Tutor training
Published on Nov 22, 2015
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MORE DECKS TO EXPLORE
PRESENTATION OUTLINE
THE ROLE OF A PALM BEACH STATE COLLEGE WRITING TUTOR
is to empower students for the long-term by equipping them with the tools for success
Students Come for a Myriad of Reasons
Photo by xavi talleda
...while meeting the needs of the assignment
and within the parameters of tutoring protocol.
TOOLS TO BRING TO THE SESSION
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1. A WELCOMING AND DEDICATED TUTOR
is a key contributor to a successful session
> The welcoming and friendly disposition of a tutor is a key contributor in creating an inviting and productive atmosphere and productive session.
>It is a fact that students who are greeted and warmly welcomed are more receptive to guidance and criticism; they are more likely to realize the suggestions stem from a desire to see them succeed if they believe the tutor has their best interest in mind.
> Speaking with a student vs speaking to or down to a student is unproductive and is lecturing as opposed to tutoring
>Be sensitive to their needs as well as receptive
>Tutor within the parameters of the policies and ethical tutoring practices; ethical students respect ethical tutors and fairness.
>It is a fact that students who are greeted and warmly welcomed are more receptive to guidance and criticism; they are more likely to realize the suggestions stem from a desire to see them succeed if they believe the tutor has their best interest in mind.
> Speaking with a student vs speaking to or down to a student is unproductive and is lecturing as opposed to tutoring
>Be sensitive to their needs as well as receptive
>Tutor within the parameters of the policies and ethical tutoring practices; ethical students respect ethical tutors and fairness.
Photo by kennymatic
1. A WELCOMING AND DEDICATED TUTOR
> The welcoming and friendly disposition of a tutor is a key contributor in creating an inviting and productive atmosphere and productive session.
>It is a fact that students who are greeted and warmly welcomed are more receptive to guidance and criticism; they are more likely to realize the suggestions stem from a desire to see them succeed if they believe the tutor has their best interest in mind.
> Speaking with a student vs speaking to or down to a student is unproductive and is lecturing as opposed to tutoring
>Be sensitive to their needs as well as receptive
>Tutor within the parameters of the policies and ethical tutoring practices; ethical students respect ethical tutors and fairness.
>It is a fact that students who are greeted and warmly welcomed are more receptive to guidance and criticism; they are more likely to realize the suggestions stem from a desire to see them succeed if they believe the tutor has their best interest in mind.
> Speaking with a student vs speaking to or down to a student is unproductive and is lecturing as opposed to tutoring
>Be sensitive to their needs as well as receptive
>Tutor within the parameters of the policies and ethical tutoring practices; ethical students respect ethical tutors and fairness.
Photo by kennymatic
Just as Palm Beach State College has a diverse student body,
the Boca English, Reading and Writing Lab has a diverse tutoring staff.
The level of commitment, however, should be the same.
Photo by kevinjay.
Each tutor has a preferred tutoring method
and each student a different learning style, so we must all adapt.
The level of commitment, however, should be the same.
Photo by kevinjay.
2. Awareness & Adaptability
It takes time to establish rapport, and it may take an additional session to find the most effective approach to working with a student.
> Try asking the student what works best for him or her: find out what methods might have worked successfully in the past.
> But do not hesitate to try something new, but monitor the progress of your student; be willing to keep trying.
> Try asking the student what works best for him or her: find out what methods might have worked successfully in the past.
> But do not hesitate to try something new, but monitor the progress of your student; be willing to keep trying.
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Stop & Listen
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3. The desire to see your student succeed
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4. Professionalism
> Criticizing an instructor's expectations, assignment, feedback or methods is a form of derision, which is deemed unprofessional.
4. Professionalism
> Criticizing an instructor's expectations, assignment, feedback or methods is a form of derision, which is deemed unprofessional.
4. Professionalism
> Criticizing an instructor's expectations, assignment, feedback or methods is a form of derision, which is deemed unprofessional.
5. Highlighter & Notepad
If a student is unable to provide a separate copy for you to read along, make a copy.
> For this reason, encourage the student to bring an additional copy of future assignments to any subsequent appointments. Explain that doing so will permit more time to focus on their session goals.
> For this reason, encourage the student to bring an additional copy of future assignments to any subsequent appointments. Explain that doing so will permit more time to focus on their session goals.
Photo by Valerie Everett
Put Global Revisions 1st
There are times when organization and content may not be a priority:
>When errors in language interfere with the ability to comprehend and address content and organization.
> When global revisions have been addressed in previous appointments.
> If the student's focus is on surface-level errors in spite of problems in content and organization have been identified to the student, which should be noted in the appointment log.
>When errors in language interfere with the ability to comprehend and address content and organization.
> When global revisions have been addressed in previous appointments.
> If the student's focus is on surface-level errors in spite of problems in content and organization have been identified to the student, which should be noted in the appointment log.
Photo by quinn.anya
If time permits, then address surface-level errors.
Know when to make exceptions!
There are times when organization and content may not be a priority:
>When errors in language interfere with the ability to comprehend and address content and organization.
> When global revisions have been addressed in previous appointments.
> If the student's focus is on surface-level errors in spite of problems in content and organization have been identified to the student, which should be noted in the appointment log.
>When errors in language interfere with the ability to comprehend and address content and organization.
> When global revisions have been addressed in previous appointments.
> If the student's focus is on surface-level errors in spite of problems in content and organization have been identified to the student, which should be noted in the appointment log.
Photo by quinn.anya
Regardless, keep the student engaged.
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Untitled Slide
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Tutoring: A Collaborative Experience
It is advisable that you stop at appropriate intervals to paraphrase and/or ask questions to ensure that you both understand the writer's intended meaning.
> This also provides an opportune time for the student to ask questions or to clarify.
If a student shows resistance to reading aloud, then adapt by assuming that role, but stopping at intervals becomes more essential to keep the writer engaged.
If you do offer guidance, encourage the student to take brief notes; you may also have the student paraphrase to ensure he or she understands your comments and suggestions.
> As tempting as it may be to record these comments and suggestions, allow the student to demonstrate his or her own understanding by writing their paraphrases down.
> This also provides an opportune time for the student to ask questions or to clarify.
If a student shows resistance to reading aloud, then adapt by assuming that role, but stopping at intervals becomes more essential to keep the writer engaged.
If you do offer guidance, encourage the student to take brief notes; you may also have the student paraphrase to ensure he or she understands your comments and suggestions.
> As tempting as it may be to record these comments and suggestions, allow the student to demonstrate his or her own understanding by writing their paraphrases down.
Don't take collaboration "beyond this point!"
Any ideas and work produced as a result of a session should be the student's own.
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When the student copies instruction verbatim
Come to the session prepared
with the appropriate resources to reference or distribute.
Be prepared for your session:
> Review your appointment information to determine which resources you may need.
> This will provide continuity and prevent the distraction of hunting down resources and tools mid-appointment.
> Preparation will also model appropriate study skills for the student for him or herself.
> Review your appointment information to determine which resources you may need.
> This will provide continuity and prevent the distraction of hunting down resources and tools mid-appointment.
> Preparation will also model appropriate study skills for the student for him or herself.
Photo by ShironekoEuro
Keep an Eye on the Time
Keep the appointment on track
> Keep an eye on the time prior to the appointment in order to ensure the appointment begins and ends on time.
> Doing so also models good time-management skills for the student.
> Leave yourself adequate time to record your session before your next appointment begins.
> Doing so also models good time-management skills for the student.
> Leave yourself adequate time to record your session before your next appointment begins.
Photo by Leo Reynolds
Record Your Session
Remember to fill out the log book!
There are a number of reasons to do so:
1. To facilitate future appointments for your student.
2. To document any issues that were addressed and any plan of action.
3. To provide *specific* information about the assignment and session to instructors.
1. To facilitate future appointments for your student.
2. To document any issues that were addressed and any plan of action.
3. To provide *specific* information about the assignment and session to instructors.
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Students Come for a Myriad of Reasons
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Students return for TWO primary reasons
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MUTUAL GOALS
Helping students prosper means helping the Student Learning Center to prosper.
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