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Learning Center

Tutor's Manual

 

INTRODUCTION

The Tutor's Manual was developed as a resource & guide for new and continuing tutors working with the Learning Center's tutorial program at Humboldt State University. The manual introduces you to the Learning Center whose mission is to provide services and resources that enable students to reach their educational goals, including tutorial assistance. The manual outlines the requirements for tutoring, with a description of our tutor training course and tutor certification process. Tutor responsibilities, required paperwork, and tutorial program procedures are also presented. This is followed by an introduction to tutoring, including the tutor's role & relationship to the tutee, the tutor's attitude, and some general tutoring techniques. The manual concludes with an appendix containing samples of required tutorial program forms.

We hope The Tutor's Manual will be a valuable tool for you in providing assistance at becoming effective, successful tutors!

TABLE OF CONTENTS

  1. Learning Center Services
    1. Learning Center Skills Lab
    2. Tutoring
      • Free Group Tutoring
      • Free Math Drop-in Tutoring
      • One-on-one Tutoring
      • Review sessions
  2. Information for New Tutors
    1. Minimum Requirements
    2. Application Procedure
    3. Tutor Training Course
    4. Tutor Certification
    5. Pay Rates
  3. Procedures of Tutorial Program
    1. Tutor Information
    2. Tutoring Assignments
    3. Tutor's checklist for Tutorial Sessions
    4. Pay Vouchers
    5. Mid-Semester Tutor Meetings
    6. Evaluations
  4. Introduction to Tutoring
    1. Tutor Orientation
    2. Attitudes and the Tutor's Role
    3. Tutoring Techniques
    4. Tutoring Students with Learning Disabilities
  5. Tutorial Forms and Handouts

I. LEARNING CENTER SERVICES

Our mission at the Learning Center is to provide services and resources that enable students to reach their educational goals. The Learning Center offers a comprehensive program of services to support the academic needs of HSU students. These services include tutorial assistance for specific courses, help with study skills, basic skills in writing, reading and math and preparing for standardized tests. We also help students who are having academic difficulties, discover options, develop plans to improve their learning efforts and resolve academic problems.

The Learning Center's Tutorial and Learning Skills Labs are located in House 71. The Learning Skills lab is upstairs above the Tutorial Lab.

Our Web site is: http://www.humboldt.edu/~learning/

A. Learning Center Skills Lab

In the Learning Center Skills Lab students have the opportunity to explore specific programs and services available designed to help them achieve academic success. The wide range of resources include individualized computer software, video learning programs, books, pamphlets, study skills guides, as well as one-on-one assistance to help students improve their learning strategies and study skills such as time management, note taking, test taking, and memory techniques. Students can also receive assistance to help them improve their reading skills and vocabulary and writing skills.. Workshops are available to help students prepare for the Graduate Writing Proficiency Exam (GWPE.) Academic advising is available for students who are on academic probation.

B. Tutoring

The goal of the Learning Center's tutorial program is to offer tutorial assistance to students to help them achieve academic success in a particular class. The main goal of tutoring is to help students become independent learners by developing efficient learning strategies and by gaining confidence in their own learning abilities.

Free Group Tutoring:
For some courses, students can receive free tutoring in groups of at least three students enrolled in the same course with the same instructor. Students in group tutoring may receive up to two hours of free tutoring per week. Group tutoring will be sometimes be announced in the classes for which it will be offered, or students can check with the Tutorial Lab about requesting to set up a group tutorial if funding allows. Group tutoring is funded by Associated Students (AS).

Free Math Drop-in Tutoring:
Free drop-in math tutoring is available in the Math 99 Lab in Hse. 54. This tutoring is available for students enrolled in algebra, pre-calculus, bio-calculus (Math 105), Math 103 and basic statistics (Biom 109, Stats 108.) To use the Math lab student should register for Math 99. The Math 99 Lab is supported by the math department and the Learning Center's AS funding.

One-on-one Tutoring:
One-on-one tutoring can be available for most subject areas for $7.50/hour (self pay students). Free one-on-one tutoring is available for some students who are part of support programs such as the Educational Opportunity Program (EOP) and Student Disabilities Resource Center (DR.) If a tutor is not available immediately, we will try to recruit a tutor by contacting the instructor for recommendations, which usually takes at least one week.

Review Sessions:
Tutor led Review Sessions may be available to enhance preparation for major exams in some courses, upon request by the professor or students (if a tutor is available funding allows.) Requests must be made at least three weeks in advance, in order to give the tutorial staff enough time to arrange for a tutor, rooms and advertising. These sessions are also funded by AS funding.

II. INFORMATION for NEW TUTORS

A. MINIMUM REQUIREMENTS

B. APPLICATION PROCESS

To apply to be a tutor, students need to:

  1. Fill out Tutor Application and Schedule
  2. Pick up Faculty Recommendation forms to give to professors Fill out instructor's name, your name and the course completed. State which year and semester the course was taken (fill out one for each course you wish to tutor if the course was taken at HSU). See example Faculty Recommendation form.
  3. Provide a current, unofficial copy of your transcript (available on the Web)
  4. Fill out SPAR form (Student Payroll Action Request form). Fill out sections A through G, only one section of H, and sections I, K (a beneficiary), and L. (You do not need to fill this form out if you already have one on file with the Human Resources Office.) You will need to provide a copy of your social security card to be sent with this form to Human Resources.
  5. Fill out the I-9 Form (if you don't already have one on file with the Human Resources Office.) This form must be filled out at the Tutorial Lab. In order to complete this form you must show some ID such as a driver's license and social security card . Non US citizens must provide a copy of a "green card", or INS certification.
  6. Sign up for tutor training (PS 380 or Math 481)--will need "Magic Number" from the instructor for registration on the Web. *Must sign up before the 2nd week of classes*
  7. Read and sign "Tutor Contract." Please turn in to the Tutorial Lab. See sample tutor contract.

C. TUTOR TRAINING COURSE (PS 380/Math 481) - 1 unit

Course Description: This course is designed to help prepare students as peer tutors to work with other students needing help in a variety of subjects. Students will be introduced to the Learning Center's Tutorial/Learning Skills programs as well as tutoring techniques developed to help students with different learning styles and learning abilities. The training course includes eight one-hour sessions of in-class training and additional one-hour special topic workshop sessions, and independent assignments, for a minimum of 10 hours of training. Students may receive one unit of credit for the Training Course.

Instructor: Lyn Risling, Tutorial Coordinator and Assistant Director of the Learning Center.

D. TUTOR CERTIFICATION

The Learning Center has been certified by the College Reading and Learning Association's (CRLA) International Tutor Certification Program. This certification authorizes our tutorial program to certify individual tutors who have met the necessary training requirements. Upon completion of the Tutor Training course, including at least ten hours of training and 25 hours of tutoring, students will be eligible to receive the Level I CRLA certification. See "Tutor Training Requirements for CRLA Tutor Certification."

E. PAY RATES

Pay rates range from $7.50/hr. to $8.00/hr., depending on type of tutoring (e.g., one-on-one, small-group, drop-in tutoring) and completion of tutor training requirements.

III. PROCEDURES OF TUTORIAL PROGRAM

A. TUTOR INFORMATION

  1. Tutor Database: Tutor information (name, classes tutored, phone, e-mail) and schedule will be input into the Tutor Database.
  2. Tutor Codes: Each tutor will be given a Tutor Code, i.e. TC001, for the purpose of weekly tutorial data.
  3. Tutorial Listserv:Tutors will be added to the Tutorial Listserv in order to receive tutoring assignments, messages concerning deadlines, meetings, tutorial requests, etc. Tutors will need to check their email daily.

B. TUTORING ASSIGNMENTS

  1. Student Tutorial Application and Student Profile
    To be assigned a tutor the student (tutee) must first fill out an application including their schedule. On the back side they must fill out their "Student Profile" which is a brief self assessment of the their study skills (see example Student Tutorial Application).
  2. Tutoring Appointments
    When students complete an application, and a tutor is available for their class, a Tutorial Lab Assistant will pull up the tutor's schedule on the tutorial database and compare it to the student's schedule. A first appointment will be made and a copy of the "Tutorial Appointment" sheet will be given to the student with the appointment date and time as well as the tutors contact information.

    Tutors will then be sent an email (see example e-mail tutor appointment) with information about the tutoring assignment and appointment date and time. Upon receiving the email, the tutor should email the student to confirm the appointment.

    Copies of the "Tutorial Appointment sheet" and the "Student's Profile" will be posted for the tutor on the Tutorial bulletin board (See example of "Tutorial Appointment" sheet ). Tutors must pick up these before meeting with their students.
  3. TBA Assignments
    If no first appointment can be made from the Tutorial Database, or if the student prefers, a TBA (to be arranged) assignment will be made using a "TBA Assignment Slip". The tutor will be notified by email and a copy will be posted on the Tutor's bulletin board along with the "Student Profile." The tutor should contact the student to set up a first tutoring appointment (if not already contacted by student). See example TBA assignment.
  4. Assignment Responsibilities of Tutor
    1. Tutors must check their email daily for new assignments or messages. If you receive a tutor appointment for a time for which you already have something scheduled, please contact the tutee (before the scheduled appointment) to reschedule a meeting time.
    2. Important: if you feel you cannot effectively work with a student, please notify the Tutorial Staff immediately. The student can be re-assigned to another tutor. Tutees also have the option of requesting another tutor.

C. TUTOR'S CHECKLIST FOR TUTORIAL SESSIONS

  1. One-on-one Tutoring
    Program students: Some students are eligible for free one-on-one tutoring:
    Students who are registered with the Educational Opportunity Program and Student Support Services (EOP and SSS), Indian Natural Resources Science and Engineering Program (INRSEP), or Indian Educational Personnel Program (ITEPP) can receive 25 hours of free tutoring per semester (funded by the EOP program.) To increase hours, students must get authorization from Lyn Risling.

    Student Disabilities Resource (DR) program students may receive on the average about 2 hours per week of free tutoring for Math 40, 44, 103i and Engl 40 only.

    The Athletics Dept (AD) covers tutoring costs for students who are in Women's Crew or Women's Basketball.

    Self-pay students: Students not eligible for the above programs must pay for one-on-one tutoring ($7.50 per hour). However these students can receive free group tutoring for some classes if offered.

    Veterans: Some veterans may receive free tutoring if they are eligible for the Vocational Rehab program. Tutors must fill out additional payroll/personnel forms in order to get paid through Humboldt Foundation. Other veterans can pay the tutor for their tutoring and then get reimbursed by submitting a form to the Veterans Administration that must be signed by the tutor at the end of each month. See Tutorial Coordinator for needed paperwork if assigned to a veteran.

    First session for one-on-one tutoring:

    Whenever possible, the Tutorial Staff will schedule the first one-on-one tutorial session for each tutee. If possible, you and your tutee should meet for your first session at the Tutorial Lab.

    Tutorial Plan and Contract: Go over plan/contract with student and fill it out together after discussing goals, requirements and expectations. The tutor and student will each keep a copy and the white is turned into the Tutorial Lab. See example Tutorial Contract.

    Agreement of Payment for Self-Pay Students: During the first session the Agreement of Payment form is filled out and signed by the tutor and tutee. You each get a copy. The white copy is turned in at the Tutorial Lab. See example agreement for payment.

    Weekly Tutor Report for One-on-one tutoring (pink half sheet): Fill out a separate Tutor Report for each tutee. If you are tutoring a student in more than one class, fill out separate reports for each class. Ask the tutee to fill out her/his name and student ID #. The tutor fills out his/her Tutor Code #. Both tutor and tutee must sign the report each time they meet. Tutor reports should be filled out thoroughly by tutors with information about session summaries, problem areas, and tutee's progress. See example One-on-one Tutor Report. Tutor Reports are turned in weekly by noon on Friday. Please note: Weekly Reports for one-on-one tutoring are turned in for self-pay students as well as for program students.
  2. Group Tutoring

    Group tutoring should involve at least three students with the same class and same instructor. Students may receive 1-2 hours of free group tutoring per week.

    Setting up First Sessions for Group Tutoring: The Tutorial Staff may contact the tutors to arrange meeting times for small groups. If not, it will be up to the tutor and tutees to set up the first appointment and arrange regular meeting times. If students come in to the Tutorial Lab to request group tutoring, the tutorial staff will contact the tutor in order to supply students' names and contact information. If not able to meet in the Tutorial lab tutors may arrange their own meeting places such as in the library or NHE (call 826-4414 to reserve room).

    First session for Group Tutoring: "Student Information for Group Tutoring" Sheet: Pass out to students and go over the information with them concerning the goals of tutoring, the tutor's role and the students responsibilities.

    Weekly Tutor Report for Group Tutoring: Tutors fill out the front portion of the report including Tutor Code # and information concerning session summaries, problem areas and progress. Tutees must sign in on the back side with their student ID #. See example Group Tutor Report. Turn in every week by Friday.
  3. Math 99 Lab Tutoring

    Tutor Reports for Math 99 Lab: If tutoring in the Math 99 Lab tutors should remind students to sign in on the sign in sheets which will remain in the lab. If being paid by the Learning Center for these hours, tutors must fill out the blue half sheet ("Math 99 Weekly Tutor Report")at the Tutorial lab to record your weekly hours in the Math 99 lab. These need to be turned by the end of the month when filling out monthly pay vouchers. See example Math 99 Tutor Report.
  4. No-shows

    If your tutee does not show up to a scheduled appointment after fifteen minutes and has left no messages for you concerning their absence, this is considered a "no-show". You may be paid for a "no-show" (except for self-pay students.) You must fill out your weekly report and record "no-show" where the tutee would usually sign the report. The tutee must then contact you or the Tutorial Lab before continuing the tutoring. After a no-show the student is usually sent an email to remind them about their no-show and ask them to contact their tutor if they are interested in continuing their tutoring. Tutors are also encouraged to contact the student about the missed appointment.

D. PAY VOUCHERS

By the end of each month you must fill out a pay voucher for each billed program (i.e., EOP, DR, AS). Pay vouchers must be filled out at one or two days before the end of each month. Pay Voucher Deadlines will be posted on the Tutorial Listserv. Tutors will record tutoring hours onto pay vouchers based on Weekly Tutor Reports turned in.

E. MID-SEMESTER TUTORS MEETINGS

Tutors who are not attending the tutor training class are asked to attend a mid-semester meeting to discuss and share their tutoring experiences, tutoring ideas and tips with other tutors and the Tutorial Coordinator. Meeting will be posted on the Tutor on Tutorial Bulletin Board and the tutorial listserv. If you cannot attend one of these meeting times because of time conflicts, you must schedule an appointment to meet briefly with the Tutorial Coordinator to discuss your tutoring.

F. EVALUATIONS

  1. Evaluations by Tutors
    Towards the end of each semester, tutors are asked to fill out final evaluations about each tutee they have been tutoring, as well as an evaluation of the tutorial program.
  2. Evaluations by Tutees
    Tutors will be asked to give each tutee an evaluation to fill out at the end of the semester. Tutees will evaluate the effectiveness of their tutoring sessions and tutorial assistance.
  3. Evaluation of Tutors by Tutorial Coordinator
    Towards the end of each semester, tutors will schedule appointments to meet with the Tutorial Coordinator for brief evaluation of their tutoring.

IV. INTRODUCTION TO TUTORING

A. TUTOR ORIENTATION/GUIDELINES

While each tutor-tutee relationship differs slightly from every other, some guidelines generally apply to every tutoring situation. Certain attitudes-toward the tutee, toward the tutee's instructor, toward the subject, and toward learning and teaching-are as intrinsic to successful tutoring as are adequate knowledge of one's subject and development of effective tutoring techniques. The tutor-tutee relationship is a working relationship. It is also a helping relationship, offering nurturing and support. Effective tutor-tutee interaction calls for mutual respect, attentive communication skills, and professional resourcefulness.

As a tutor, you work toward helping your tutee gain independence from needing individual assistance. To do so requires a balance between genuine caring to promote trust, and sufficient distance so as not to promote long-term dependence. It also requires thorough preparation so that you can answer a tutee's questions (but when you can't, you should not hesitate to use reference sources, or to talk to the instructor).

A professional attitude toward yourself and your role in a tutee's education is equally important. Professionalism includes appropriate hygiene (e.g., have gum or breath mints handy to share with students). It also includes being aware of personal space. Pay attention to the "comfort zone" of each student. Personal conversation should be kept to a minimum and within an appropriate "professional realm".

B. ATTITUDES AND THE TUTOR'S ROLE

  1. Express confidence that the student can learn the material. Part of tutoring is fostering a positive self-image in the tutee's mind. Give credit for what he/she can already do, and compliment (sincerely) all progress the tutee makes.
  2. Maintain a positive attitude-it is important to provide encouragement and support. As a role model for learning, your attitude will influence your tutee's attitude. Never berate slowness, and never appear impatient; such negativity probably had something to do with your tutee's lack of skills in the first place.
  3. Take a personal interest in the tutee as a living person, not just another math problem or poorly written essay. This doesn't mean you have to go to lunch together, but you should be able to engage in enough small talk to make the tutee feel comfortable. A minute or two spent helping the tutee relax is worth ten minutes spent repeating previous material.
  4. Never do the tutee's work for him. It's fine to give a few examples, but recognize when a student is simply waiting for you to provide the answer, and an easy way out.
  5. Always be prepared and always be on time. Your behavior is a model for the student.
  6. Always give the tutee your full attention. Be honest with your praise, and diplomatic with your criticism. The tutor's interest and enthusiasm are integral to the tutee's successful learning.
  7. Never be afraid to use a reference source, including the instructor or Tutorial Coordinator.
  8. Never criticize an instructor. A neutral comment, like "He can be a little lofty, sometimes," is sufficient to let the tutee know that you're on the "same side" (frequently tutees feel they are at odds against a teacher or subject-part of your job is to neutralize hostility so that the student can get to work and pass the class).
  9. Tell the tutee that you enjoy working together, especially when you're going to see each other regularly.
  10. Listen--listen--listen. Try to foster learning by asking questions, and avoid lecturing whenever possible.
  11. Repeat, paraphrase, use analogies and examples, and then repeat again. Patience is of utmost importance.
  12. Try to break the learning process into manageable pieces.

C. TUTORING TECHNIQUES

  1. Your First Meeting
    Are you worried about how to begin tutoring? Realize that the tutee appreciates your help and knows you are not a professional teacher.

    Begin by introducing yourself and telling your tutee your background and experience in the subject you are tutoring. Have your tutee tell you something about his/her educational goals. What is his/her major? Is the class being taken for general education or major requirements? Informally, talk about other courses he/she is taking, about his/her goals and other experiences that may bear upon the tutee's success. Ask to see the class syllabus. Make sure the student knows what the instructor expects from him/her according to the syllabus. Ask to see past homework and tests, notes and the textbook. Try to determine where the student has the most problems.
  2. Determine the Cause and Problem
    Determining why someone is doing poorly in a particular class may require discussion of the required work in the course and additional inquiry that will help determine if basic study skills are lacking. Sometimes the tutee will be able to tell you specifically where and why she/he is having difficulty--a particular concept or skill, a certain chapter or unit. However, if the tutee cannot identify the specific problem, you must probe gently. The following are some questions you could ask:
    • Did you miss some important idea(s) previously studied? Are some of these ideas necessary in order to understand the present concepts?
    • How have you done on the material or skills covered so far?
    • At what point in the course did you start to experience difficulty?
    • Do you understand the basic vocabulary or terminology used in the course and in the chapter or unit you are working on?


    If the tutee is doing poorly in the course in general (not just a particular idea or skill), does he/she need help in developing effective study skills? The following are some questions you can ask yourself when discussing the course with the tutee. These questions can help in determining if the tutee has developed effective study habits and study skills:
    • Can the tutee read the textbook effectively (pick out important concepts)? Can he/she recognize the words in the text? Is the required reading completed before class, as it should be? Our Learning Skills Lab offers assistance in reading improvement and how to effectively read a textbook.
    • Can the tutee do basic math operations? Our Learning Skills Lab offers assistance in basic math through computer programs.
    • Has the tutee been absent from class a great deal or missed any important lectures?
    • What kind of lecture notes does he take? Are they organized and legible? Does she/he understand them when read later on? Our Learning Skills Lab offers assistance to students to improve their note-taking techniques.
    • Does the student talk about not being able to recall facts during a test because he is so anxious about the test? Always cramming for tests (poor time management) or never having time to study at all? The Learning Skills staff offer help with test anxiety and time management. The Learning Skills staff can also work with students on vocabulary building and spelling.


    Share your own methods of study with your tutee. However, if it becomes apparent that there is an overall lack of effective basic skills such as reading, spelling, time management, etc., you may refer the tutee to the Learning Skills Lab.
  3. Be Prepared
    Preparation is often necessary before tutoring. You may need to review the material before you start tutoring. Think about a plan of action based on the class syllabus and from your own experiences approaching the subject material. You may want to talk to the instructor and discuss how to approach the material (please inform your tutee before talking to the instructor; it is not necessary that you discuss the individual student, and the student may prefer that you do not).
  4. Stick to the work at hand
    Tutoring sessions can sometimes turn into social hours. While you are wise to get to know your tutee, avoid going off on tangents that waste tutoring time. Don't let your tutee's apprehension about the class keep you from discussing it.
  5. Help your tutee become an independent learner
    It is not your responsibility to do your tutee's work. Help the tutee learn how to do the work and make it clear that you will not do the work for him/her. Guide the tutee to discover the information or practice the skill for him/herself. Work at getting the tutee to think through the material with you. Instead of asking if the tutee understands a problem, you could begin the problem and have the tutee complete it, or let him/her do an entire problem alone.

    Ask specific questions about the material covered. Have the tutee do a lot of the talking so you know what his/her understanding of the material is on a continual basis.
  6. Tutoring is confidential
    Tutoring is a confidential relationship. Discussions concerning your tutee should never take place with friends, family, or roommates. If you have a problem and you need to discuss it, you should see the Tutorial Coordinator.

D. TUTORING STUDENTS WITH LEARNING DISABILITIES

As a tutor you may encounter students with learning disabilities that may involve an auditory, visual, and/or memory type problem which may in turn have a bearing on how you tutor the student. When you begin tutoring such students you should:

  1. Be willing to discuss with the student his/her learning problem or disability as far as how it may effect your tutoring approach.
  2. Discuss with the student his/her learning strengths and style in order to determine the best learning/study strategies for the student.
  3. Develop a tutorial plan to best meet the individual needs of the student.
  4. Talk to the Tutorial Coordinator or the LD Specialist, Mary Smith (826-4678, Disabilities Resources), if you would like some suggestions on how to best meet the tutorial needs of the student. You must first get a written release (available at the Tutorial Lab) from the tutee. You may also set up an appointment with the student and yourself to meet with Mary in order to discuss some learning strategies that might help the student and your tutoring sessions.

**TUTORING WILL BE A LEARNING EXPERIENCE FOR YOU AS WELL AS YOUR TUTEE**

As you tutor, you will learn the skills necessary for tutoring: how to organize your tutoring sessions; how to help students with different learning styles and learning abilities; and how to help students develop good study skills in the subject being tutored. You should also recognize the importance of the commitment required-your assistance is a vital component of helping students achieve academic success. In turn, your role as a tutor will reinforce skills you already possess, and will develop skills you could use now as both student and tutor, or later as a professional in your career. The experience of tutoring will be rewarding for both you and your tutees!

Learning Center • Humboldt State University, Arcata, CA 95521 • 707.826.5217 • Contact Us.