Level I Tutor Training

Level I Tutor TrainingModule 2: Beginning and Ending a Tutoring Session

Focus of Module 2: How to Begin and End a Tutoring Session

Remember to watch the Notes tab for Quiz Questions and other important information!1ObjectivesUnderstand the importance of the beginning and ending of a tutoring session, and how it can influence the working relationship between the tutor and tutee. Review information on how to involve the tutee during the session. Gain knowledge on how to assess the tutees needs during the initial session. Become aware of certain behaviors that might indicate that the tutee could require professional counseling.

Chapter 2: Beginning/Ending a Tutoring SessionGreeting New TuteesNew tutee paperwork (Progress Report, Responsibility Form)Check for correct contact information (Phone number, email address)Exchange background info (hobbies, interests, major, etc.)Listen carefully to any questions or concerns the tutee has about tutoringGreeting Returning TuteesKeep it short and simple

Question 1: How long should you spend greeting new tutees, and what information should be exchanged? Should you do the same every time the tutee meets with you, or is there a difference between the greeting of the first session and all subsequent sessions?3Chapter 2: Beginning/Ending a Tutoring SessionHow to Begin a SessionLearn a little about the student by asking questionsMake the tutee feel comfortableWhen the tutee arrives:Greet the tuteeAsk some open-ended questions about what the tutee wants to get out of the session or what he/she wants to work on

Question 2: Why is it important for the tutor to learn more about the students begin tutored? How can this benefit future sessions?4Chapter 2: Beginning/Ending a Tutoring SessionHow to Begin a Session (cont.)A dialogue will help tutors learn where the student is having troubleTry to establish long-term goals like helping the tutee become a better learner, as well as addressing short-term goals like homeworkEncourage students to work on their ownDont just give answers

Question 3: Why are long-term goals important? What are some long-term goals you should help your student establish?5Chapter 2: Beginning/Ending a Tutoring SessionWarning SignsAnxietySleeping troublesSpecific obsessions over stressful topicsDifficulty thinking about anything besides a stressful topicFeeling tense, restless, jittery, or dizzyHaving trouble concentratingFluctuations in appetiteBeing overly cautiousBeing startled easilyHaving an omnipresent feeling of impending danger or disasterFeeling out of control

Question 4: How can anxiety affect a tutoring session?6Chapter 2: Beginning/Ending a Tutoring SessionWarning SignsDepressionFeelings of guilt and worthlessnessFeelings of negativity, pessimism and hopelessnessPersistent sad, anxious or empty moodDifficulty concentrating and staying focused on a specific taskSleep difficultyDifficulty managing mood swings

Question 5: How can depression affect a tutoring session?7Chapter 2: Beginning/Ending a Tutoring SessionWarning SignsADHD Inattention SymptomsLoses thingsSeems not to listenHas difficulty keeping attention on somethingAvoids tasks requiring focus for any sustained amount of timeGets easily distractedIs very unorganizedHas problems following instructionsIs forgetful in the short-termMakes careless mistakes

8Chapter 2: Beginning/Ending a Tutoring SessionWarning SignsHyperactive Symptoms of ADHD Interrupts without noticingTalks too muchCannot stay still or fidgetsHas problems with doing activities quietlyDifficulty waiting in line or taking turnsVery impatient

Question 6: How can an undiagnosed learning disability like ADD/ADHD affect a tutoring session?9Chapter 2: Beginning/Ending a Tutoring SessionIf a tutor notices any of the above symptoms or suspects there is something wrong other than a lack of knowledge in a specific subject area, the tutee should be referred to the Office of Disability Services

Question 7: What steps should a tutor take if any of the symptoms described are observed in a tutoring session?

10Chapter 2: Beginning/Ending a Tutoring SessionReinforcement IssuesStudents know material and can do class work when tutor is present, but not aloneUse positive reinforcement to increase student self-confidenceGive tutee plenty of chances to do exercises both with and without the tutors presenceIf nothing seems to help, contact the Office of Disability Services for help

Question 8: What is one technique to help students with reinforcement issues become more independent?11Chapter 2: Beginning/Ending a Tutoring SessionEnding the SessionDont rush!Positively assess the work done in the sessionAsk if the tutee has any further questionsHelp the student create a plan of what to do after the sessionDo any necessary paperwork

Question 9: It is 11:45 am and your next tutee has arrived early in the Tutoring Lab. What should you do about the student that is currently with you and is scheduled from 11 to 12? How do you manage the student that has just arrived?12

Always End the Sessionon a Positive Note!

Question 10: What are some positive comments you can give about this training module? Try to assess what was learned in the most upbeat way possible, even if it was a little boring13ConclusionNext Steps:Submit Quiz answers and documentation to Tutoring Center CoordinatorModule 3: Tutoring Dos and Donts

Remember to submit your quiz answers, Progress Report, and Timesheet to the Tutoring Center Coordinator.

Are you ready? Module 3 is next!14