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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.
>>
>>
>>
>>
>>
>>
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>