Transcript Holland High School

Holland High School
Peer Tutor Training
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Holland High School
Table of Contents
Goals and Objectives
Slides 3-4
Code of Ethics
Slides 5-7
Qualities of Good Tutor
Slides 8-13
Ways We Learn
Slides 14-17
Tutoring Do’s
Slides 18-22
Tutoring Don’ts
Slides 23-24
Communications
Slides 25-29
Tips for Tutors
Slides 30-36
Review
Slides 37-39
Benefits for Tutors
Slides 40-41
References
Slides 42-43
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Goals & Objectives
The goal of this course:
• provide training to build skills which can be used
to assist students wanting to improve in their
performance academically and to become better
students.
• Improve and reinforce one’s knowledge and
skills, and in turn build self-confidence and selfesteem for both tutor and tutee.
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Goals & Objectives
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provide overall academic support in a variety of
subjects for students needing assistance
create a personal supportive environment and
peer relationship where learning can best take
place
bolster the students’ self-image and selfconfidence, providing as many successful
experiences as possible
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Code of Ethics
• My major motivation is building the students
self-confidence.
• My student deserves and will receive my total
attention.
• I must be able to admit my own weaknesses and
will seek assistance whenever I need it.
• I must accept each individual student without
judgment out of respect for my student’s personal
dignity.
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Cont.. code of ethics
• My student will constantly be encouraged but
never insulted.
• I will strike for a mutual relationship of openness
and honesty.
• I will not impose my personal value system or
lifestyle on my student.
• I will do my best to be punctual to class and as an
example for my student to follow.
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Cont…code of ethics
• I will maintain my journal as expected and
required.
• My ultimate tutoring goal in my students
independence.
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Qualities of a Good Tutor
Sensitivity
Patience
Compassion
Caring
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Be Sensitive
• Be sensitive to the unique needs of your student.
• Try to understand the needs of your student.
• Put your student at ease; create a welcome
feeling; and get to know him/her on a personal
level.
• Realize that your student may be embarrassed to
ask for help.
• Remember, we all need help at some time in our
lives.
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Be Patient
• Be patient with your students. This could
possibly be the greatest challenge of all.
• You cannot undo in one or two sessions all the
bad habits, doubts and attitudes that have evolved
through the student’s experience. It may take
some time to see progress.
• You may be challenged to devise various
methods of instruction, based on learning styles.
Be aware that we all learn at different rates and
by different methods.
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Be Compassionate
• Accept your peer-student as a person.
• Be willing to become committed wholeheartedly
to acceptance of your student.
• Be empathetic. Attempt to feel what your peerstudent is feeling: the frustration, the sense of
failure or the joy of accomplishment .
• A non-judgmental attitude is essential to
successful tutoring.
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Care about your students…
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Believe in his/her ability to learn the material.
Show you care.
Get enthused.
Share experiences.
And most important of all remember to…..
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Smile 
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Learning styles…
• How an individual can concentrate absorb,
or retain new or different information or
skills.
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There are three major types
Visual
Auditory
Kinesthetic
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Major Learning Styles
•Identify your style
•Learn about your style
•Understand your style
Take the survey yourself and then give to your tutee
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Remember this!
• Find your tutee’s style.
• Use the style to help him/her get to deeper
understanding of the content.
• Use the other styles for variation and to
keep the session “alive.”
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Multiple Intelligence
• Instead of having one intelligence, we have
several to help us understand and learn.
Knowing and using your more dominate
intelligences, will help your learning.
• Take the multiple intelligence survey:
The more you know about the way you and
your tutee learn, the better the tutoring experience.
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Tutoring Do’s
• Introduce yourself
• Honesty: say that you do not know about a
particular problem and get help.
• Enthusiasm: if a tutor does not display a
love for the subject then we cannot expect
the student to enjoy it.
• Come with a positive attitude … it will rub
off on your students.
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Tutoring Do’s
• Hard work: make sure you stay dedicated
and work to help your students.
• Listening: develop good listening skills so
that you can understand students.
misconceptions and errors.
• Willingness
• Maintain academic standards.
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Tutoring Do’s
• Good questioners: ask students questions
in order to understand what their need may
be.
• Encourage independence: You do not want
to foster dependence on you. Our goal is
for each student to be able to successfully
accomplish his/her goals.
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Tutoring Do’s
• Patience: Never act annoyed that a student
does not know or understand something,
even when you are questioned about how
“you” do it.
• Maintain confidentiality: Keep any
personal information between you, your
supervisor, and your student!
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Tutoring Don’ts
• Do not assume the role of the instructor.
• Do not think of yourself as the dispenser of all
truth and knowledge. Treat students as equals. If
they want to know about your “upper level”
courses, they will ask.
• Do not judge someone’s ability or intellect based
on appearance or age.
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Tutoring Don’ts
• Do not let one student monopolize all of your
time. Our goal is to enable students to “make it
on their own.
• Do not allow your students to just “scrape by.”
Challenge them to reach for grades better than a
“C”.
• Do not work the students’ assignments for them!
Explain math and grammar rules, assist students
to generate their own ideas.
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Tutoring Don’ts
• Do not introduce content from your upper level
classes as a means to deeper understanding.
Stick as close as possible to the course content
and what you know of how the teacher presents
the material.
• Do not portray lackadaisical methods and
attitudes. They discourage students from asking
you for help.
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Communications
• Active Listening:
-Not only are you expected to know what
the student brings to you, but you should
also be able to explain it in a way that the
student can immediately understand.
- Active listening demonstrates respect by
giving the student your undivided
attention. The makes the student feel
important and communicates positive
nonverbal signals such as
• EYE CONTACT
• POSTURE
• BODY LANGUAGE
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Communication
• Active Listening:
-Remember that how you ACT is often
just as important as what you are
tutoring or saying.
-If you are doing most of the talking,
something is WRONG!
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Communication
• Paraphrasing
- Paraphrasing communicates accurately what is
heard by reflecting what is said. Organize the tutees’
remarks into one concise statement involves listening
to the tutees’ own concerns and then summarizing
the problem . Hopefully providing clarity for the
tutee.
– “What I hear you saying is . . .”
– “You sound . . “
– “It seems to me what you are saying is . . .”
– “It sounds to me like . . . “
-Often when we summarize, the student has the
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chance to “review” what has been said.
Watch for Nonverbal Cues
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Watch for Nonverbal Cues
Body language can tell you much
about how the session is going.
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Tips for Tutors
• Of course, BE FRIENDLY! Put the student at
ease. No one can learn well when they are
nervous.
• Stay on target - accomplish what you came to do.
• Attempt to explain information in a variety of
ways.
– REMEMBER - Learning Styles, we all learn in
our own “special” way - know the learning style
of your student.
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Tips for Tutors
• Don’t do your student’s homework for him/her.
Students usually come with a list of questions.
Look at student notes. They may contain errors
that students have already memorized and make
sure the notes are organized.
• Watch your peer-student at work .You may be
able to catch processing errors or assist in
acknowledging where mistakes happen.
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Tips for Tutors
• Don’t be quick to correct student errors . Have
students explain answers, Right or Wrong. Often
students answer questions other than the one you
thought you asked.
• Find ways to liven up the course material for the
tutoring session.
• Observe the students’ written work and their
attitudes toward errors. Students often know
more than they have the courage to show.
.Perhaps out of the fear of being wrong!
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Tips for Tutors
• Recognize that many students come to you to learn more
about their courses, and not necessarily because they are
failing. They may come because they have to. Help tutees
understand that not everything is bad because your
helping them improve their grades.
• Never criticize a teacher, even by implication. You can
“grump” about the book or topic. But leave personalities
out of it!
STAY POSITIVE!!!!
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Tips for Tutors
• Try to create an atmosphere that is good for
study. This does not always mean that you have
to whisper. An adult conversation acknowledges
your willingness to help as well as your interest
in the individual student.
• Be supportive and encouraging.
• Don’t bluff. If you don’t know the answer, admit
it. Do not be ashamed. Go for assistance. It may
take no more than just a quick review of the
student’s textbook!
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Beginning a Tutoring Session
• Greet the student when you first meet him/her and ask if
help is needed.
• It is OK to socialize the first few minutes of the session in
order to provide a relaxed, comfortable environment.
• Ask questions about the class in which they may need
help.
• Be aware of students’ needs other than academic ones.
– Student may have disabilities
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Learning
Physical
Psychological, Emotional
Personal - Economic, Financial, Family, Etc.
• Set goals for the session whenever possible.
• Have an idea of what you are going to do before the next
tutoring session.
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Ending a Tutoring Session
• Know when to end a tutoring session.
• End session on a positive note.
• Make your student feels good about something
that he/she accomplished during the session.
• Assess and review what you and your tutee have
accomplished during the session before you
leave.
• Advise the tutee with strategies for working
independently.
• Remind your student that “help” is available if
further assistance is needed.
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Review Guidelines
• The ultimate goal of a tutor is to help students
help themselves!
• Interpersonal tips
– Know the student’s name.
– Be relaxed and friendly.
– Provide “learning” environment.
• Concentrate on strengths
– Encourage student toward increasing
expectations.
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Review Guidelines
• Technical Tips
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Come prepared to work.
Begin where the tutee feels comfortable.
Check to make sure problem is copied correctly.
Read word problems out loud.
Tutor . . . don’t teach.
Do not do student’s work for them.
Help students find their own errors.
When possible, have student explain answers.
Listen . . . Listen . . . Listen !!!
Be creative in your approach toward each individual
student.
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Practical Application
Practice what you have learned!!!
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Peer Tutoring Works Both Ways
While peer tutoring programs typically recognize
the impact on the tutees, there are benefits for the
tutors also.
In helping others, tutors reinforce their knowledge
and skills, in turn building self-confidence and
self-esteem.
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Other Benefits of Peer Tutoring for Tutors
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Improved attitudes toward school.
Promotes helping of others.
More understanding of the learning process.
Responsibility is fostered.
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Reference
• Tips To Tutors - Content
www.academic_support/guidelines.html
• University of North Carolina
www.ucae.uncc.edu/tssi/documents/tutsign.html
• Learning and Teaching Resource Centre
www.ltrc.edu.polyu.edu.hk/student02_1.html
• Glendale Community College
www.english.glendale.cc.ca.use.sd150.html
• http://www.howtostudy.org/resources.php
• Becoming a Master Student, Ellis: 11th Edition 2005,
Houghton Mifflin Company
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References
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Middle Tennessee State University – Tutor Training Handbook
www.mtsu/~smcdanie/ACA_3000F/TutorTrainingHandbook.htm
University of Idaho at Lewis-Clark
www.educ.uidaho.edu/bestpractices/training.html
University of California – authors David Hammer / Ann D. Holley
www.home.att.net/%7Etmjordan/academic_support.tips.htm
National Association of Tutorial Services – Code of Ethics
www.home.att.net/%7Etmjordan/academic_support/tr_guide.htm
Mercer University – Academic Resource Guide
http://faculty,mercer,edu/simmerman_jj/TutorTraining/procedures
City College of San Francisco
www.ccsf.edu/Services/LAC/lern10/introtutor.html
Clayton State University – Morrow, GA
www.adminservices.clayton.edu/caa/tutoring/becomingatutor.htm
Duke University – Peer Tutoring Program
www.aaswebsv.aas.duke.edu/skills/PTPwebsite/policies.html
Pasadena City College
www.pasadeena.edu/studentservices/lac/tutor-train.cfm
The Master Tutor, McDonald, R. 2nd Edition, Cambridge Stratford, Limited, 2000, Williamsville,
New York ISBN: 0-935-637-27-3
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