Tutor Role, part II
Alpha Scholars Program
What is a Tutor?

Works in a structured and supervised
educational context

Enters into peer teaching and learning
relationship
Differences Between
Teaching and Tutoring

Training

Job Responsibilities

Term of Employment

Compensation

Status

Relationship to School
Six Goals of Tutoring

Promote independence in learning

Personalize instruction

Facilitate tutee insights

Provide a student perspective

Respect individual differences

Follow your job description
Responsibilities of Tutors

Provide individual and group tutoring for
students, as assigned by Tutor
Coordinators

Document individual progress reports for
each student served

Act as a role model to program participants

Report for tutoring duties at times and
locations assigned (by appointment)

Attend tutor training workshops scheduled
by the Tutor Coordinator

Assist Alpha Scholar participants improve
academic skills
Motivation

Results from internalized feelings of
success at meaningful tasks

What kinds of tasks do you like to do?

What kinds of tasks are you likely to avoid?

Are you unmotivated?
Exercise
After reading the Training Manual what do
you consider to be the most important thing
for tutors to remember concerning their
roles in a tutor-student relationship.
As we mention these important roles, think of
an example to illustrate each principle you
list.
Tutoring Dos & Don’ts

Treat your students as equals.

Don’t worry about mistakes—they provide
the best opportunity for teaching and
learning.

Don’t be critical of your students.

Recognize your differences, a vital step in
building a tutoring relationship
Tutoring Dos & Don’ts, II

Recognize your commonalities, a vital step
in building a tutoring relationship.

Be supportive of students’ efforts as well as
their accomplishments.

Make learning active, fun, visual, and
hands-on.
Tutoring Dos & Don’ts, III

Keep your eye on the significance of your
effort in your students’ lives.

Do not use bribes or gifts to motivate your
student.

Be willing to share your experience when
you think it’s appropriate.
Tutoring Dos & Don’ts, IV

Don’t make empty promises.

Don’t forget how important you are—your
student depends on you.

Be on time.

Use differences between you and your
student to open up honest conversations.
Tutoring Dos & Don’ts, V

Forgive your errors and those of your
student—they were unintentional.

Be open-minded.

Be empathetic toward your students and
their experiences.

Be observant and pay attention to what
your students enjoy and how they learn.
Tutoring Dos & Don’ts, VI

Incorporate student interests into your
activities and assignments.

Be creative.

Set educated goals and strive for them.

Ignore labels—they only show you part of a
person.

Be respectful.
Case Study
Sandra, a writing tutor, lives in an on-campus
dorm. Most of her friends live on the same
floor and all know she tutors for Alpha. One
friend, in particular, Casey feels insecure
about her writing. At 11:00 p.m. on evening,
Casey raps on Sandra’s door, draft of an
assigned essay in her hand. Casey says,
“Sandra! This essay is due at 9 am tomorrow
and I need you to edit
Case Study, continued
it for me. Can you just slip it under my door
when you’re done? I need sleep.” This is the
third time Casey has made such a request of
Sandra. The first two times, Sandra helped
Casey by going over the essay with her. On
each occasion they worked together until the
early hours of the morning. Sandra is tired
and feeling imposed upon, but wants to
continue her friendship with Casey.
Questions

What is the problem?

What should Sandra do about this?
Next Week

Unit 2: The Tutoring Cycle