giving total attention to the student during tutoring sessions serving as a guide rather than as an authority figure showing patience and understanding of the student s abilities How are peer tutors and students matched? A student interested in working with a peer tutor must fill out a Peer Tutor Request form. Once this form has been submitted to the OAAA, the peer tutoring coordinator will contact the student and an entrance appointment will be scheduled. After the student and peer tutoring coordinator meet and discuss the student s academic needs, the appropriate tutor will be selected and contacted. Peer tutors cannot enter into a tutoring relationship with a roommate or close friend.

5 What happens if a student misses a scheduled session? It is the responsibility of both the tutor and the student to keep prearranged appointments. If either party must cancel, it should be down within a considerate amount of time. Tutors should wait at least fifteen minutes for students; however, if a student doesn t show up, the tutor should indicate this on his/her time sheet. Tutors will be paid for the fifteen minutes they wait. Tutors will not be paid for sessions that are canceled in advance. If a student misses a tutoring session, without giving prior notice, the tutor should contact OAAA immediately. The student will be required to meet with the Director of Academic Advising and Assistance before tutoring can continue. How do peer tutors get paid? The OAAA must have a copy of the Student Employment Authorization Form, Student Employee Disclosure form, Peer Tutor Policies form, and Contact Information Sheet, in order for a tutor to get paid. Time sheets and the corresponding tutor records must be submitted each week. Please see for timesheet deadlines and pay schedules. Handing in Time Sheets on time is the tutor s responsibility. If a tutor does not follow the above guidelines, he/she will not be paid. The usual rate for peer tutoring is $8/hour; however, on occasion a tutor will be asked to work with study groups in which case they will be paid $10.00/hour. Approval by the Peer Tutoring Coordintor must be obtained for such arrangments.

6 The Tutoring Session What should happen during the first tutoring session? During the first session, tutors and students should Introduce themselves and exchange contact information Arrange a regular time to meet Discuss why the student is seeking help from a peer tutor Discuss the expectations for future tutoring sessions and set some realistic goals Note: Actual work may or may not be done during the first tutoring session. What should happen during a typical tutoring session? Although every tutoring situation will be a unique experience, there are some basic strategies and questions that a tutor can use to help get the most out of the session. What does the student know? What does the student not know? What has the student done? Ask good open-ended questions. Clarify goals and assignments. Have a mini-discussion to establish prior knowledge. Ask students to restate ideas in their own words. Be realistic about time frame and outcome. Provide specific examples. Require class notes, books, and a copy of the assignment. Set clear expectations for the next session (materials, assignments, etc.). At the end of each session, the peer tutor must fill out a Tutor Record form describing what took place during the session. Both the student and the tutor must sign the form. The tutor will then submit the Tutor Record form with the corresponding Time Sheet.

7 How should a tutor handle a difficult tutoring session? Although most tutoring sessions will probably go smoothly, there will be times when it seems little progress is made. Tutors should be familiar with different types of obstacles that often hinder the progress of tutoring sessions. The following are a few possible difficulties and possible approaches. Difficulty: 1 Blocking Low frustration tolerance Immobilization/hopelessness Freezing up/blocking It s beyond me. I ll never get it. I m stuck. 2. Confusion Bafflement/disorientation Disorganization I just don t know what to do. I don t know what the instructor wants. I studied for the test and got a D. I m not sure where we are. 3. Miracle Seeking General and vague goals Enthusiasm about being with tutor, but being fairly passive in actual learning process High level of expectation (often inappropriate) Evasion or inability to concentrate on concrete tasks 4. Over-Enthusiasm Demands on self are too high Tasks of limited time, long range goals versus immediate tasks Global interest Often in older students ( Look, I m over thirty, I don t have the time these kids have. ) Approach: Determine what the student does know show him/her that he/she has some foundation Begin from what he/she knows and build in simple steps Offer continual support Reinforce successes All the suggestions to Blocking apply Give structure and order to the tutee s material (notes, worksheets, papers, etc.) Downplay your role ( Look, I ve simply had more exposure to the stuff, that s all. ) Focus on specific task at hand Involve student continually with questions on the material Explain significance of active participation in learning process All the suggestions to Miracle Seeking apply Explain the counter-productive nature of this eagerness Be understanding, yet assure the student that she/he has the time

8 5. Resisting Passivity/boredom/hostility Disinterest in class work Defensive posture Easily triggered anger 6. Passivity Noninvolvement Inattention Boredom Little discussion Few questions asked Be pragmatic, yet understanding ( Look, I know you don t like this class, but your program requires it, so let s make the best of it. ) Establish your credibility Indicate past successes in similar situations Empathize ( You re not crazy about asking a lot of questions in class, are you? ) Attempt to build a relationship and mobilize the student Use as many mobilizing techniques as possible questions, establish mini-tasks for the student to do next week, reinforce successes 7. Evasion Manipulation Focus the student on the specific Verbal ability tasks Glibness versus focused writing or problem solving skills Involve student continually with questions Global/nonspecific praise of tutor, instructor, and/or course If evasion continues, ask, in a nonthreatening way, why the student has come for tutoring and what he expects to get out of the tutoring session ( My biggest concern is your success in this class. How can I help you with that? ) *Adapted from Tutoring Focus Sheet, Phi Kappa Theta Tutor Notebook. If sessions continue to be difficult even after some of these approaches are attempted, the tutor should report concerns to the Peer Tutoring Coordinator who may offer some additional advice, speak directly to the student, or terminate the tutor-student relationship. At times tutor-student relationships just don t work out, no matter how much effort a tutor makes. Such situations are not helpful for the student or the tutor, so it s in everyone s best interest to make alternate arrangements.

9 What if a student wants to discuss personal issues? Showing support and giving academic advice is an important part of tutoring: however, it is important for tutors to understand that they are not psychological counselors. If a student wants to discuss personal issues that do not pertain to academic work or if a student is having emotional problems associated with their academic work, the tutor should make the student aware of the Counseling Center and report this situation to the Peer Tutoring Coordinator or to the Director of Academic Advising and Assistance. What is the Counseling Center and where is it located? The Wheelock Counseling Center is dedicated to addressing the psychological needs of all students. The Counseling Center staff recognizes the college years as a time of intense development and growth, both academically and emotionally. The staff is available to help students clarify their needs and concerns and find ways to make healthy life choices. The Counseling Center is located in the basment level of the Riverway Building. Appointments are made by calling (617) Students need to leave a message with their name and number and a staff person will confidentially return their calls within 24 hours to arrange an appointment. The Counseling Center is open Monday through Friday and offers flexible appointment times throughout the day and some evenings.