As a Peer Tutor, you prepare yourself for this role so you can focus on the Student’s needs.
- Always make sure you are present 15 to 30 minutes before the session to prepare the space or make sure online connections/platform is working;
- Keep up-to-date with emails or other contact media between you, as the tutor, and the student; ask that they provide information on the problem they require aid in before the session. This will aid in preparation.
- If the Student has shared the topic or problems, use a few minutes to understand the topic before the start of the session.
The first step to a successful tutoring session is to come prepared and have time to compose yourself. By being early to the session, whether it be online or in-person, it allows for you to get acquainted with the material and resources. You are able to assess potential problems early on and create a productive work-flow, mindset and environment for yourself, that is then transmitted to the student coming in.
Be open to solving challenges by exercising patience and careful listening. You need to account for the type of session that will be held, whether in the evolving world of in-person versus remote availability, and these each require different tools and techniques.
In person
The student will arrive in a physical space with a table and chairs, or tablet armchairs. The space is inviting: it is neat and clean, and as comfortable as possible. A space may also have a blackboard or whiteboard which can be used to write and make materials visible.
You invite the student to sit down, and you are ready with materials, such as a notebook and pen to write problems.
You ask the Student, “What is your name?” “What would you like to be called?” “How do you spell that?” “Did I say that right?”
Online
Test all gadgets and technology to be used in the session. Ensure audio and video works for the online session and have a secure Wi-Fi connection.
You are ready with materials, such as a notebook and pen to write problems, or ask if you can use the remote control to control the computer; and use annotation functions.
Different platforms, such as Zoom or Teams, have functions that allow you to enhance the shared experience. These include Chat, Sharing the screen, Remote Control and other features. As part of your preparation, become familiar with using these features.
Two tips for online tutoring:
- Blur or otherwise hide your background so the Student is not distracted by what is seen behind you
- Both you and the Student are visible to each other and can hear each other.
When the Student signs on, you ask the Student, “What is your name?” “What would you like to be called?” “Did I say that right?” and perhaps “How do you spell that?”
Differences in approaches
In preparation for your new role, remember that the students you meet and help will usually not approach a problem the same way that you would. Expect differences in approach. The students may have learned about the subject matter in a different way than the way you learned it. They may have misconceptions on how the material connects to what they already know. They may have tried to work on the problem but did not understand the instructions. And there may be other reasons that students take a big step and ask for your help.
One activity that may help you consider different ways of thinking is to be aware of “learning styles” which is a term that encompasses various approaches to learning. An online test that tells you about your approaches will, by contrast, give you information on other approaches.
The Index of Learning Styles Questionnaire, developed by Richard M. Felder and Barbara A. Solomon, North Carolina State University, is a questionnaire that will provide you with some information on your preferred approach to learning. Answer all 44 questions (even if both options seem true for you or neither does) and click SUBMIT. You will receive one sheet with results on four measures. Take a picture or print out the results so you can review your results whenever you want. Explore the website to find out what each attribute indicates, and how you can move to use the other options to improve how you approach various types of course materials.
https://www.webtools.ncsu.edu/learningstyles/
This tool can also be used by students. Ask which “learning style” works best for them. If they do not know, introduce them to the Index of Learning Styles, provide the directions you saw in the previous paragraph, and let them know that you would be happy to discuss the results with them in a subsequent session.
