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Karen, It was. My computer was just slow, or me! Thanks. >---------- >From: KAREN WOODWARD[SMTP:[log in to unmask]] >Sent: Monday, August 25, 1997 1:35 PM >To: [log in to unmask] >Subject: Re: Tutoring Policy/Tutor Training -Reply > >Susie, > >The handout was included in the e-mail message. Did you receive it? > > > >>>> Susan H. Merrill <[log in to unmask]> 08/25/97 10:51am >>> >Karen, >I would also be interested in obtaining a faxed copy of your handout. > >Thanks, >Susie Merrill, Academic Services Coordinator >Student Support Services >University of Wyoming >Laramie, WY 82071 > >Fax # (307)766-4010 >Work# (307)766-6189 > >>---------- >>From: KAREN WOODWARD[SMTP:[log in to unmask]] >>Sent: Monday, August 25, 1997 9:42 AM >>To: [log in to unmask] >>Subject: Tutoring Policy/Tutor Training >> >>Dear LRNASST colleagues: >> >>In light of the OVERWHELMING RESPONSE for me to fax copies of the >>tutor handout we use on our Tutoring Policy. For all of you who kindly >>sent me your fax numbers...hopefully the following will work for you. >It's >>nothing fancy, but it outlines some of the major points we go over >during >>our initial training sessions with our tutors. This is only the >>introduction >>to >>the academic portion of the training. We also do a lot of work with >>personal boundaries (i.e., how NOT to counsel students), instructional >>strategies for LD and ESL students, learning styles (we need to know >>who we are before we can understand what they bring...), >>supplemental instruction, record keeping, office policies and politics, >>campus climate, etc. The bullets and tab markings are omitted for >>purposes of e-mail transfer. Please let me know if you have any >>suggestions! >> >>Karen Woodward, Director >>Student Support Services (SSS)/TRIO Program >>Century College (formerly Lakewood CC/NMTC) >>3300 Century Ave. North >>White Bear Lake, MN 55110 >>Phone: (612) 779-3247 >>Fax: (612) 779-3949 >>Email: [log in to unmask] >> >> >> >> >> >>Tutor Training (Handbook Excerpt) >> >>Introduction >> >>Student Support Services is a federally funded program to help >students >>increase their retention in and graduation from college. Because the >>students accepted into SS must meet certain criteria, you will be >working >>with students who have a wide variety of needs. It is our hope that, >>through this training session, you will become familiar with the needs of >>these students and our expectations of you as a tutor. You are joining >a >>team, and the rest of the SSS staff sees you as an integral part of the >>support network that helps our students succeed. You will probably >>meet with some students on a weekly basis and may in fact, be the >>primary contact students have with SSS. It is crucial, therefore, that >>these tutoring sessions be rewarding and beneficial for our students >and >>for you as a tutor. >> >>Please recognize that neither this manual nor our training session can >>address every situation that will arise. Feel free to ask questions of >any >>staff member when you have concerns. Our students# success is a >>collaborative effort to which we all contribute. >> >>First Tutoring Session >> >>Most students who seek tutoring have either done poorly in school or >are >>so uncertain of their abilities they are afraid they will do poorly. As a >>tutor, you need not differentiate between these types of students, >>because their perceptions of themselves as learners are the same. But >>you do need to recognize these students have a level of fear and a lack >>of confidence that can interfere with their learning. It is crucial, >>therefore, that your first contact with students is comfortable and >makes >>them feel at ease. It is also crucial that you explain the tutor#s role >>(your >>role) to them, because they may have unrealistic ideas about what >tutors >>do. The following are some steps to follow for the first tutoring session >>you have with a student. >> >> The first thing to do is introduce yourself. You might want to give >>them a little background information about yourself, or make some small >>talk to put them at ease. >> >> Make sure you say the student#s name, and ask if you#ve >>pronounced it correctly. Some names, particularly Southeast Asian, are >>difficult to pronounce, but it is a courtesy to learn the correct >>pronunciation. Don#t be embarrassed if you forget by the next tutoring >>session (through writing the name phonetically on the cart is a good >>idea); just ask again. >> >> Ask them questions. Lots of questions. >> What are you here to work on today? >> What difficulties have you had in the past? >> Do you have a specific assignment? >> Can you get out your assignment sheet? >> Can we look at the syllabus? >> When is the test/paper due? >> Do you have a previous paper/test from this course for us to look >>at? >> >>Obviously, you don#t have to ask all these questions, but your goal is to >>determine what the student thinks her/his needs are, what the >instructor >>(through grading) sees as the student#s needs, and where to begin >with >>the student. >> >> Explain your role as a tutor and what will happen during the >>tutoring session. For a paper, for instance, outline the steps you#ll >take. >>Here#s an example: >> >>#Okay, Chia, now we#re ready to look at your paper. What I like to do >is >>read through the paper with you. Then we will talk about it together. >We >>will probably focus on a few things today, such as your thesis and >>organization. I will help you with grammar, but I can#t fix every error.# >> >>When you say the last sentence, the students will panic. ESL students, >>in particular, believe that grammar is the only stumbling block between >>them and better grades. Without going into a huge philosophical and >>pedagogical discussion on writing, suffice it to say that fixing grammar >is >>editing. Tutors don#t edit. And editors don#t teach. We will talk about >>this >>at length later on. >> >> If you are working on writing, either read it aloud or have the >>student read it. (Many ESL students don#t like to read out loud; respect >>their discomfort and do it yourself.) If working on a science-related >>subject, focus on one or two main topics from the last in-class lecture >>the student attended. >> >> Approach the work methodically. If you are working on a math >>topic, determine if the student understands the math concepts >necessary >>to work the problems by asking questions. DO NOT BEGIN BY SIMPLY >>DOING PROBLEMS. >> >>As you begin to practice and model problem-solving techniques for a >>student, speak out loud as you work through the problems. Remember, >>your goal is to model for the students many different approaches to a >>problem, in order that the student will learn the ways to learn. >> >> Work until the session is up, but don#t go over. Remember, you >>need some time to prepare for your next session. >> >> Conclude the session by summarizing (briefly) what you have >>covered. >> >> Present the student with clear goals for the next session. For >>example: >> >>#Chia, you#ve got a good strong thesis now. Make sure you spell >check >>this and check your subject/verb agreement before you hand it in. On >>your next paper you want to be sure that each paragraph helps the >>reader understand why your thesis is valid. You#ve made a really >good >>start on this paper.# >> >> Set them up for the next appointment. If possible, walk them to >>the secretary#s desk and help them set it up. If time prohibits, stress >the >>importance of signing up today for an appointment later. >> >>TUTORING POLICY >>Reading: >> Will help with vocabulary and clarify usage#s in context. >> Will ask leading questions to prompt students to think critically >>about material. >> Will not simply paraphrase reading material, thus relieving them of >>the responsibility of completing the reading and understanding the >>writer#s main idea. >> >>Writing: >> Help students discover and express their ideas clearly and in a >>well organized manner. >> >>Help with discovery: >> How: >> Read assignment with them. >> Ask questions about requirements >> Look at other necessary sources (books, stories, articles). >> Begin brainstorming questions >> what might you write about? >> suggest ideas based on their ideas >> >>Help with strategy: >>How: >> Review assignment. >> Ask to insure students understand it >> if not, try to model it using information outside of class >> (how to set up a c/c essay, for example) >> if so, ask them about their plans for organizing >> >>Help with organization: >> Read through essay. >> Ask about how ideas are ordered. >> Suggest reorganization for clarity. >> >>Help with revision: >> Again, bigger questions: >> thesis clear? >> organization logical? >> demonstrates unity? >> >>Help with editing: >> Help students learn to identify and correct grammar and sentence >>structure errors. >> Many errors will be pointed out by asking leading questions like, >>#I#m a little confused about tense here. What seems to be the >problem?# >> Those errors the tutor must point out will be treated as >>mini-lessons. #Remember, if you begin a sentence with #if or >#although#, >>it will need to be attached to an independent clause. Or #There = >>location, Their = possessive pronoun, They#re = They are.# >> Tutors will not proofread papers and make corrections. Instead, >>we will help students learn from their errors. >> We will not supply information or ideas to students. We will model >>brainstorming and idea generating techniques frequently used by >>writers. >> We will offer not correct spelling, but will occasionally identify >>misspelled words or suggest students use spell check. >> We will direct students to other resources and encourage open >>communications with their instructors. >> We will make direct contact with instructors if we have specific >>concerns about a student#s progress (This is not an attempt to violate a >>student#s privacy; usually such contacts will be made with the >student#s >>permission. On rare occasions, a student#s needs may be so great >that >>contact with instructor regarding the specific help we give is >necessary >>to guard against the possibility a student may pass a course without >>mastering the subject matter. In other words, #squeeze by# by virtue >of >>our assistance.) >> Finally, our task is to help students with the daunting project of >>mastering written English, and we will do so with encouragement, >>genuine concern for students# progress, and a commitment to the >>guidelines above. >> >> >> >> >> >> >> >> >> >