Student Tutor Manual - toolshed-data-prod.s3.ca-central-1 ...... · Web viewA journal provides a way to record your progress as a tutor, to give voice to your observations, and

WRITING CENTREUpdated: 5/15/23 Peer Tutor Manual

Student Tutor Manual

Authored by: Adorée K. Hatton, Writing Centre Coordinator

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Table of ContentsWELCOME......................................................................................4JOB DESCRIPTION..........................................................................5MISSION STATEMENT.....................................................................6POLICIES.......................................................................................8

Confidentiality................................................................................................8Security..........................................................................................................8Time Cards / Pay Periods................................................................................9Schedules and Absences................................................................................9Professionalism............................................................................................10

Non-Work Activities....................................................................................10Personal Appearance.................................................................................10Discrimination and Harassment.................................................................10

ORIENTATION..............................................................................11Orientation...................................................................................................11Training Period.............................................................................................11Tasks............................................................................................................11

PERFORMANCE EVALUATION.........................................................13Semester Evaluation....................................................................................13Unsatisfactory Performance.........................................................................13Grounds for Immediate Dismissal................................................................13Appeals Process...........................................................................................13Conclusion of Employment...........................................................................14

THE PEER TUTORING PROCESS......................................................15Roles............................................................................................................15

Tutees........................................................................................................15Peer Tutoring Staff.....................................................................................15Professors..................................................................................................15Tutors.........................................................................................................15

Responsibilities............................................................................................16Tutor Responsibilities.................................................................................16(NOT) Tutor Responsibilities.......................................................................16Tutee Responsibilities................................................................................16

Tutoring Skills..............................................................................................16Active Listening..........................................................................................16Teaching Writing........................................................................................17

The Writing Conference Procedure..............................................................18Tutoring Troubleshooting Guide...................................................................19Tips for Peer Tutors......................................................................................20

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Student Tutor ManualPeer Tutoring: The Rewards.........................................................................21

APPENDIX A: FORMS....................................................................22

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Welcome

We would like to welcome you to work in the Burman University Writing Centre. We are so glad you are here to help us! Please take the time to read through this manual to familiarize yourself with the expectations and procedures of this position. By accepting a position in the Writing Centre, you have agreed to the following policies:Commitment

You have agreed to a specific time commitment by accepting this position. Although efforts will be made to work with your academic schedule, we expect you to fulfil your required time commitment.

If you are not able to work one of your scheduled shifts, please let your supervisor know as soon as possible.

Confidentiality By accepting this position, you have agreed to abide by the confidentiality

restrictions of the Writing Centre. You will have access to some documents and information that should not be shared outside this department. If we find that you have shared this information you are subject to immediate dismissal.

Safety and Security You may be given a key for access to the Technical Services office so you have

access to the supply cart. Do not use this key at any time other than your designated work hours. If you are not provided a key and need access when the Library Technician is out of the office, there is a key available at the Library Front Desk. Please use this responsibly.

Professionalism As you will be working with students, please come in professional dress (this can be

casual wear, but not too informal – for example, jeans are fine, but sweats are not!). Make sure to greet students with a cheery smile and make them feel welcome. We

want them to feel comfortable in our Writing Centre.

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Job DescriptionDo you love writing? Are you interested in helping others during their writing process?

Please join us as a peer tutor and library employee.

If you welcome and enjoy opportunities to help others learn, peer tutoring could be a rewarding experience for you. If you are accepted for this position, you will spend time working both in the library and the writing centre. Training will be provided.

Benefits of peer tutoring include the opportunity to:● Enhance career-related skills, such as client-service skills, communication skills,

leadership skills, and teamwork skills● Learn more about writing and presentation strategies● Work on campus ● Gain a communication-related job reference ● Meet new people and be part of an academic-support community ● Help other students

Job requirements are excellent communication and interpersonal skills, strong academic standing, and excellent references. The ideal candidate will collaborate well with peers, have earned a high level of achievement in an English course, and be capable of assisting peers with areas of writing that may include technical, business, professional, and academic. If you are interested in helping other students learn, this position could be for you.

TUTOR REQUIREMENTS:Applicants must have a minimum cumulative GPA of 3.0 or higher, a desire to serve others and a willingness to devote the time necessary to develop the skills needed to work at The Writing Center. Applicants do not need to be English majors or minors. We encourage students with a wide variety of interests to apply, so long as they also have an interest in developing their own and their peers’ writing.

TIME COMMITMENT:A minimum of ten hours a week; this time will be divided between the Library and the Writing Centre, as needed. Work hours can be arranged to fit your class schedule.

JOB SUMMARY:The role of Writing Tutor at the Writing Centre is to assist students with their writing. We meet with students individually to review their writing assignments; we facilitate workshops and writing groups to support a writing community at Burman; we visit classes and develop resources to support students in their writing across campus. In addition, we look for tutors who reflect and can speak to a range of writing experiences, including those of multilingual or ESL students. SUMMARY OF RESPONSIBILITIES:• Tutor students one-on-one during scheduled appointments.• Assist the Writing Centre Coordinator in publicizing and promoting the Writing Centre.

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Student Tutor Manual• Develop resources and initiatives to further support student writers. • Perform other duties as assigned.

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Mission StatementOur mission is to contribute to the university’s culture of writing and academic learning, and to promote quality in expressing ideas in written language across the college and to outside audiences. We achieve this through one-to-one tutoring and conference services available to all students throughout their college program and through audience-specific presentations about writing and learning.

With this in mind, the following philosophies and standards will inform the actions and planning within the Writing Centre.

Developing writing skills benefits writers in the long term. Writing is a multi-stage and cyclical process (brainstorming, planning, writing, revising, etc.) Higher-order concerns (such as organization and development of ideas) should be prioritized over

revisions of lower-order concerns (such as word choice, spelling, and grammar). Writers provided with appropriate resources will become self-sufficient. Native English-speaking writers as well as ESL/EAL/bilingual/multilingual writers can all benefit from help

with their writing. The diversity of writing contexts and styles (in different disciplines) implies that there is no one right way

of writing. The writer’s voice must be maintained throughout the writing process. Intellectual and academic integrity must always be understood and respected. Maintaining a zero-pressure environment is conducive to discussing openly the writers’ successes and

challenges. The strategies we suggest are applicable to all writers: all writers can always improve.

As a result of these principles, the writing centre tutors will implement the following practices:1. We aim to enhance individual writing practices, not just individual pieces of writing.2. We encourage all writers, in all faculties and at all levels (student/faculty/staff), to come or

return at any stage of their writing to make use of the writing centre.3. Due to time limitations, the writing centre may not be able to address every concern and we will

typically address higher-order concerns ahead of lower-order concerns.4. We promote tutee involvement and self-direction in the session, and incorporate resources to

develop effective writing strategies.5. We are trained to address the specific concerns of both native English and

ESL/EAL/bilingual/international writers with any concern at any proficiency level.6. We will help writers navigate a variety of writing contexts, including assignment analysis and

disciplinary writing conventions. We strive to widen our knowledge about different writing standards.

7. We are active readers and listeners and will help writers make their own writing decisions through suggestions and questions.

8. Writers are the experts and must take ownership of their work. Tutors are only guides and will not provide content or evaluate/grade a piece of writing.

9. We provide a free and safe place for writers to freely discuss their writing concerns.10. We will constantly update our knowledge about writing and tutoring, and use this knowledge in

our own writing practices.

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These philosophies have developed the following statements:

What does the writing centre do? What does the writing centre not do? Tutors will help students clarify their

writing goals Tutors will help students understand

and develop their writing process Tutors will help students write

stronger thesis statements and topic sentences

Tutors will offer strategies for organizing paragraphs and essays

Tutors will help students use reference materials

Tutors will help students diagnose writing problems

Tutors will help students edit and proofread their own work

Tutors will answer questions about grammar and mechanics

Tutors will answer questions about formatting and citation

Tutors will not write or re-write assignments Tutors will not proofread or edit assignments (they will help students learn to edit and proofread their own work) Tutors will not add content to assignments Tutors will not “correct” writing Tutors will not tell students how to do an assignment Tutors will not guarantee students a certain mark on an assignment Tutors will not replace a professor Tutoring does not replace writing instruction in courses, and tutors cannot edit, proofread, or ghostwrite students’ assignments

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PoliciesWhen you are clocked in and on duty, you are a representative of the Writing Centre, Library and Burman University. Your actions and the statements you make should reflect positively on these departments. The Writing Centre is sponsored by the Library. Your supervisor will be Writing Centre Coordinator, who is responsible to the head Librarian.

Confidentiality

Burman University places a high level of responsibility and trust in its employees, especially those who handle human resources data. As part of your duties, you have access to confidential records and information regarding students and teachers. With respect to these records and information, and all other confidential and proprietary Burman University information and records, you agree to the following:

1. I acknowledge the confidentiality of all employee information and records and other confidential and proprietary University information and records. I agree that this information will not be revealed to or distributed to or discussed with anyone other than the appropriate, designated supervisor or other University officials.

2. I will not attempt to alter, change, modify, add, or delete employee record information or University documents unless doing so is part of my assigned job duties.

3. I will access only the information specified and authorized by my supervisor. Access to information should be through normal office procedures for obtaining specific access to the information in written documents, computer files, or other University information.

4. I understand that failure to abide fully by the above agreement is grounds for immediate discipline, up to and including termination of employment. Burman University reserves the right to perform access audits of the system periodically and without prior notification.

5. You will have access to the Writing Centre Setmore Calendar; you are expected to use this with discretion. Do not use it to access student records, confidential information, or for your personal use.

Security

Know the location of the nearest first aid kit – if you are injured on the job, contact your supervisor (or a librarian) immediately; after your injury is attended to, he/she will direct you to fill out Incident Report Form. Know what to do in case of fire alarm, severe weather, or lockdown. Review the “Emergency Procedures and Safety Information” flipchart.

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For example:

2hours:35minutes would be 2.58.

4hours:15 minutes would be 4.25

45minutes would be 0.75.


Time Cards / Pay Periods

Student employees will be required to complete a time card every month (to be kept in the Writing Centre).

When filling out time cards, always round to the nearest 5. Time card totals must be completed using hundredths of an hour, not

Hours:Minutes.o 5 minutes = 0.08o 10 minutes = 0.16o 15 minutes = 0.25o 20 minutes = 0.33o 25 minutes = 0.42o 30 minutes = 0.50o 35 minutes = 0.58o 40 minutes = 0.67o 45 minutes = 0.75o 50 minutes = 0.83o 55 minutes = 0.92o 1 hour = 1.0

Time cards must be turned in at the end of the month (you will receive an email with the exact date and time it needs to be submitted by). You will turn this into the Library Technician, Wilmer Tenerife.

Paychecks are either applied to your school account, or automatically deposited in your bank, this is your choice. You make these arrangements with the Accounting Office and Student Finance.

Paychecks are paid on the 10th of each month (or the Friday before if the 10th falls on a weekend).

Schedules and Absences

You will provide your semester schedule to the Writing Centre Coordinator and will determine a work schedule. If, from time to time, an exam, paper, deadline, or event requires changing the work schedule, your supervisor must be contacted before the absence, and arrangements made for making up the hours.In the case of absences due to illness, please notify your supervisor directly.Absences not handled according to the above procedures are considered unexcused absences. Three unexcused absences in the same Academic Year constitutes grounds for termination.You are expected to be on time or be a few minutes early for your shift. Arriving more than 10 minutes late constitutes ½ of an unexcused absence. If you are going to be late

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Student Tutor Manualdue to unavoidable circumstances, let your supervisor know in advance why and when you can be expected.You are expected to maintain your work schedule throughout the semester, including mid-terms and finals. If you do need to work at alternate times during finals, work out an alternate schedule with your supervisor at least two weeks before finals.You are not required to work during school holidays, but may choose to do so if you desire. Please discuss this with your supervisor the week before a holiday.

ProfessionalismAlways maintain a professional demeanor, even when working with or helping friends and/or family members. Personal conversations should be kept to a minimum. Personal phone calls should be avoided during your shift. Keep cell phone ringers on silent or vibrate during your shift. Use of IPods/MP3 players and other electronic devices is prohibited during tutoring.

Non-Work ActivitiesYour assigned work is your first priority. If you do not have any patrons, and you have completed any work assigned by the Library Technician you may work on your own homework or do some light reading. But always be prepared to welcome any students looking for tutoring.

Personal AppearanceBurman University wishes to present a professional image to the different individuals and constituencies visiting the campus. You are expected to exercise common sense, be clean and neat, and dress in a manner that is in keeping with your responsibilities. Please ask your supervisor if you have any concerns.

Discrimination and HarassmentALL EMPLOYEES OF THE WRITING CENTRE SHOULD BE ABLE TO EXPECT RESPECTFUL TREATMENT. Burman University has procedures to address allegations of discrimination on the basis of race, color, religion, gender, national origin, age, disability, sexual orientation; as well as sexual or other types of harassment. If you believe you are a victim of discrimination or harassment, speak to your supervisor, or take action as outlined in the Burman University Student Handbook.

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OrientationOrientationDuring the first two weeks of employment an orientation training session is held. You will receive an introduction to the Writing Centre and an overview of the policies contained in this manual. All new student employees are required to attend, and are paid for attendance.

Training PeriodAll new student employees are considered to be under a training period for one semester (or the summer, if applicable). This allows time for the employee to determine his or her satisfaction with the position and for the supervisor to evaluate the employee’s performance. During this time, the supervisor will provide guidance, feedback, and any necessary support. Both parties will promptly discuss any difficulties that arise. Employment will continue if the employee has demonstrated consistent satisfactory performance and knowledge of policies and procedures. Unsatisfactory performance could lead to non-continuation of employment after the training period. Your supervisor will let you know in advance if this is a possible outcome. Your performance will be documented on a Training Evaluation Form filled out by the supervisor (see Appendix A).

TasksConduct Student Conferences:

Students with appointments get priority. The Writing Cenre uses an online booking system called GoRendezvous. Students

are able to book their appointments online during the hours you have arranged with the Writing Centre Coordinator. Students can also email the Writing Centre email address to make appointments, but once appointments are confirmed, the Writing Centre Coordinator adds them to the GoRendezvous calendar. When you were hired as a tutor, the Writing Centre Coordinator should have provided you with employee access. Please let us know if you cannot access your schedule.

If there are no appointments booked, then the time is available for drop-in sessions. These are first-come, first-serve, and will only be conducted during drop-in hours. If it gets busy, put up a sign up sheet on the bookcase (these are on the top shelf of the bookcase).

When there are no appointments booked, you should be working on tasks assigned by the Library Technician. Place the bell and sign up in the Writing Centre, and make sure you listen and watch for students who arrive at the Writing Centre.

Student Conference Procedures: When students arrive for an appointment, greet them with a smile. During the tutoring session, you will complete an Information Sheet. Make sure you

complete a form for EVERY tutoring session. All of the information is important, but especially make sure that you get the student name and the course they are in.

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Student Tutor Manual It is up to you to determine with the student what to work on during the tutoring

session. Fill out an attendance form (on the “Attendance Forms” clipboard) and give it to the

student. Let them know that some teachers may require this to be submitted with their assignment. (Students may also refer to these as vouchers – some professors call them this as well).

Let the student know that at the end of the semester there will be a survey sent out regarding their experience at the Writing Centre. If they respond, they are entered into a draw into Amazon gift cards – encourage their participation.

Your Personal Writing Development As part of working here in the Writing Centre, I would like you to spend some time

reflecting on your own writing development. Helping others can teach you a surprising number of things, and help you improve your own writing.

Each week, I will give you some assigned reading. You can do this during your hours at the tutoring session. These readings will hopefully help you as you continue to assist the students through one-on-one tutoring sessions.

Keep a personal tutoring journal: o A journal provides a way to record your progress as a tutor, to give voice to

your observations, and even to write your way toward solutions to problems that you may encounter in the writing center.

o Write in your journal once a week about your tutoring experiences –the successes, the problems, the questions—and your thoughts about them. Write about your observations regarding the writing process and working with particular kinds of students or assignments.

o Record your reactions to the reading assignments as well. o You can write these in any form you like – on paper, or on your computer. o Please submit them to me once a week and I will respond to them.

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Performance EvaluationSemester EvaluationDuring your employment, your supervisor will provide guidance, feedback and any necessary support. At the end of each semester or summer session, your supervisor will fill out a form evaluating your performance. You will have an opportunity to review this form, and add comments; you will be asked to sign the form, which indicates that you have received and discussed its content, and does not necessarily acknowledge that you agree with it. If you receive a “Fully Successful,” “Commendable,” or “Exemplary” evaluation at the end of the semester or summer session, you will receive a $0.10/hour raise.

Unsatisfactory PerformanceIt is important that all student employees perform to the best of their abilities at all times. There may be occasions when an employee performs at an unsatisfactory level, violates a policy, or commits an act that is inappropriate. Supervisors will use a documented progressive disciplinary process as follows:

1. Verbal Warning: for minor incidents of policy infractions or substandard work performance. Your supervisor will document verbal warnings by recording the time and reason for the warning, and will save this information in written or electronic format.

2. Written Warning: for more serious violations of policy, continuation of above incidents or continuation of substandard work performance. Your supervisor will document this type of warning using the Corrective Action Form for Student Employees (See Appendix A) - signature of student required. This will clearly spell out the corrective action that should be taken by the employee, a deadline for such action, and consequences if action is not taken. By signing the document, you are not acknowledging that you agree with it, merely that you have received and discussed its content (See the “Appeals Process” if you disagree with the document). Your supervisor will keep the Corrective Action Form in his/her files.

3. Discharge – this will be the result of either the consequences of not taking corrective action after a written warning, or a serious infraction as outlined below. No student employee will be discharged without consultation between the supervisor, and, if appropriate, the VPAA, who may consult independently with the student.

Grounds for Immediate Dismissal(Note: these are grounds, not reasons for automatic dismissal; decisions will be made on a case-by-case basis, and only after the supervisor has consulted with student employee managers and the Librarian of the College):

VIOLATION OF CONFIDENTIALITY COMPROMISING SAFETY AND SECURITY Working under the influence of alcohol/drugs Destruction of property – willful or careless

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Student Tutor Manual Fighting Falsification of employment application Deliberate misrepresentation of hours worked Theft of money or property

Appeals ProcessIf you feel that your supervisor has violated or misapplied any terms of your employment, you have been unfairly treated in regards to a verbal or written warning, or have been discharged without just cause, Grinnell College has established the following 3-step progressive procedure to handle such matters:

Step One: Begin with conversation between you and the immediate supervisor involved.

Step Two: If the matter is not resolved, you may appeal to the head Librarian. Step Three: If a satisfactory written answer is not given then a written complaint

may be submitted by the student employee to the Director of Human Resources.

Conclusion of EmploymentNear the end of the each semester, you will be asked to indicate your intentions for continuing your employment in the Writing Centre for the upcoming semester.If you are planning a semester off campus for study or other leave, and are interested in continuing your employment at the Writing Centre when you return, let us know. If your previous performance was satisfactory, we usually can place you in a position in the Writing Centre upon your return, but cannot guarantee this.For most students, their employment at the Writing Centre concludes with their graduation from Burman University. Some students also terminate their employment at the end of a semester, in order to study off-campus, take another campus job, or due to a heavy course load. A student employee may, of course, resign at any time – we do ask that you give us two weeks’ notice, if possible.

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The Peer Tutoring Process

At this point, you may be worrying, “What have I gotten myself into? Can I really be a good tutor?” Rest assured, even the best tutors start out thinking the exactly same thing. After reading this section, you will understand what your responsibilities are.

RolesBefore learning about your own role, it’s good to understand who your “team members” are.

TuteesBelieve it or not, the students who you tutor (tutees) are part of the team! Without them, you would not be able to experience the satisfaction of seeing someone improve their academic skills with your help.For many students, it’s scary and humbling to admit their weakness in a certain subject area and seek help. As a tutor, it’s very important to recognize this and be sensitive and compassionate to even the crankiest tutees during the tutoring session. This will enhance the effectiveness of your tutoring interaction.

Peer Tutoring StaffOne of the great things about working as a peer tutor is the independence. Your supervision is generally hands off. The tutee is usually responsible for scheduling an appointment with you, and it’s decided between the two of you what to focus on and what materials to use.That’s not to say that the staff is so hands-off that they won’t assist you when you need some help! If you have any problems or concerns regarding any aspect of peer tutoring, don’t hesitate to contact the Writing Centre Coordinator. They are more than happy to help you out in any way they can.

ProfessorsWhile you will not normally have much direct contact with professors regarding tutoring, they are often the people who refer tutees to Peer Tutoring.In general, peer tutors do not need to deal with professors concerning a tutee’s progress. In fact, in order to maintain confidentiality, tutors should not discuss a tutee’s matters with their professor. If a professor requests information about a tutee, please speak with the Writing Centre Coordinator before disclosing any information to a professor.

TutorsThis is you! You are the most vital part of the peer tutoring service. Without you, many students would be left in the dark.Time and time again, tutors have played a key role in helping to steer a student’s academic ability and strategy in the right direction.

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Student Tutor ManualBecause you have been in the student’s shoes most recently, you’re well equipped with the most relevant skills in helping others cope in the situation that you are familiar with.In summary, while it’s essential to help students understand their assignments, it’s even more important to enable them to become independent learners. Being conscious of this fact will allow you to become an effective tutor.

ResponsibilitiesTutor ResponsibilitiesMore than anything, you are there to help your tutees become independent learners. The key is to make sure that your tutees don’t rely on you to get their work done. They need to be empowered with skills, knowledge, and confidence to do their own work.Confidentiality is highly important in a tutoring setting. Creating an atmosphere where privacy is greatly valued helps a tutee develop a trusting relationship with you, which in turn makes for more effective tutoring sessions.Even though you and your tutees are peers, remember to be professional. While tutoring sessions are more casual than learning in a classroom, staying professional will keep the student on task with the course material you need to cover.If your schedule changes and you need to change the status of your tutor file, please let the Writing Centre Coordinator as soon as possible.

(NOT) Tutor ResponsibilitiesYou are NOT a miracle worker. There’s no obligation to help your tutee complete an entire assignment or plough through unreasonable amounts of work. Show them enough to get them going, confirm their understanding, but ultimately their success is their responsibility. Don’t feel guilty for not having covered everything that the tutee wanted to cover.You are NOT responsible for having all the answers. If you honestly don’t know how to answer something, just admit it to your tutee. Make an effort to find the answer for them, or direct them to someone who can.You are NOT a teacher or professor. Your job isn’t to teach students the course, but to clarify and deepen their understanding of writing skills.You are NOT a counsellor. If a tutee displays what you perceive to be academic or emotional problems, suggest they make use of Student Success.

Tutee ResponsibilitiesTutees are responsible for attended classes. They shouldn’t be relying on you to learn and teach what they should be learning in class.Tutees need to do their own assignments. You are only there to give them assistance in understanding concepts required for doing their work. You can show them examples of how to do the work, but not to do the actual work itself. Remember, your most important responsibility is to help them become independent learners.

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Student Tutor ManualTutees have to remember to show up at an appointment. If a tutee is five minutes late for a scheduled appointment, you can accept walk-in tutees.Tutees should come to you with a specific concern or issue, they should be prepared for the tutoring session.

Tutoring SkillsHere comes the good part of the training – you find out how to approach tutoring sessions and what to do! Before we get there, let’s first explore the most important skill you’ll need when you tutor: active listening.

Active ListeningListening is a skill that we often take for granted, but active listening is a skill that needs to be learned. It’s an invaluable tool required in tutoring settings. So what exactly does it involve? The following are 5 key components of active listening.

Focus on the person to whom you are listening. It’s incredibly easy to be distracted by your own thoughts when you’re in a conversation with someone else. During tutoring sessions, it’s very important to focus on what the other person is saying – not just verbally, but through their actions (e.g., facial expressions, yawns, etc.). It equalizes the relationship between tutor and tutee, which facilitates a better and more efficient tutoring session.Be patient and listen. It’s also incredibly hard to resist jumping in the middle of someone’s sentence to correct them when you know they’re wrong. However, taking the time to hear what they have to say is a helpful way to understand a person’s way of thinking or their logical flow. Hearing them out will give you more insights as to what you can do to help your tutee more effectively.Paraphrase and clarify what the person has said. Active listening isn’t just about sitting there and taking it all in. You also need to reword what’s been said and clear up any confusion or vague statements. You not only come to a full understanding of what the person means, but also show the speaker that the listener understands them. Here’s an example of paraphrasing:

“I really hate this stuff, I just don’t get it.”

You might try responding:“So you really don’t like doing this work because it confuses you. Is that

right?”

Afterwards, allow the tutee to fill in the details or expand on their comment.Cater to the speaker’s needs. All of us want to be heard and cared for accordingly. As a tutor, pay close attention to what your tutee is saying (including body movements) and make sure that you give a response whenever one is asked for (either directly or indirectly). If you are able to address your tutee’s needs as they come up, not only will you have a more helpful tutoring session, you will also gain the trust of your tutee.

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Student Tutor ManualBe empathic. This skill requires you to read deeper into what the tutee is saying. It starts with stating what you think the tutee is feeling, and then continues with an evaluation of that feeling. Again, it helps the tutee feel understood, which helps him or her open up more. This in turn facilitates effective tutoring. Here’s an example of empathic listening. If a tutee says something like this:

”I’m just so lost in the work. I don’t know what to do.”

You might respond:“It sounds like you’re pretty overwhelmed with your course, and you’re not quite sure how to start your assignment.”

Teaching WritingAn ancient proverb says, “Give a man a fish and he will eat for that day. Teach a man to fish and he will eat for the rest of his life.” That philosophy is incorporated into the tutoring program at the Writing Centre and isespecially appropriate when helping students with all stages of a writing assignment. We feel that learning towrite well will be a helpful skill for students throughout their lives.

While tutoring in the area of writing, the Socratic method – which encourages asking questions of studentsto help them discover corrections needed rather than have the tutor make corrections – is preferred. Whenthe student makes and understands the changes s/he is making in a paper, learning that can be reapplied isoccurring. The goal of tutoring is to foster student independence following the principle that tutors can helpstudents help themselves by stimulating active learning and building students’ confidence in their ownabilities. Throughout all stages of the writing process, tutors use diagnosis and the Socratic method to findstudents’ levels of comprehension before moving to new concepts.

Writing is a cyclical process, not linear. Through discovery and analysis the student can readjust her/hispaper during all stages of writing. Tutors encourage students by helping them identify first their strengthsand use these to overcome weaknesses. Hopefully, students can then make necessary changes or revisionswhile developing the confidence to become independent writers.

The Writing Conference Procedure1. Introduce yourself.2. Review/clarify the assignment (ask to see a written assignment if possible).3. Quickly read the paper in its entirety silently to yourself.4. Engage the student by asking her/him to walk you through the paper. The following

questions may be helpful:a. Where is your thesis?

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Student Tutor Manualb. Where are the topic sentences of the body paragraph?c. Can you summarize the basic supports of your paragraph?d. Where is your conclusion?e. What are you trying to say here? I don’t understand.f. What is you background in writing?

5. Evaluate the thesis. Is there one? Is it focused? If it is not adequate glance at the conclusion—often the best theses are there. Or scan the body paragraphs –sometimes a repeated idea or once clincher sentence will be in the supports.

6. If there is a clear theses scan the paper to determine if the thesis is outlined in the supporting material. If the paper is out of alignment, consider which should be modified – the thesis or the body.

7. Check the body for development. Is there specific supporting evidence (details, illustrations, examples)? Are important alternatives explored? Are significant questions answered? Are there poorly developed sections that can be combined or simply eliminated?

8. Check for mechanics.a. Scan for fluency. Do many sentences begin the “there is” and “it is”? Can

sentences be combined? Is the movement from sentence to sentence clear?b. Identify grammar and usage errors that draw attention away from the

content. (Evaluate one paragraph and let the student correct the rest). Be sure to explain the error; otherwise you are merely proofreading.

c. Recommend that the student use Grammarly to assist them with proofreading. Do not spend a lot of time on mechanics.

d. Ask the student to read paragraphs out loud to you. This will help them to identify issues with mechanics.

9. Check the citations and bibliography.a. Ask the student to identify which citation style they have been asked to use.b. Give examples for one or two in-text citations and entries on the

bibliography.c. Direct the student to the resources available to help them use a citation

style.10.Throughout the conference:

a. Involve the student, ask for her/his comments: Which parts work bet? What doesn’t feel right? What do you think?

b. Identify strengths and, when possible, use them as models for improvement needed elsewhere.

c. Encourage the student to critique their own work; praise him/her when the self-evaluation is on the mark.

d. Talk to the student, not the paper.e. Don’t make corrections for the student. Let the student hold the

pen/pencil.f. Encourage the student to write down comments, suggestions, and ideas from

the conference.g. Leave the paper on your table. Do not hold it up to read or possess it in any

way.

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Student Tutor Manual11.Other comments:

a. Be flexible. Do not follow the above procedure so strictly that you are unable to digress when a student needs you to do so. Use the procedure as a framework for your conference, not as a set structure.

b. Remember that writing is a cyclical process –it is not linear. For example, the thesis may be readjusted as the body develops.

c. Tutoring should be thought of as asking questions not as telling the answers. Communicate in such a way that the student discovers weaknesses through answering your question.

d. Do not say. “This is a good, wonderful, fantastic, or well-written paper.” Instead say, “This draft is better,” or “You have progressed here.” If you have to say “good,” do so in a very specific context, such as, “These verbs are good examples of vivid writing.” Too many students equate the sentence “This is a good paper” with “This is an A paper.” This may cause problems if a professor returns a “good paper” with less than an A. If a student asks you if you think it is an A paper, avoid answering directly: speak instead of the improvements or the strong points of the paper.

e. Encourage fluency. Any writing, of any quality, should be encouraged. Often what a student considers to be a completed draft may actually be a discovery draft—a rambling piece often well-developed that occasionally addresses the topic. Compliment the student’s effort here; tell him/here it is a good discovery piece. Then help the student select portions that address the topic. Avoid—at least on a first draft—setting length limits. Let the student attempt to support her/his point as fully as possible; then you can help in the editing process.

Tutoring Troubleshooting GuideProblem Possible SolutionsI don’t know the answer to the tutee’s questions!

Don’t worry! It’s okay to admit that you don’t know the answer.

Either try to find the answer together, or direct them to a place where they can find the answer.

The tutee seems to be dozing off or spacing out when I talk.

You might be using the wrong teaching strategy.

Find another way of showing them the same concept. You might need to attempt a few different learning strategies before you find the way that works best for your particular student.

I seem to be doing all the work in the tutoring sessions.

Your ability to resist doing the tutee’s work for them may be weak. But remember: your main objective is to help a student become an independent learner.

Tactics to try include downplaying your role and focusing your student on a specific task. Also,

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ask them what they are expecting from you, so that you can clarify their needs and priorities.

When I show the tutee something, he/she just whines and says he/she can’t do the work.

What your tutee appears to suffer from is a low frustration tolerance, which means that they’d rather not do the work than have to try hard to do it.

Your job here is to find the areas they are good at and compliment them. This shows that they do have some knowledge about the subject. Next, build on what they know. Finally, give them a lot of support.

The tutee just sits there looking bored and uninterested.

It’s possible that the tutee isn’t at the tutoring session on their own free will. They were either sent by an instructor to see you, or buckled under mounting pressure from family or friends to get help.

You’ll probably need to establish your credibility as a tutor (e.g. point out you’ve gotten good marks on your writing assignments), and assure the student that everything you discuss will be kept confidential. Later on, allow the tutee to vent their frustrations (and don’t interrupt their venting, because they won’t stop until it’s out of their system), empathize with them, and then get them back on task.

I’m frustrated with the tutees who constantly come to me at the last minutes for help.

Your tutee is displaying a classic case of procrastination.

Your job is to remind them what tutoring is for (i.e. to help them improve their academic ability, not to complete their homework), and encourage them to book another appointment at least a week before their writing assignment is due.

Tips for Peer TutorsThere’s nothing better than learning from those who have gone before you. Fortunately, other tutors have been kind enough to share some of their tips and wisdom:

Be patient. Other students may not be as fast at learning the subject as you are, so make sure they understand what you’re showing them before you move on. This may be a slow process, but the goal is not to cover as much material as you can.

Repeat and emphasize an important concept. This helps drive home what’s important for the student to learn.

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Student Tutor Manual Be ready to use different tactics with different tutees. Everyone has different ways

of learning. One easy tactic is to try writing down the key points of what you’re saying. Visual learners appreciate seeing what you’re saying on paper, while auditory learners benefit most from you talking.

Speak slower, not louder. You’ve probably seen scenes of movies where one person will speak louder when another doesn’t seem to comprehend, to no real useful effect. Avoid doing this. When your student doesn’t seem to understand something, just say it slower or differently, rather than louder. Be mindful of not coming across as condescending, however.

Keep checking if they understand by asking open-ended questions. It’s better to demonstrate the same concept a few times rather than give your whole lesson and realize that the tutee had no clue what you were saying the entire time.

Encourage and affirm the tutee’s work. It’s always nice to be praised for a job well done, and this works with tutoring as well. Whenever you see that your tutee understands something you’re teaching, praise them. It will keep them engaged.

Summarize what was covered at the end of the session. Better yet, have your tutee summarize what you covered. That way you can confirm whether they understood what you were showing them.

Watch for body language. For example, when you show a tutee something, and they nod but have a blank look on their face, it’s a good indication that they don’t actually understand. Now is a good time to ask how well they understand what you’re trying to get across.

Enjoy yourself! Tutoring can be one of the most challenging yet rewarding things you’ll do in your career as a student.

Peer Tutoring: The Rewards Seeing the improvement in students’ work, especially if they believed that they

couldn’t improve. You get to review material and concepts for yourself while you help others. You get to know that you’re helping others. You get to share and talk about a subject you enjoy. You create a set of invaluable interpersonal skills that can be applied in a variety of

places and situations. You gain work experience and are able to put Burman University Writing Tutor on

your resume.

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Appendix A: Forms

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Student Employee Manual

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Documents

Student Tutor Manual - toolshed-data-prod.s3.ca-central-1 ...... · Web viewA journal provides a way to record your progress as a tutor, to give voice to your observations, and