Module 3: The Tutor’s Role Gain an understanding of some strategies to use within the tutoring session. Comply with behavioral boundaries. Learn.

Module 3: The Tutor’s Role

Gain an understanding of some strategies to use within the tutoring session.

Comply with behavioral boundaries.Learn the rationale and procedures

related to working with students who have disabilities.

Do’s Listen to ideas and answer questions. Ask questions to help students clarify

and focus their thoughts. Ask questions to help tutees understand

the material. Discuss the material with the tutee. Discuss course content and give

examples.

Do’s Work with students to help them identify

and correct errors in their work. Demonstrate techniques students can use

to do their own work. Suggest, demonstrate, or model practices

that will improve students’ work. Show students how to brainstorm, narrow a

topic, and organize their thoughts by asking themselves questions.

Do’s Focus the session on a particular topic or

activity if this is suggested by an instructor. Give students honest, but supportive, feedback

about their work, pointing out strengths and weaknesses.

Encourage students to take responsibility for their own work.

Show students how to get the most out of their textbooks and introduce students to other resources including websites, student solution manuals, and handouts.

Do’s Help students find and correct errors in

homework problems. Work problems like those from the

homework as examples. Ask the tutee to “talk through” the

problem. Outline steps in solving problems.

Don’ts Violate confidentiality principles. Rewrite assignments for the students. Do students’ work for them Predict students’ grades on assignments Encourage or support criticism of

instructors, assignments, or textbooks. Allow students to access solution

manuals without assistance.

Reminders Tutors are expected to tell a staff

member if they need to leave the room while they are scheduled to work.

Maintain the tutee’s privacy at all times. Do not eat or drink in the Tutoring Lab. The tutor’s presentation and appearance

represents the Tutoring Lab

Reminders (cont.) Tutors may do homework, talk quietly,

or do leisure reading. However, they should stay alert to assist new tutees or the Program Coordinator.

The phone behind the desk should be used for Tutoring Lab calls only.

If a department or an instructor needs to be contacted, please notify the Program Coordinator or staff member.

Reminders (cont.) If the Program Coordinator or staff

member does not contact a department or instructor when asked, please give a friendly reminder.

Keep noise levels in control. If a tutor is sick and cannot work, or

needs to adjust his/her schedule, he/she should contact the Program Coordinator or a staff member as soon as possible

Reminders (cont.) Return materials to the desk or bookshelf

(textbooks/answer books) after use.  Do not let materials leave the Tutoring Lab.

Clean the work area when each session is over.

Try to have a positive and respectful attitude while working.  Make the experience here enjoyable for everyone.

Conduct oneself in a professional manner.

Next Steps: Submit quiz answers and all necessary

paperwork to Tutoring Center Coordinator Remaining Level I training will be

scheduled at the end of the quarter▪ Watch for schedule postings▪ REQUIRED to maintain employment at

OSUN/COTC Congratulations! You are ready to begin

tutoring!