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Fostering Student Success

Fostering Student Success. Tutor Training 2013. Goals of Tutor Training. Tutors will: Understand the role of a Tutor Understand how to access, complete and submit a time card and s tudent contact summary Gain an understanding of steps in the tutoring process

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Fostering Student Success

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  1. Fostering Student Success Tutor Training 2013

  2. Goals of Tutor Training Tutors will: • Understand the role of a Tutor • Understand how to access, complete and submit a time card and student contact summary • Gain an understanding of steps in the tutoring process • Become aware of Multiple Learning Styles and its importance in the tutoring process

  3. Important Updates and Reminders • All tutors must attend tutor training or make arrangements with SAS for individual training prior to beginning tutoring sessions. • In general we want to make it easy for students who need help to facilitate tutor-connections themselves. However, SAS must have a record of, and approve all tutoring assignments prior to paying any tutor for services rendered. • If you are contacted directly by someone requesting help, please facilitate the completion of a tutor request form before providing assistance. There is a field within the tutor request form where your name may be indicated as the “preferred tutor.” • Tutors are responsible for the completion of contact summaries for all individual and group tutoring sessions within each pay-period as a condition of payment. • Time cards must be submitted during the pay period in which tutoring took place. SAS will not be obligated to provide payment for tutoring that took place two pay periods prior.

  4. Step 1: Individual Tutoring Assignment Process Overview

  5. Step 2 Student Academic Services (SAS) will send you your tutee’s via email; the request form includes contact information Step 3 Tutors are responsible for emailing and/or calling each Tutee to set up a session. • The first e-mail should be copied (cc’d) to SaulineNJ@Hiram.edu

  6. All of these work as long as YOU facilitate your tutee’s completion of the Tutor Request Form Students may submit the “ tutor request” form accessible from our website. Student’s may approach you directly Students may email you Instructors may ask you to help specific students

  7. How to assist a student request a Tutor 1. Go to www.hiram.edu 2. Scroll to bottom of page and click “Academic Services” 3. Click “Request a Tutor”

  8. Filling Out Your Time Card:

  9. Time Card Big-Picture Time Card Use Ink Total your hours Sign at Bottom Submit by the deadline INDEX is always the same ASPRT Make sure to include times If you are paid using Federal Work Study the ACCT is 6610; if not, ACCT is 6621. If you are unsure regarding work-study contact The Office of Financial-Aid at (330)569-5108

  10. Completing theStudent Contact Summary To access the Student Contact Summary: Go to www.hiram.edu Scroll down and click on the Academic Services link at the bottom of the page. Click on “Resources for Tutors” on the left-hand side Click Student Contact Summary

  11. Lets Take a Look at this years Student Contact Summary https://hiram.wufoo.com/forms/sas-20132014-student-contact-summary/

  12. Academic Honesty Hiram College believes that the development of intellectual honesty is at the heart of a college education. The process of education is severely compromised if we cannot depend on the academic integrity of each member of the community. Moreover, the principles of academic honesty are aligned closely with the principles of good scholarship and research, principles of critical thinking and reasoning, and the standards of professional ethics. Thus, students who fail to practice academic honesty not only risk losing the trust of the academic community, they also fail to develop the most essential skills and abilities that characterize a college graduate. Any student who violates the integrity of the academic process will be subject to punishment, including possible dismissal from the College. There are many forms of academic dishonesty, including the giving or receiving of help in any form on an examination, the sale or purchase of papers and test materials, the abuse of computer privileges and regulations, the misuse or abuse of online or library resources, and any other action which debases the soundness of the educational process. Faculty members and librarians are expected to report all instances of academic dishonesty to the Associate Dean of the College, who will provide advice on an appropriate action.

  13. Goals of Tutoring • Foster student independence: lead peers to knowledge, but let students find the answer • Personalize instruction • Stimulate active learning • Build student confidence, focus on strengths • Facilitate Tutee insights into learning and learning processes, share “how” to learn • Provide a student perspective on learning and school success • Respect individual differences (MacDonald, 2000)

  14. What a Tutor isn’t Tutors are NOT: Tutors DO NOT: Licensed Counselor Teacher Learning Specialist Do the student's work Lecture students Give answers Discuss Instructor’s faults

  15. WHAT IS A TUTOR? Tutors are: Guides, Peers, Helpers

  16. TUTORS PROVIDE: • Guided Discovery • Encouragement • Modeling (effective learning strategies) • Insight & Experience • Recognition that all individuals learn differently

  17. Tutor Do’s and Don’ts https://www.youtube.com/watch?v=DvQ982Cw4uw

  18. Tutoring CycleAdapted from “The Master Tutor” by Ross McDonald PhD • Greeting and climate setting • Identification of task • Breaking the task into parts • Identification of the thought processes that underlie the task • Set an agenda for the session: • Addressing the task • Tutee summary of content • Tutee summary of underlying processes • Confirmation • What next? Make a follow-up appointment if needed • Complete the Student Contact Summary

  19. Tips • Focus on the strengths of the Tutee • Although they may be having difficulty, simply the fact that they sought out assistance shows that they have determination. • Support, motivation and encouragement and basic time management skills from the Tutor may be more important than the Tutor’s subject knowledge.

  20. Fostering Student Success As Tutors you are in a unique position to positively impact many Hiram students

  21. Simple Steps that Foster Student Success • Take time to get to know your tutee(s), get to know their names, interests, and goals • Encourage tutee’s to communicate and collaborate with their professors • Lead by example, share your insights and experience where appropriate, let them know how you prioritize your work and stay engaged on campus

  22. Fostering Student Success Cont’d • 4. Recognize that all students do not learn the same way. • 5. If the approach you are taking does not seem to be working, walk your tutee to Academic Services (H106) to take a learning style inventory and discuss possible solutions with a professional educational counselor.

  23. Don’t blame yourself if your tutee fails to achieve his/her grade goalWhy Good Students Sometimes Fail • Low Motivation (may be due to unclear goals) • Inability to control impulses • Difficulty following through • Fear of Failure • Procrastination • Excessive Self Pity • Excessive dependence • Difficulty managing time effectively • Personal Difficulties • Easily Distracted • Taking on too much or too little • Too much, or too little self confidence • Inability to wait for rewards • Lack of balance between critical and creative thinking • Blaming Others for Difficulties Beatrice, 1995)

  24. Multiple Intelligences: Big Bang Theory Clip http://www.youtube.com/watch?v=mpRkj6SwhvI&feature=related

  25. Multiple Intelligences and Different Learning Styles • To learn, we depend on our senses to process information. People tend to use one of their senses more than others, and this is what creates a “learning style”. • Knowing the way you learn, as well as how your tutee learns can be instrumental in providing tutoring that works.

  26. Learning Styles Visual Auditory Kinesthetic Self-Help Resource- How to Study.Org http://www.howtostudy.org/resources.php

  27. In Their Shoes Web Based Training www.altoona.psu.edu/intheirshoes

  28. Remember,… Whenever you are concerned about a student’s academic work or any issue and your not sure what to do…..

  29. Contact * Nancy Sauline Assistant Director of Academic Services Hinsdale Room 106 Phone 330-569- Cell: 330-881-8672 (Text-messages welcome)

  30. References Beatrice, J. A., (1995). Learning to study through critical thinking. Richard J Irwin Inc. MacDonald, R.B. (2000). The master tutor: A guide for More Effective Tutoring; Cambridge Stratford Study Skills Institute, Williamsville NY Rhatigan, J.J., Schuh, J.H. (2003). Small wins: we observe small wins everyday, how can we harness their power? About Campus March-April Google Images retrieved on November 21,22 & 28, 2006 from www.google.com/ Big Bang Theory: Who’s Smarter, Lenard or Penny? Accessed on 5-7-2009 at www.youtube.com

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