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Tutor Taining HandbookTable of contents
TUTOR TRAINING HANDBOOK A PART OF THE REQUIREMENTS FOR THE CRLA MASTER TUTOR PROGRAM DEVELOPMENTAL STUDIES DEPARTMENT MIDDLE TENNESSEE STATE UNIVERSITY 2000-2001
Compiled and/or Authored by Meredith Anne S. Higgs Scott Noble McDaniel Tutor Training Co-coordinators CRLA Master Tutor Training Program
College Reading & Learning Association’s Requirements For Certification of Tutor Programs
Requirements for Regular/Level I Certification A. Amount/Duration of Tutor Training: (one of more of the following) 1. Minimum of ten hours of tutor training 2. A quarter/semester tutor training course 3. A quarter/semester of tutor training (non-course work)
B. Modes of Tutor Training 1. Classroom and/or workshop instruction PLUS any combination of the following: 2. Tutor training videotapes 3. Conferences with tutor trainer/supervisor 4. Special tutor projects 5. Other
C. Areas/Topics to Be Covered in Tutor Training:(A minimum of eight of the following topics should be covered in Level I training) 1. Definition of tutoring and tutor responsibilities 2. Basic tutoring guidelines 3. Techniques for successfully beginning and ending a tutor session 4. Some basic Tutoring “Do’s” 5. Some basic Tutoring “Do Not's" 6. Role modeling 7. Setting goals/planning 8. Communication skills 9. Active listening and paraphrasing 10. Referral skills 11. Study skills 12. Critical thinking skills 13. Compliance with the ethics and philosophy of the tutor training program 14. Modeling problem solving 15. Other
D. Required Tutoring Experience 25 hours of actual tutoring
Requirements for Regular/Level II Certification (NOTE: Tutor must have completed Level I Certification Requirements) A. Amount/Duration of Tutor Training: (one of more of the following) 1. Minimum of ten hours of tutor training beyond Level I (a minimum of 20 cumulative hours of tutor training) 2. A second quarter/semester tutor training course 3. A second quarter/semester of tutor training (non-course work)
B. Modes of Tutor Training 1. Classroom and/or workshop instruction PLUS any combination of the following: 2. Tutor training videotapes 3. Conferences with tutor trainer/supervisor 4. Special tutor projects 5. Other
C. Areas/Topics to Be Covered in Tutor Training (In addition to reviewing the topics covered in Level I, a minimum of four of the following topics should be covered in Level II training) 1. Review of Level I topics 2. Use of probing questions 3. Characteristics of adult learners/learning styles 4. Cultural awareness and inter-cultural communications 5. Identifying and using resources 6. Tutoring in specific skill/subject areas 7. Record keeping/documentation 8. Other
D. Required Tutoring Experience Twenty-five additional hours of actual tutoring after completion of all Level I requirements (a minimum of 50 cumulative hours of actual training).
Requirements for Master/Level III Certification (NOTE: Tutor must have completed Level I and II Certification Requirements)
A. Amount/Duration of Tutor Training: (one of more of the following) 1. Minimum of ten hours of tutor training beyond Level II (a minimum of 30 cumulative hours of tutor training) 2. A third quarter/semester tutor training course 3. A third quarter/semester of tutor training (non-course work)
B. Modes of Tutor Training 1. Classroom and/or workshop instruction PLUS two or more of the following: 2. Tutor training videotapes 3. Conferences with tutor trainer/supervisor 4. Special tutor projects 5. Other
C. Areas/Topics to Be Covered in Tutor Training (In addition to reviewing the topics covered in Level I and II, a minimum of four of the following topics should be covered in Level III training) 1. Review of Level I and II topics 2. Assertiveness training 3. How to tutor/deal with target populations 4. How to administer and interpret a Learning Styles Inventory 5. Structuring the learning experience 6. Training and supervising the other tutors (supervisory skills) 7. Group management skills (group interaction and group dynamics) 8. Other
D. Required Tutoring Experience Twenty-five additional hours of actual tutoring after completion of all Level I and II requirements (a minimum of 75 cumulative hours of actual training)
Middle Tennessee State University’s Curriculum For the College Reading and Learning Association’s Master (Levels, I, II, and III) Tutor Training Program
The standard program consists of 30 hours of training including 6 hours in the fall in-service, 8 hours in the spring in-service, 15 hours in the course, and 1 hour of on-the-job training or supervisor training in specific content area. The program may be altered to accommodate specific tutors and supervisors needs. Training will be multi-modal including classroom instruction, workshop participation, conferences with supervisors, tutor projects, and hands-on activities.
*The fall Tutor Training In-service will have six total hours of training. Topics and alternate topics are listed below.
-Modeling or Problem Solving -Communication Skills -Ethics and/or Philosophy of tutoring
Fall Training Alternate Topics -referral skills -identifying and using resources -role modeling -setting goals -goal planning -record keeping and documentation -training and/or supervising tutors
*The spring Tutor Training In-service will have eight total hours of training. Topics and alternate topics are listed below.
-Adult learners or learning styles -Cultural awareness and inter-cultural communications -How to tutor and/or how to deal with target populations -“Other” concerns -Students with disabilities and special needs -Group management skills
Spring Training Alternate Topics -referral skills -role modeling -setting goals -goal planning -record keeping and documentation - training and/or supervising tutors
*The ACA 3000 tutor training course and handbook will have fifteen total hours of training. Topics are listed below. ACA 3000 Training Topics and Handbook Topics -Definition of tutoring -Basic tutoring do’s -Basic tutoring do not’s -Study skills -Active listening and paraphrasing -Probing questions -Learning styles inventory -Important contact information -The Master Tutor Program
Tutoring is a loaded term. Tutoring means very different things to different people. Some believe that tutors are replacements for teachers. Others believe that tutors are supposed to do their homework for them. Others still may view tutors as support personnel. Given all of these conflicting views of tutoring, review your own definition of tutoring. As tutor, what are your responsibilities? In other words, what does "being a tutor" mean to you? List five things that you associate with tutoring. 1. 2. 3. 4. 5. Compare your list with a partner. Do any items on the lists overlap?
Webster's New World Dictionary (1988) defines a "tutor" as "a teacher who gives individual instruction to a student...." Tutors are a vital part of the educational support network in any institution. Tutors have the time an energy to provide one-on-one instruction outside of the classroom setting. Many students would not succeed in college if tutors were not available.
This handbook will provide some basic tips, strategies, and activities to guide you through the tutoring process. Information will include Contact Information, Basic Tutoring Guidelines, Tutoring Do’s and Tutoring Do Not’s, Study Skills, Active Listening and Paraphrasing, Probing Questions, and Learning Style Inventory.
Webster's New World Dictionary (1988)(Victoria Neufeldt, Ed.) Simon & Schuster, Inc: Webster's New World Dictionary: New York, New York. p.1443.
1. Remember that as a tutor you are an additional resource to help students succeed. Your time and efforts are valuable. You are important. 2. Remember that tutoring is a responsibility. Your tutee’s time and efforts are valuable as well. 3. When tutees repeatedly ask simple questions, remember that the only stupid question is the one that was not asked. 4. Patience. Patience. Patience. 5. If you do not know the answer, ask another tutor, lab director, supervisor, or instructor; remember that the only stupid question is the one that was not asked. 6. Anger has no place in the tutoring environment. Create a positive learning environment. 7. Harassment of any kind has no place in the tutoring environment. Create a positive learning environment. 8. A tutor does not replace an instructor, nor does a tutoring session replace missed class time. 9. Always be on time for tutoring sessions or scheduled laboratory hours. 10. The student must complete his or her own work. Make sure that you know how much tutor assistance is allowed on each assignment. 11. Your lifestyle choices and value systems may not agree with your tutee’s. Be sensitive to these differences and make sure that you do not impose your lifestyle choices and value systems on your tutee. 12. Respect diversity. 13. Respect your tutee. 14. Respect yourself.
Can you think of any other basic tutoring guidelines? List them here and tell a tutoring co-coordinator. National Association of Tutorial Services Lab Assistant Code of Ethics. Tutor handbook, Columbia State University. Many students come to college with little study skills preparation. They may not have needed to study in high school or to be organized. Study skills and time management skills are crucial strategies that you as a tutor can share with your tutees, and you may have more study and time management skills than you realize. To be selected as a tutor, you must have a demonstrated academic record of achievement. To have earned a demonstrated academic record of achievement, you must utilize study and time management skills in everyday college life. Preparing for college studies is like jumping through hoops at a circus; college studies may be challenging, but with the right tools, the hoops of college do not have to be on fire. Take a few minutes to contemplate how you study. How do you study for a test? How do you write a paper? Do the strategies that you use to study for a mathematics class also work for an English or History class? Why or why not?
List the top five ways that you study or prepare for a class. Compare your list with a partner’s list. 1. 2. 3. 4. 5.
Select the main study skill that you want to share with your tutees and circle it in the list above. Be sure to share this study skill with all of your tutees.
Many students find that making flash cards from 3” x 5” index cards is very helpful in memorizing items of lists such as mathematics equations and history facts. However, most students have not made flash cards before; they will need instruction on how to use them. Consider how flash cards could be used to memorize a mathematical equation. The equation name should be written on one side of the card with the mathematics symbols and description of the equation’s use on the other side. Using the index cards provided, make study cards for the following information:
1. Given any point on a line (X1, Y1) and the slope of the line (m), an equation for the line may be written using the point-slope formula (Y- Y1)= m (X - X1). 2. Stahl is considered one of the founders of molecular biology. Watson and Crick discovered the DNA double-helix. Their discovery has forever changed the way that biology has been studied.
Index cards are also very useful in writing English papers and compositions. Bibliographic information can be written on one side of the card with the main points or specific quotes from the text on the other side. Entire papers can then be written by copying the information from the cards with the appropriate reference, organizing the ideas, and adding an introduction, transitional sentences, and a conclusion.
Describe one tutoring situation where you would highly encourage a tutee to use flash or index cards.
Time management is also a crucial skill for college students. For some people, time management is a natural part of organizing the day. Others need instruction on how to decide what can and cannot be accomplished in one day. Consider the following list. Which items can be successfully completed in one evening? Mark a “C” next to those items. Which items do many college students try to complete in one day? Mark a “T” next to those items. Do you notice any patterns?
1. Three weeks-worth of laundry. 2. Reading an entire semester’s worth of history assignments. 3. Studying for a mid-term. 4. Studying for a final. 5. Writing an English paper. 6. Reading an entire book for a class assignment. 7. Writing a speech.
Many students do not know to begin studying for a test or writing a paper several days before it is due. Make sure that your tutees know some of the rules and strategies of time management. 1. Keep a daily planner with all appointments, assignments, and due dates. 2. Schedule a specific time for homework and studying. Try to keep this time the same throughout the week or coordinating with your class schedule (TR and MWF). 3. Make a list of homework assignments and activities (extra-curricular, too!) to be completed each day. Plan specific amounts of time for each assignment or activity. Use this checklist to gauge your progress during the day. 4. Allow extra time for big tests and projects. They always take longer than you expect. 5. Plan to review information or practice problems from a class within one hour, within one day, within one week, and within one month.
There are several things as a tutor that one should do in order to maximize the experience for the student listed below are some basic characteristics and mannerisms that a good tutor should posses:
Sometimes a tutor can do more harm than good. Listed below are some things not to do when tutoring.
· Do not assume the role of the instructor. You are only to help them not replace them. You are only an assistant. As the assistant you are in the position to greatly enhance a students perception and understanding of a subject. · Do not think of yourself as the dispenser of all truth and knowledge. Try to relate to your tutees as equals. Do not talk about all of the upper level course that you have had (unless they ask about it). · Do not judge someone's ability or intellect based on appearance or age. · Do not allow your tutees to just scrape by. Challenge them to reach for the "A" instead of settling for a C. · Do not use the tutoring lab as your personal dating service. This could do more than just hurt the students' grades; it could jeopardize your future. · Do not let one student monopolize all of your time if your are in a drop in lab setting. Remember that you are trying to enable the student to become an independent thinker. This can't be done if they use you as a crutch the entire time. · Do not introduce fancy ways you learned in your upper level classes to help the students solve their problems. Stick as close as you can to the way the instructor did it. If there is a slight variation that you know has worked well with others, you may want to share it, but be cautious! It is always safe to show them the way their instructor did it. · Example: You may want to show a student another way to get a common denominator when adding or subtracting basic fractions. But you would not want to introduce limits to infinity to help an algebra student find asymptotes. · Do not just sit in the chair staring out the window when there are students in the lab. This lackadaisical method discourages students form asking you questions . · Do not work the students' assignments for them. In math, you nay want to make up similar problems to work as examples and let them do the actual homework. For writing assignments you will want to make sure that you do not write their paper nor provide the main ideas for them. You should only be helping them generate their own ideas and helping them with the structuring of their paper.
The following were adapted from Guidelines for Math Lab assistants from Columbia State Community College and ______
Active Listening and Paraphrasing[1]
Your role as a tutor is multifaceted indeed. Not only are you expected to know everything the student brings to you, but you should also be able to explain it in a way that they will immediately understand. One of the most important abilities you will need to develop are the communication skills of active listening and paraphrasing.
Active (or attentive) listening demonstrates respect by giving the student your full attention. This makes the student feel that they are important.. It also communicates actively by using positive nonverbal signals such as eye contact, posture, and body language. Not only should you be conscious of your nonverbal signals but your clients’ as well. Listen carefully to all of the messages being sent. How you act is sometimes as important as what you say. You should create an atmosphere of appearing interested in helping the student. Remember, if you are doing most of the talking, something is wrong.
In class activity: Make two columns: one listing good active listening traits, the other bad listening traits. We will roll play both and discuss what we see.
Paraphrasing communicates accurately what is heard by reflecting and then summarizing. Organizing the tutees’ remarks into one concise statement involves listening completely to the tutees’ own concerns and then summarizing the problem—hopefully providing new light to the tutee.
Some good phrases to use might be:
“What I hear you saying is…” “It seems to me what you are saying is…” “You sound…” “It sounds to me like…”
It is sometimes important for the tutor to summarize when the student has all the information “on the table” but might not know it. If possible, try to get the student to do the paraphrasing. Again, the more talking that you do, the more reliant the student will be on you.
In order to assess students’ knowledge, it is important that tutors pose good questions. The tutor should explain the concepts but should be careful not to work to many problems. Questioning should encourage students to work problems out on their own.
There are two types of questions: closed-ended questions and open-ended questions.
Closed ended questions: usually have short responses like “yes” or “no”. This type of questioning is good if you are short on time and have several other students to attend to in a drop in lab. Closed-ended questions typically do no lead to other questions or discussion. EXAMPLE: Are you passing algebra class?
Open-ended questions: encourages more interaction. They usually require an explanation for a response and may lead to further questions, hopefully revealing the true cause of the misunderstanding. Open-ended questions are good if the tutor has plenty of time to spend with the student, but, with experience, can still be done in an open lab setting. EXAMPLE: Why do you think you are not passing Algebra class?
In order to make the student interested in the subject you are tutoring one should do their best to actively engage the student in the learning process. One should not merely lecture on some isolated topic such as adding positive and negative integers without first trying to use the students’ own experience. One may ask questions that will help students develop the concept.
Example: If you take 3 steps north and 2 steps south, how fare are you from the starting point?
Questions of this ilk will help the student discover and develop the concept for himself. After being asked several similar questions, he may be able to generalize a way to add positive and negative integers. It was once said that what you have been obliged to discover by yourself leaves a path in your mind which you can use again when the need arises.
In order to encourage the student to think, the tutor should avoid questions with a yes or no answer. The tutor must also demonstrate patience. Questions that require thought will take more than the usual 5-10 seconds. While the student is answering the question, the tutor should listen very carefully. The student is demonstrating exactly what he knows at this moment. The tutor should also avoid question like “Do you understand?” or “Is that clear to you?” Make the student demonstrate the concept by either working out another example (if it’s math) or clearly showing he understands a particular writing concept.
Suppose a student came to you with the problem below. How would you help him/her.
Example: Find the
vertex of the function:
Write down 3 or more questions that you feel would lead the student to, no only the correct answer, but also the understanding of how to work another one of the same type.
1._____________________________________________________________________
2._____________________________________________________________________
3. ____________________________________________________________________
This does require a lot of patience on the tutors part. It would certainly be easier for the tutor to simply work the problem for the student. But these types of probing questions allow the student to do most of the thinking, which will hopefully provide a stronger foundation.
The CRLA Tutor Training program requires that tutors be continually evaluated. Ask your lab director or supervisor how you will be evaluated.
For example, the Developmental Studies Math Lab has used a computerized form such as the one which follows.
Sample Math Lab Tutor Evaluation
The Math lab Tutor Evaluation form is computerized. Whenever students log-out of the computer, a questionnaire appears.
The Help Was
Weak Fair Average Good Excellent
Values for the ratings range from 0 (Weak) to 4 (Excellent).
DEVELOPMENTAL STUDIES FULL-TIME FACULTY Chair - Dr. Carol Bader - PH 217, Box 16, Phone-2568
DEVELOPMENTAL STUDIES ADVISORS
DEVELOPMENTAL STUDIES LABORATORIES
HOUSING AND RESIDENTIAL LIFE DIRECTORY
Housing Office: 898-2860
Area 3 Coordinator: Jennifer Danylo 898-3812
Cummings HallFront Desk: 898-4201 Resident Directors: Kris Rushing 898-3033 John Norell 898-8454 Academic Advisor: Rachel Duncan 904-8436 Tutors: Erin Elkins 898-4344 Alicia Reed 898-4955 Thuc Le 898-4975 Jim Wilburn 898-4161 Brooks Bowers 898-4055 Bill Mann 898-3313
Corlew HallFront Desk Resident Director: Crystal Coward Academic Advisor: Dana Moore 904-8556 Tutors: Charmaine Woods 898-3956 Jacquese Booker 898-4091 Matt Walker 898-4083 James Moore 898-3402 Mike Cook 898-3489
Introduction to the Tutoring Environments
DEVELOPMENTAL STUDIES DEPARTMENT
The Developmental Studies Department is designed to help students achieve a level of academic competence that will enable them to work successfully in college-level courses. The department offers eight courses that include: basic and developmental reading, basic and developmental writing, basic mathematics, elementary algebra, intermediate algebra and developmental study skills. The department provides tutoring in the writing lab, the reading lab and the math lab. The mission of the tutoring program is to reinforce the curriculum and the objectives of the courses and to help students enhance their skills and increase their proficiency level. The labs are free for all students taking Developmental courses. All are staffed by faculty and tutors, and are equipped with computers as an instructional tool. Also, Developmental Studies Advisors are available to assist students in the program in all matters related to their academic lives. The Tennessee State Board of Regents estimates that 40% of all freshmen entering its colleges and universities are underprepared for college work and would benefit from developmental studies courses. At MTSU, about half of our new students are required to take at least one developmental course. The Developmental Studies program works! Our students are staying in school, doing well, and graduating. Students who are required to take classes in Developmental Studies stay in school after their first year at a slightly higher rate than students who were not in Developmental Studies. In May 1996, 42% of the graduates were former Developmental Studies students.
HOUSING AND RESIDENTIAL LIFE
Cummings and Corlew halls, located on the north side of campus, are home to MTSU's First-Year Experience Program. Services and programs located in these halls are geared toward first-year students and are designed to enhance students' academic success at MTSU. Combined with a staff of skilled resident directors and resident assistants, the tutoring program offered by the FYE program helps students make the transition from high school to college.
Advantages of the FYE program include:
Ř The Raider Learning Community allows students to take English 111 and University 101 with the same group of classmates who also live on the same floors. Ř Academic advisors hold office hours in each dorm. Ř Tutors live on each floor of the residence halls and provide tutoring services in each hall. A large computer lab with 120 Pentium computers is available in the Business and Aerospace Building, located between Cummings and Corlew halls.
The Reading Lab is built in as a part of the class. In addition, drop-in labs are offered to supplement work done in class. Graduate Teaching Assistants usually staff the drop-in lab. The Writing Lab is required for those in Basic Writing, and may be recommended by the instructors for some in Developmental Writing. The Math Lab, SAG 202 and 106, is exclusively a drop-in lab. The lab offers computer applications and videos for each chapter of the math textbooks.
Developmental Studies Advisors All students enrolled in a developmental course are assigned an Advisor to assist them with academic concerns and questions. They are located in Peck Hall 102. The advisor's phone number is 615-898-2339.
Developmental Studies Course Descriptions DSPW 0700- Basic Writing Intended to eliminate deficiencies in basic writing skills for minimum proficiency. Focuses on spelling, mechanics, grammar, and usage in the context of sentences and paragraphs. RSE 070 has a mandatory writing lab requirement as part of the course. DSPW 0800-Developmental Writing Presents a review of usage and mechanics, and introduces work with primary and secondary sources. Focuses on essays to prepare the student for English Composition. DSPR 0700-Basic Reading Intended to eliminate deficiencies in basic reading skills. Focuses on vocabulary, dictionary use, and literal and inferential reading skills using individualized instruction. To pass the class, students must pass the class work, complete the outside reading, and pass the Nelson-Denny Examination with a 10th grade proficiency. DSPR 0800-Developmental Reading Offers individualized instruction to build reading skills to the college level. To pass the class, students must pass the class work, complete the outside reading, and pass the Nelson-Denny Examination with a 12th grade proficiency. DSPM 0700-Basic Mathematics Main
topics covered are whole numbers, fractions, decimals, percentages,
statistics and graphs, measurements, linear equations with one variable,
and word problems. Some sections are self-paced. DSPM 0800-Elementary Algebra Provides algebraic skills equal to one year of high school algebra. The topics of the course include properties of real numbers, linear equations and inequalities, operations with polynomials, special products and factoring, and rational expressions. DSPM 0850-Intermediate Algebra This course prepares the student to be successful in College Algebra and other math courses required for the student’s major. The main topics in the course include functions, relations and graphs, systems of linear equations and inequalities, rational and irrational numbers, quadratic equations and inequalities, and complex numbers. DSPS 0800-Developmental Study Skills Focuses on the skills needed for success in college. Units covered are: an introduction to MTSU, information processing, test taking, using the library, and critical thinking.
Developmental Studies Department: Attendance Policy Regular class attendance is mandatory for students to perform at their highest potential. Therefore, the Developmental Studies Department observes a strict class attendance policy: Having more than 3 absences in a class meeting 3 or 4 days a week earns an F. Having more than 2 absences in a class meeting 2 days a week earns an F. Having 3 tardies equals 1 absence. Absence from a scheduled conference equals 1 absence. Guidelines exist for certain situations which may cause absences. All absences must be documented to appeal an F for having more than the allowed.
Developmental Studies Department: Grading In order to successfully complete a developmental class, 70 percent proficiency must be demonstrated. Therefore, the following grades can be earned in a DS class: A, B, C, and F. The grade of D and audits are not permitted. If a student fails a developmental class, the student must repeat the class the following semester. A student failing a developmental class for the second time will be suspended for one calendar year. Developmental Studies courses count in the calculation of the grade point average, toward full-time, sophomore, junior, and senior status, toward athletic eligibility, and for financial aid purposes. However, Developmental Studies courses do not count toward the 132 hours needed to graduate from MTSU. Students will not be permitted to drop a Developmental Studies course without extenuating circumstances. In most cases, withdrawing from the University is required. Students dropping a course in the Developmental Studies Department must see their Developmental Studies Advisor and have permission from the department chair. References
Webster's New World Dictionary (1988)(Victoria Neufeldt, Ed.) Simon & Schuster, Inc: Webster's New World Dictionary: New York, New York. p.1443.
Guidelines for Math Assistants. from Columbia State Community College
Guidelines for Tutors of Mathematics. Kepner, H. & Johnson, D. NCTM Reston, VA. 1977
Tutor Training materials given by Dr. Cora Dzubak from Penn State University’s Learning Center. [1] The following were adapted from Guidelines for Math Lab assistants from Columbia State Community College and ______
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