Tutor Training Handbook Welcome to Tutor Training!

NTA Code of Ethics Before the First Tutorial The First Tutorial General Suggestions for Successful Tutoring General Strategies for All Tutoring Sessions Group Tutoring Getting Tutees to Use Available Resources Expectations of Tutors Confidentiality Time Sheets Contact Information ____________________________________________________________________________________ Welcome to Beloit College Tutor Training! Thank you for willingness to be a tutor. Our tutors are an extremely important component of our academic enrichment opportunities at Beloit College. Individual and small group assistance outside of the classroom is vital to accomplishing the mission of the College. The Tutoring Program is one of many ways that Beloit College engages the intelligence, imagination, and curiosity of its students, empowering them to lead fulfilling lives marked by high achievement, personal responsibility, and public contribution in a diverse society. Know that your education is likely to be enhanced as you assist others in acquiring academic knowledge and skills. ___________________________________________________________________________________

NTA Code of Ethics

The National Tutoring Association is dedicated to providing its members with opportunities to achieve and maintain high professional standards for tutors and administrators of tutoring programs and services.
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I understand that my role as a tutor is to never do the student's work for him or her. I will give honest feedback to the student I serve and will not insult my student with false hope or empty flattery; I will always demonstrate faith in my student's learning abilities. I understand that my relationship to the student is professional and not personal. I will show respect for my student's cultural background and personal value system. I recognize that I may not have all the answers to student questions. In this event, I will seek assistance in finding answers to the student's questions and/or direct the student to an appropriate resource for the information. I will maintain accurate records of tutoring sessions as expected and required. I will respect my student's personal dignity at all times. I will be on time for tutoring appointments, not only out of courtesy, but to be a good example for my student to follow. I will keep all information about the student whom I am assigned confidential. I understand that my ultimate goal is to assist my student in learning how he or she best learns and to help my student develop the skills to achieve his or her best, most efficient learning. I will share any concerns I have with my supervisor. I expect to learn along with my student. I will keep current in both my subject area(s) and learning methodologies. I will remain flexible to my approach to student learning, respectful of the various learning styles. I will share techniques for improved study skills with my students.

The National Tutoring Association Tutor Code of Ethics is copyrighted by the National Tutoring Association, all rights reserved 2003. The National Tutoring Association Code of Ethics may be reprinted with acknowledgment to The National Tutoring Association who owns all rights.

_________________________________________________________________________________ BEFORE THE FIRST TUTORIAL 1. Once you receive the email with your tutees information, try to contact the tutee immediately. 2. If you have not made contact with your tutee within three days of receiving the assignment, inform the office staff (and keep trying to make contact with your tutee). You can call x: 2572 or email tutoring@beloit.edu or stop by the office. 3. Make the first tutoring session within a few days of receiving the assignment. 4. Stop by the office and pick up the appropriate forms:

Record of Tutoring or Record of Group Tutoring Time Sheet Tutor-Tutee First Session Tutee Expectations/Agreement Tutoring Session Summary Sheet (optional, but recommended) 5. Tutoring sessions are to be held for at least one hour each and no more than 2 hours in a row. Time reported is to be rounded to the nearest quarter hour. 6. Review the section titled The First Tutorial. _______________________________________________________________________________ THE FIRST TUTORIAL Your first meeting with your tutee is often crucial in establishing the atmosphere of later tutoring sessions. Convey that you are an approachable and empathetic person. Cover the areas described below. Bring the appropriate forms with you (see Before the First Tutorial). 1. Check that you know each others correct name, phone numbers, email addresses and box numbers (any changes, please report to the office). 2. Together, decide a time and place to meet regularly for tutoring. Do not agree that the student will call you when s/he needs you. Effective tutoring rarely takes place when arranged on this basis. 3. Get to know the tutee. Find out where s/he is from, what year s/he is at Beloit, what clubs/activities s/he is involved in and any other area of interest to you. For language tutoring, conduct these conversations in the language of the course, when possible. 4. Gather information relevant to the course. Find out why the tutee took the course and/or what academic background that the student has for the course. 5. Discuss the tutees general goals for the tutoring sessions. 6. Discuss the tutees expectations of you as a tutor and clarify your role. Ask if the student has been tutored before, and if so, ask the student to describe the experience (e.g. what worked, what could be improved). 7. Evaluate the students work in the course. Look at the students notes, quizzes, essays, and/or textbook notes and/or listen to any areas of verbal expression (in language courses) that need to be addressed. 8. If time permits during the first session, work on a specific topic so that the student leaves the first session with a feeling of accomplishment.

9. Discuss the goal (s) for the next session. Give the tutee specific instructions on how to prepare for the next session. You may use the Tutoring Session Summary sheet for this purpose. 10. Remember to complete and have your tutee sign both the Record of Tutoring and Tutee Expectations/Agreement forms. 11. Return the completed Tutee Expectations/Agreement form to the office as soon as possible. 12. Before the next session, give some thought as to how YOU should prepare for the next tutorial. __________________________________________________________________________________ GENERAL SUGGESTIONS FOR SUCCESSFUL TUTORING BUILD RAPPORT AND TRUST Successful tutoring is based as much on rapport between tutor and tutee as the tutors knowledge in the subject area. Demonstrate respect for and confidence in the tutee. What you do is as important as what you say. Any information shared by the tutee is private. Exceptions: 1) you can always talk to professional staff member about your tutee. 2) if tutee reveals that s/he is planning harm to self or someone else (call Security). USE GOOD COMMUNICATION SKILLS Be alert to both verbal and nonverbal cues that the student is not getting it. Allow ample time (at least 10 seconds) for the tutee to respond to questions. Ask open-ended questions. Do not interrupt. Listen attentively (are there underlying assumptions that are incorrect?). Keep the tutee focused on the purpose of the tutorial.

Ask the tutee for feedback on the tutoring sessions on a regular basis. BE ENCOURAGING Provide encouragement and praise whenever possible. Think of interesting and varied ways of presenting material. Be tactful but clear in addressing a students mistake(s). Try to have the tutee identify the mistake, review the material, and figure out the correct answer so that s/he can eventually learn how to do this process on his/her own. Patience and compassion are a must at this point. BE AWARE OF PHYSICAL CONSIDERATIONS Find a low distraction area for tutoring with appropriate seating and aids (such as a black board/white board). Our office will assist you in obtaining what you need, if possible. Do not stand while the student is sitting. Standing while the student is sitting is a nonverbal cue that the student has less status than you. Maintain eye contact with the student so that you read his/her reaction to your explanations/questions (allowing for cultural differences). Make sure that your personal hygiene allows for relatively close personal contact. ORGANIZE AND PREPARE FOR YOUR SESSION Always come to each session prepared. (Use the course syllabus, have the tutee email you questions/topic areas in advance). Think of examples, problems, or practice questions. Be familiar with assignments and test due dates. If you do not have this information, try to obtain it from the student and/or professor of the course. Break material into small parts. Small steps taken one at a time are usually most effective for the student. Begin each session with a review of the material covered in the previous session. Students may know and understand something one day and then not be able to recall it later; frequent review is often helpful.

ENHANCE THE STUDENTS STUDY SKILLS Examine the students strategies and skills for learning the material. View the students lecture notes, textbook notes, review methods for exams and quizzes. Provide suggestions for improvement. Check how the student is managing time and coping with multiple demands. Assist the student in these areas wherever you can. If you think that the student needs additional assistance, have him/her make an appointment with the Director of the Learning Enrichment and Disability Services office.

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GENERAL STRATEGIES FOR ALL TUTORING SESSIONS  Present the information in as many ways as possible using the suggestions mentioned previously.  Talk with the professor of the course for suggestions (without revealing your tutees name).  Develop colors, abbreviations, sounds, or gesture systems for the concepts to help the student remember.  Combine strategies and techniques. If you find one combination of approaches is not working, try another. Be flexible until you find something that works consistently. Even then, do not get complacent with one approach for one student. By using different approaches you can help the student strengthen weaknesses that might be important for future professors, classes and/or studies.  Ask questions which give the student an opportunity to demonstrate his/her knowledge or understanding. Make sure the student understands the value of reading the textbook BEFORE the class period it is due, this will aid in understanding the discussion/lectures.  Keep notes on tutoring sessions so that you remember what you covered, where you left off, and what you are planning to cover in the following session.  Drill and practice repeatedly. __________________________________________________________________________________

GROUP TUTORING As many students as possible will be assigned to work in groups of two with one tutor. Tutors need to be thoughtful about assisting students in working with each other. Benefits of Group Tutoring Students learn from each other since they often have different strengths and weaknesses and/or they hear or understand different aspects of a topic. Once students experience a small study group, they realize that they can form their own study groups and dont always need a tutor. The tutor has two perspectives on classroom activities. More students can be served with limited resources. Students realize that they are not the only one experiencing challenges within the classroom. A Group tutor will: -Encourage tutees to become a team - providing a support to each other. -Encourage tutees to talk to each other. -Point out successful strategies of one tutee so that other(s) can learn from it. -Encourage tutees to become accountable to each other. -Model positive interactive behavior. _________________________________________________________________________________ GETTING TUTEES TO USE AVAILABLE RESOURCES ENCOURAGE YOUR TUTEE TO: 1) Communicate with Professors (and Advisors) For some students, getting to know faculty is intimidating. Talk about some of your experiences with a faculty member or go with the tutee to visit a faculty member. 2) Come to the Learning Enrichment and Disability Services (2nd floor Pearsons) If your tutee seems to need help in an area other than the content of the class, decide if you can be of assistance. If so, go ahead. If it seems beyond your abilities, refer the tutee our office or another appropriate office (e.g. counseling center). The tutee can get information from a tabling session, talk with a Learning Assistant, attend a workshop, and/or meet with the Director. We can usually provide assistance in the following areas: organization, time management, taking notes in classes or from books/articles, reading comprehension, memorization techniques, preparing for exams, math anxiety, test anxiety, motivation, de-procrastination, goal setting, working with faculty, and presentation skills. We can also assist students who have personal issues such as relationships (e.g. friend issues, family problems), over involvement in extra-curricular activities, and/or managing stress. Students can also ask about dropping courses (before or after the deadline),

incompletes, and other academic options. Students who mention that they have a disability and dont appear to be using accommodations should also be referred to this office. [Please refrain from deciding that a student has a disability on your own. If you wonder, refer the student to our office without indicating your thoughts.] 3) Come to the Dean of Students Office Area (Dean of Students, Associate Dean of Students, Director of Advising, Director of Intercultural Affairs) (2nd floor Pearsons) These staff can also assist students who have personal issues that are affecting their academic performance such as relationships (e.g. friend issues, family problems), over involvement in extra-curricular activities, and/or managing stress. Students can also ask about dropping courses (before or after the deadline), incompletes, and other academic options. If you are in doubt, please refer the student here if it is not the appropriate place, we will make sure that the student is connected to the right place. 4) Use Teaching Assistants (T.A.s) and Labs Explain the role of the TA (if there is one) in the class. If there are TA help sessions for the class, encourage the tutee to attend them in addition to tutoring sessions with you. If your subject area has a lab (e.g. Kemper Lab for Economics, Math Lab, Language Lab), find out what resources are available, what time it is open, and what services are provided (T.A.s, tapes, etc.) and then encourage the tutee to use the lab. _________________________________________________________________________________

Expectations of Tutors
 Complete (with your tutee) the Tutee Expectations/Agreement (TEA) form. It is the TUTORs responsibility to return it to our office as soon as possible.  Regularly meet when and where you indicated on the TEA form notify us if this information changes.  Take tutees on a first-come, first-serve basis as assigned by the Matching L.A.  Work in small groups when possible so that tutees can learn from each other.  Be willing to be observed during your tutoring sessions by the Tutor Training and Observation L.A. or the Director.  When contacted by the office staff (by email or phone), you are expected to respond in a timely manner.  Complete and turn in the appropriate forms on a timely basis.  Follow the General Suggestions for tutoring provided to you.  Remain a positive role model in all campus activities.  Tutors and tutees may be encouraged to engage in different tutoring strategies, participate in conflict resolution efforts, or change problematic behaviors (e.g. arriving late).  Situations that cannot be resolved through other efforts may result in the Director reassigning the tutee to a different tutor (when available).  Tutors who frequently have tutees express concerns with their tutoring abilities and/or practices may not be assigned on a first-come, first-serve basis. In

addition, the Director may consult with the professor who originally recommended you to tutor.  Tutors are expected to follow the NTA Code of Ethics. This includes but is not limited to the following: Under no circumstances are you to do the actual work for the student. You and the tutee both risk being accused of academic dishonesty and/or plagiarism. Any tutor found engaging in any form of academic dishonesty (via tutoring or otherwise) will be terminated and your recommending faculty member will be informed. If you have any questions or concerns in this area, speak with a staff person in the office and/or an appropriate faculty member (without revealing the tutees name) before you take an action that might cause problems for you or the tutee. __________________________________________________________________________________ CONFIDENTIALITY Personal Information: All information shared by the tutee is to be considered confidential. If you become aware that your tutee has personal, medical, financial or study skills problems, please talk with the Director about appropriate assistance, resources and/or referral. The information will remain confidential unless the tutee appears to be an imminent threat to him/her self or others. If your tutee expresses to you an intent to harm him/her self or another, or appears depressed enough to concern you, do not leave the tutee alone. If it is during regular office hours, as soon as you can (without leaving the tutee alone), call the Counseling Center (x: 2643) or the Dean of Students office (x: 2660). If it is during the evening or weekend, call campus security (x: 2355). Security will then contact the student affairs staff member "on call" to handle the situation from that point. Academic confidentiality: Contact with the faculty member of the course(s) that you are tutoring is encouraged; just dont reveal your tutee's name to a professor without the tutee's consent. If the tutee gives permission for you to identify him/her to the faculty member of the course, you must realize that it is not permission for you to discuss this tutee with anyone else (other faculty, students, staff, etc.), except the Director of this office. Consequences of betraying a confidence: If it becomes apparent that you are revealing the identity of your tutees and/or discussing any information about your tutees with others, you will be reprimanded and likely terminated from employment as a tutor. The professor who recommended you will also be notified.

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Time Sheets:
It is important for our office to receive Time Sheets and Record of Tutoring forms as it helps us to determine how much tutoring is actually occurring. While we appreciate those who are willing to tutor without getting paid for it, we actually prefer that you turn in your forms so that we have records that the tutoring is actually occurring. Our deadline for completing the time sheet is a few days BEFORE those required by the Payroll Office. We typically process over 100 time sheets per month before we give them to payroll which is why it is important for you to complete the forms completely and by the date requested. Beloit College Student Employment Time Sheets (referred to as Time Sheets) (pink) are available in our office. Complete all hours for the current month on one time sheet (even if you have more than one tutee all hours for that month are on the same time sheet). Never enter hours for more than one month on one time sheet. If you have more than one position on campus, complete separate time sheets for each position and make sure that you do not indicate that you were working in two places at one time. Make sure that you begin recording your hours in the correct week on the time sheets. To complete the Time Sheet:  Fill in your name, student ID number and month/year.  Department: Learning Enrichment and DS  Account #: Leave blank; the office will put it in  Position: Tutor  Hourly Rate: $7.40 for new tutors with no advanced training (2009 -2010) Be sure  to Sign and Date Your Time Sheet!  you have the Record of Tutoring form(s) signed by your Tutee(s)!  you turn them in by the due date! Again, at the time and date indicated, bring the Time Sheet AND the Record of Tutoring forms (for each student or group you tutor) to the office IN PERSON by 4:00 p.m. Remember, completing the paperwork completely and correctly is YOUR RESPONSIBILITY. If you have any questions or concerns regarding this process, please contact us BEFORE the paperwork is due.

Time Sheet Due Dates for Fall 2209/Spring 2010 Due in Learning Enrichment and Disability Services Office by 4:00 p.m.

Thursday, October 1, 2009 Monday, November 2, 2009 Tuesday, December 1, 2009 Thursday, December 16, 2009 Monday, February 1, 2010 Friday, February 26, 2010 (if you are leaving for spring break) OR Monday, March 1, 2010 Thursday, April 1, 2010 Thursday, April 29, 2010 No tutoring is to occur during Study Days or Exam Weeks. As tutors are students first, you are to study and prepare for your own exams. In addition, one of your goals as a tutor is to help the tutee learn how to become an independent learner, mange their time and learn what is necessary BEFORE exam week. __________________________________________________________________________________ Contact Information Learning Enrichment and Disability Services tutoring@beloit.edu 2nd floor Pearsons (608) 363-2572