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Attention New Tutors:
- Please complete all Level I training modules prior to attending live training.
- Level I tutor shadowing must be completed by February 25, 2022.
Roanoke College's Subject Tutoring program is a Level II Internationally Certified Tutor Training Center through the College Reading & Learning Association (CRLA).
Level 1 Resources
Sample Live Training Schedule
- 2:30 - 3:00 pm - Tutor Do's & Don't's
- 3:00 - 4:30 pm - Communication
- 4:30 - 5:30 pm - Assertiveness/Dealing with Difficult Students
- 2:30 - 4:30 pm - Beginning & Ending a Tutorial
- 4:30 - 5:30 pm - Tutor Panel
Subject Tutoring Forms
Tutor Confidentiality, Tutor Ethics and the Academic Integrity forms will be signed and turned in at the live training for new tutors in September.
Business Office Forms
If you have never worked on campus before, you are required to submit employment forms and two forms of government-issued identification (student ID's don't count) to the College's Business Office before beginning work at Subject Tutoring. Acceptable forms of ID are listed below:
- driver's license
- social security card
- birth certificate
You must also complete the forms found in the following link and return them to the Business Office before you can begin your on-campus job.
New Student Employee Forms
All new tutors must shadow a Certified Tutor and complete the Observation and Reflection Form by the date announced in training. Much of what we learn is through observation, and shadowing is a great opportunity to learn from peers who have already gone through the process.
- Shadow a veteran tutor in your subject (if possible).
- Let the tutor know ahead of time that you plan to observe their tutorial.
- You are just an observer – do not interject or interrupt the tutorial.
- You will want to take notes on the session so you can complete the Observation, Shadowing & Reflection Form.
- After the tutorial, feel free to ask the observed tutor questions.
This video is used for training purposes during live training.
The Training Evaluation is to be completed after the live training. You do not complete the evaluation after the modules.
Module 1: Mission & Reporting Lines
Subject Tutoring is part of The Goode-Pasfield Center for Learning & Teaching. The mission of the CLT is to provide students with a comfortable, welcoming place where they can realize their academic potential as independent and resourceful learners. The Center features programs for students at all levels of academic accomplishment. The goal of Subject Tutoring is to create independent learners by supplying students with the necessary skills so that they have the freedom to excel academically. These goals are accomplished by:
- Providing academic assistance to students at all levels of academic ability.
- Cultivating an environment that views tutoring as an essential part of studying.
- Encouraging students to take greater responsibility for their academic outcomes through role modelling and basic study skills.
Module 2: Definition of a Tutor & Responsibility
Adapted from NC State Productive Tutoring Techniques: Millennium Edition, Gattis, K.W. (2002)
What is a tutor? For our purposes, a tutor is a current Roanoke College student who excels in a major or a particular class and assists peers in the learning process. A tutor can take on the following roles:
- Peer Learner
- Employee of the Center for Learning & Teaching (CLT)
Complete Module 2 Activity
Module 3: Basic Tutoring Guidelines
Tutoring is used to practice material covered in class and re-explain/teach concepts that are unclear to the tutee. It's a supplementary resource for students and should be used in addition to going to class, keeping up with assignments, and meeting with professors. Moreover, the tutee should be as actively involved in the tutorial as the tutor. Tutoring is not for completing homework and projects, nor for supplying false hope the night before a test. The main objective of tutoring is to assist students in becoming successful learners who know where and how to access information independently.
Module 4: Golden Rules for Tutors
Guidelines for professionalism in Subject Tutoring:
- The tutor is present and professional:
- Use of cell phone or other electronic forms of communication are not permitted inside Subject Tutoring. Even if you’re not currently tutoring a student, your personal conversations are distracting to other tutors and tutees.
- The tutor should be mindful of maintaining a learning environment and avoid conversations that are loud or distracting.
- Tutors may work on homework while waiting for appointments; however, the tutor must happily leave assignments when a tutee arrives.
- The tutor never engages in negative talk about professors.This behavior isn’t helpful to students, and it could have negative repercussions for tutors.
- The tutor will arrive on time (10-minutes before assigned shift) to review the appointment form to prepare for the tutorial.
- The tutor will be familiar with the website and online scheduler to offer assistance to students seeking information (www.roanoke.edu/tutoring).
- The tutor remains active in the subject that is tutored by checking in with professors and taking opportunities to review concepts.
- The tutor promotes study skills and Subject Tutoring:
- Look for opportunities to suggest different methods of studying.
- When appropriate, encourage tutees to meet with an Academic Coach for study skills help (www.roanoke.edu/academiccoaching).
- When appropriate, encourage tutees to schedule additional tutoring appointments.
- The tutor informs students of limitations of peer tutoring while offering solutions:
- We don’t help students with homework, but we can help with similar problems/concepts.
- We don’t help students edit compositions, but we can review the paper to identify problematic areas to be addressed in a different context.
- We don’t help students outside of Subject Tutoring, but we can refer them to the website to schedule an appointment.
- We don’t help students with concepts that are outside of our understanding, but we can refer them to the professor and brush up on concepts for the future.
Module 5: Ethics and Academic Integrity
Being a Subject Tutor is a serious responsibility that requires maturity, empathy, and discretion. Moreover, tutors have the added obstacle of navigating their overlapping roles as peer learner, educator, and friend. The Tutor Code of Ethics was developed not only to protect the tutee, but also to help tutors use good judgment in their many interactions with tutees.
Module 6: Using Different Learning Styles
All students learn differently; however, there are four basic types of learners:
A student may have a strong preference for one style of learning, but that does not mean it's impossible to learn from other types. When helping a student with a weak subject, it's best to tutor in their preferred learning style. This can be a challenge when the tutee's preferred learning style is the opposite of your own! Good tutors actively try to incorporate all 4 learning styles into each tutorial.
"Teach me my most difficult concepts in my preferred style. Let me explore my easiest concepts in a different style. Just don't teach me all the time in your preferred style, and think I'm not capable of learning."
Module 7: Using WC-Online & Tutor Chat
WCOnline is the program Subject Tutoring uses to schedule appointments. It also contains Client Report Forms that are used to document tutoring sessions. Tutors regularly use this program to check appointment schedules, create accounts, make appointments for tutees, and enter brief tutorial notes under the Client Report.