Level 1

CATEGORY: Basics

TOPIC: Definition of Tutoring and Responsibilities

SESSION TITLE: “Who is a tutor anyway?”

TIMING: Pre-service: Tutor Camp Day 1

Pre-session Reading:

  1. Cleveland, J. P. (2008, December 19). What Socrates Would Say to Undergraduate Tutors. Chronicle of Higher Education. p. A26.

Standard: The tutor is aware of the essential functions of their job description as well as what separates a tutor’s role from other adjacent roles (such as classmate, mentor, SI leader, coach, teacher).

Tutor has read and is able to use the Tutor Manual as a reference and guide for daily operations

Outcome: The tutor is able to explain the essential functions of the tutoring role and can articulate key differences between tutoring and other similar roles. The tutor acts in ways that are appropriate to their role. The tutor can retrieve information necessary from documents produced to support the role.

Meeting Agenda: Using a power-point presentation as a guide, this session introduces the role of what a tutor is. The job description is discussed and gone over, and an outline of what personal traits tutors bring to the table are introduced. The tutors engage in an interactive group session where they are asked to produce visual representations of their personal traits and knowledge. Tutors are asked to engage in dialogue with others as they compare their visualizations in order to see how others might approach the process of becoming a tutor, what others might value, and what the tutor might have forgotten/not realized is valuable to tutoring. As the session progresses, tutors are introduced to terminology that are vital in the establishment and development of their individual and team practices: community of practice, dialogic learning, iterative processes. 

Assessment: 

  • Tutors create a chart where they document their responsibilities

  • Tutors take a quiz to demonstrate that they understand the boundaries of their role

  • Tutors complete a brief entry in their Tutoring Journal under the prompt “What does it mean to be a tutor at the NTLC?” 

  • Tutors will be asked to complete an Exit Ticket with Questions, Comments, and Concerns about the content and progress of the session. All Exit Tickets are addressed through “Coordinator’s Response” which is posted on the Canvas Training Shell

TOPIC: Basic Tutoring Dos and Don'ts

SESSION TITLE: “Who we are and what we do-- and what we don’t do”

Pre-session readings: 

  1. Nancy Thompson Learning Commons Learning Support Services page on Canvas

Slide presentation: “Who We Are and What We Do-- And What We Don’t Do”

Standard: The tutor knows and understands the expected behaviors and practices of the tutorial program and her/his specific operating procedures as well as practices and behaviors that are considered both appropriate and inappropriate for her/his position. Tutors understand the mission, vision, and goals of the tutoring program. 

Outcome: The tutor exhibits appropriate protocol and behaviors in terms of job duties; responsibilities; policies and procedures. The tutor can remember basic operating procedures for daily duties (e-mail, call-outs, etc.)

Meeting Agenda: Before the session takes place, tutors are asked to complete above readings Tutors are then asked to go over a slide presentation and to take notes as they move through it. Tutors are then asked to participate in an online discussion moderated by the Coordinators. The purpose of this session is to help tutors explore the role of tutoring through the best practices advice from previous tutors as well as discussion from the broader field of tutor training. Tutors are invited to see themselves as practitioners in a profession that exists locally at NTLC, more broadly at Kean, and even more broadly in the world of higher education. Through showing tutors this network, the session aims to demonstrate the strength of the advice and the tradition of tutoring as it extends beyond the walls of NTLC.

Assessment: 

  • Tutors are asked to design a brief chart of dos and don'ts. They are encouraged to be as creative as possible. The charts are posted around the Learning Support Services spaces

  • Tutors will be asked to complete an Exit Ticket with Questions, Comments, and Concerns about the content and progress of the session. All Exit Tickets are addressed through “Coordinator’s Response” which is posted on the Canvas Training Shell

TOPIC: Administrative Policies, Record Keeping and Reporting

SESSION TITLE: “The nuts and bolts”

Pre-session reading: 

  1. Learning Support Services training manual on Canvas

Standard: The tutor knows the administrative processes outlined by the tutorial program:

Workday

TrackCloud

LibCal

Outcomes:

The tutor exhibits appropriate protocol when administrative tasks are needed, without prompting from their supervisor.

Meeting Agenda: This session walks tutors through the administrative systems used at Kean University: Workday, TrackCloud, Zoom, and Google Classroom. The session highlights the importance of writing session notes and ensuring that all sessions are properly marked in TrackCloud. In addition, policies surrounding time-keeping are explained. Tutors get a hands-on assignment during the session for each component to make sure they understand the procedures and know the location of links, etc. 

Assessment:

● The tutor practices entering in necessary data in a demo version: tutors will fill out dummy session notes in TrackCloud 

● When given a list of administrative tasks, the tutor correctly identifies the appropriate steps to complete the task.

  • Tutors will be asked to complete an Exit Ticket with Questions, Comments, and Concerns about the content and progress of the session. All Exit Tickets are addressed through “Coordinator’s Response” which is posted on the Canvas Training Shell

TOPIC: Conducting Successful Sessions

SESSION TITLE: “From ‘Hi!’ to ‘See you soon!”

Pre-session reading: 

  1. Hudson, P. (2016). Forming the mentor-mentee relationship. Mentoring & tutoring: partnership in learning, 24(1), 30-43.

Slide presentation: “From ‘Hi!’ to ‘See You Soon!”

Standard: The tutor structures and delivers the tutorial session using an effective methodology, as outlined in their program’s training curriculum.

Outcome: The tutor incorporates all of the elements of a beginning, middle and end of a tutoring session to include: an appropriate greeting; friendly demeanor; student-driven agenda; an active learning experience and an opportunity for both the tutor and student to summarize the content; check for understanding; plan for follow-up sessions (if appropriate) and conclude with a positive statement.

Meeting Agenda: The meeting opens up with a short lecture on the standards and norms of student service at the NTLC. Using the slide presentation, the presenters stress the need for positive customer service, reassurance (without overdoing it), and go over the step-by-step protocol for opening and closing a session. Then, working in small groups, tutors observe as experienced staff act out a series of scenarios about opening and closing sessions. After each scenario, tutors discuss what went well, what did not go well, and what could have worked better.

Assessment:

  • Tutors are able to role-play and demonstrate appropriate understanding of the opening and closing of sessions. The role-plays are recorded so that the tutors can view themselves and become conscious of their body language and phrasing as they open and close sessions.

  • Using a short quiz, tutors can identify missteps in procedure

  • Tutors will be asked to complete an Exit Ticket with Questions, Comments, and Concerns about the content and progress of the session. All Exit Tickets are addressed through “Coordinator’s Response” which is posted on the Canvas Training Shell

CATEGORY: Communication 

TOPIC: Communication Styles

SESSION TITLE: “Communication basics”

Pre-session reading: 

  1. "Atkins-Sayre, W., & Yook, E. L. (Eds.). (2015). Building trust in tutoring through effective interpersonal communication. Communicating advice: Peer tutoring and communication practice (pp.213-229). Peter Lang.

  2. Atkins-Sayre, W., & Yook, E. L. (Eds.). (2015). Engaging in effective instructional communication behaviors in the tutoring relationship. Communicating advice: Peer tutoring and communication practice (pp.243-261). Peter Lang.

Slide Presentation: “Communication Basics”

Standard: The tutor understands and can successfully implement one or more of the following communication skills: verbal & non-verbal communication skills; cultural differences in communication; gender differences in communication

Outcome: The tutor incorporates effective communication skills into her/his tutoring sessions and can identify communication styles and differences among those styles. 

Meeting Agenda: The session is based on a power-point and incorporates role-playing as well as viewing and discussing scenarios. More experienced tutors, coordinators, and Directors serve as actors, and the new/less experienced tutors are asked to participate after discussing the readings, seeing a few scenarios, and helping with the role-plays as a “consultant.”

Assessment: 

  • Tutors are assessed during role-play by more experienced tutors who observe the role plays and give specific feedback using a standard format. Tutors take turns playing the student, or tutor. They are asked both to spot as well as enact certain aspects of interpersonal communication. 

  • Tutors then complete an Exit Ticket and a brief entry in theri Praxis Journal under the prompt “What is Interpersonal Communication? What did you learn about yourself as a communicator? What strategies did you like and which did you not?” 

  • Tutors will be asked to complete an Exit Ticket with Questions, Comments, and Concerns about the content and progress of the session. All Exit Tickets are addressed through “Coordinator’s Response” which is posted on the Canvas Training Shell

TOPIC: Active Listening, Paraphrasing, and Parroting

SESSION TITLE: “I heard you say…: Active listening, paraphrasing, parroting, and engagement”

Pre-session reading: 

  1. Active Listening in Peer Interviews: The Influence of Message Paraphrasing on Perceptions of Listening Skill Active listening in peer interviews Weger, Castle, and Emmett Harry Weger, Jr., Gina R. Castle, and Melissa C. Emmett

  • PAGES: 35, 39-40, 44-46

  1. http://www.phy.ilstu.edu/pte/310content/case_studies/resources/Communication_Skills.pdf

    • PAGES 1-4

  2. Sarah M. Wilde , Kimberly M. Cuny & Alexandra L. Vizzier (2006) Pee-rto-Peer Tutoring: A Model for Utilizing Empathetic Listening to Build Client Relationships in the Communication Center, International Journal of Listening, 20:1, 70-75, DOI: 10.1080/10904018.2006.10499092

    • PAGES: 71-73

Slide Presentation: “I Heard You Say…: Active Listening, Paraphrasing, Parroting, and Engagement”

Standard: The tutor demonstrates active listening and responding skills in the tutoring process, which may include verbal and non-verbal cues.

Outcome: The tutor will intentionally incorporate active listening and paraphrasing strategies into the tutoring session in order to help ensure content understanding (for both tutor and tutee) and enhance the tutoring experience.

Meeting Agenda: Moving between lecture, scenario observing, and discussion, tutors will gain exposure to and an understanding of key aspects of active listening in tutoring sessions. The session will open up with experienced tutors enacting a scenario in which no active listening takes place. Tutors will then be asked to briefly note what they observed. If needed, session facilitators will ask questions to prompt the discussion and to point out issues. The session will then discuss one active listening strategy at a time: first definition, then a brief scenario enactment, then a discussion of what the tutors observed. In the second part of the session, a longer scenario is enacted so that tutors must observe and take notes about what active listening skills were used-- and to point out places where active listening was not used.

Assessments:

  • Tutors complete a Praxis Journal where they respond to the prompt “In what ways do empathetic listening, and active listening assist the learning process in tutoring sessions? What are some key questions you can ask to promote active listening in any tutoring session?”

  • Tutors will watch a video of mock tutoring sessions and to point out what was done well as well as what was not done well in terms of active listening. They will discuss their observations in smaller groups led by experienced tutors. 

  • Tutors will be asked to complete an Exit Ticket with Questions, Comments, and Concerns about the content and progress of the session. All Exit Tickets are addressed through “Coordinator’s Response” which is posted on the Canvas Training Shell

TOPIC: Question Asking Strategies

SESSION TITLE: “Ask and wait for the answer”

Pre-session Readings: 

  1. Beard, L. (2019). Diversifying consultant skill sets: Refiguring peer-to-peer feedback through feminist disability pedagogy. The Southern Discourse: A Journal of Multiliteracy and Innovation, 23 (1) 10-27. https://southeasternwritingcenter.wildapricot.org/resources/SD_Archive/SDC23-1- 2019.pdf 

  2. McGuire, S. Y., & McGuire, S. (2015). The Power of Teaching Bloom’s Taxonomy and the Study Cycle to Students. Teach Students How to Learn : Strategies You Can Incorporate Into Any Course to Improve Student Metacognition, Study Skills, and Motivation. Stylus Publishing.

Slide presentation: “Ask and wait for the answer”

Standard: The tutor knows how to appropriately select and prioritize their questioning techniques for the task at hand and the student’s level of comprehension

Outcomes: The tutor will intentionally select questions during the tutoring session that promote clear communication and facilitate student critical thinking and improved subject-area confidence over time.

Meeting Agenda: The session is broken down into two parts: a mini lecture and a hands-on section. Tutors will first be introduced to the concept of asking questions as a way to engage students in the process of their own learning. Tutors will then be introduced to Bloom’s Taxonomy and the study process. Tutors will receive a hand-out with graphics that help to illustrate Bloom’s Taxonomy and the study cycle. Tutors will then be divided into smaller groups and given time to process the information. Tutors will then work together to complete a hand-out that asks them to align questions with appropriate categories from Bloom’s Taxonomy. Tutors then work to create questions for a mock quiz. 

Assessments: 

  • The tutor demonstrates question asking at each level of Bloom’s Taxonomy by creating a sample quiz or test in a subject they tutor for.

  • Tutors complete a matching exercise that demonstrates the understanding of Bloom. 

  • Tutors complete an entry in their Praxis Journal under the prompt “How can you use Bloom’s Taxonomy in tutoring students?”. 

  • Tutors will be asked to complete an Exit Ticket with Questions, Comments, and Concerns about the content and progress of the session. All Exit Tickets are addressed through “Coordinator’s Response” which is posted on the Canvas Training Shell

TOPIC: Tutoring Conversations

SESSION TITLE: “Communicating as a tutor”

Pre-session Readings: 

  1. Rosenberg, M. B. (2003). Nonviolent communication: A language of life. Encinitas, CA: PuddleDancer Press.

Slide presentation: “Communicating as a Tutor”

Standard: The tutor understands the communication contexts for engaging with students in their role (i.e., conversing as a tutor, rather than as a friend, classmate, etc.).

Outcomes: The tutor will distinguish between conversations (both oral and written) as a tutor and communication as a peer, and when to use each.

Meeting Agenda: Tutors will complete the reading material assigned and then complete an online module consisting of a slide show, a video, and a written reflection. The pre-session reading asks tutors to consider nonviolent communication as a way to understand the world: both externally as private people, and at the work-place. With these ideas in mind, the slide show discusses the realities of private communication– the contexts, audiences, and purposes for communicating. The slideshow then discusses the privileges and affordances of communicating using modern technology in the private sphere. The slideshow then moves to the idea of communicating as a professional and the new purposes for communicating that are present in the workplace context. The session moves on to discuss the intricacies of being a tutor and how to build empathy while maintaining boundaries with friends, or classmates, or family. The session then moves to show several short clips that illustrate healthy ways to practice boundaries that will help tutors to separate their private relationships from their professional practice spaces. After completing the reading, slideshow, and video module, tutors will be asked to complete a brief reflection to demonstrate their understanding of the concepts discussed in the session. 

Assessments: 

  • In a reflection, the tutor compares and contrasts communications when they are a peer and when they are a tutor, noting the unique characteristics of each and how that influences specific communication strategies. 

  • Tutors will be asked to complete an Exit Ticket with Questions, Comments, and Concerns about the content and progress of the session. All Exit Tickets are addressed through “Coordinator’s Response” which is posted on the Canvas Training Shell

CATEGORY: Learning or Study Techniques

TOPIC: Planning Sessions

SESSION TITLE: “Planning the journey”

Pre-session reading: 

  1. Raymond, L., & Quinn, Z. (2012). What a Writer Wants: Assessing Fulfillment of Student Goals in Writing Center Tutoring Sessions. The Writing Center Journal, 32(1), 64–77. http://www.jstor.org/stable/43442382

Slide Presentation: “Planning the Journey”

Standard: The tutor assists learners in planning and/or setting personal academic goals.

Outcome: The tutor can explain the components of effective academic goals and can demonstrate effective goal development in the context of an individual tutoring session as well as a semester- long plan. The tutor accesses a variety of planning and goal setting rubrics, worksheets and guides and is able to effectively incorporate these into the tutoring session as needed.

Meeting Agenda: In this session, tutors learn about the importance of goal setting. From the micro level of setting session goals to the macro level of setting long-term educational goals. The session is supported by a slide show and incorporates role-play and a discussion of readings. Tutors work in their mentoring pairs  during role-play and discussion to promote a greater dialogue between new hires and experienced tutors. 

Assessments:

  •  Through role-play, the tutor demonstrates being able to prepare a list of questions to use with her/his tutee that facilitates effective goal development.

  • The tutor can create several session goals based on a course syllabus and/or assignment.

  • Tutors will be asked to complete an Exit Ticket with Questions, Comments, and Concerns about the content and progress of the session. All Exit Tickets are addressed through “Coordinator’s Response” which is posted on the Canvas Training Shell

TOPIC: Course and Syllabus Analysis

SESSION TITLE: “What’s a syllabus for?”

Pre-session reading: 

  1. Scott Weaver. “Who Reads the Syllabus?” https://slate.com/human-interest/2022/01/syllabus-puzzle-college-students-hidden-curriculum.html Jan 25, 2022

Slide Presentation: “What’s a Syllabus For?”

Standard: The tutor analyzes a variety of syllabi and identifies key information from each course.

Outcomes: The tutor is able to identify information such as exam dates, specific assignment details, faculty office hours, grading and attendance policies, etc., and instructs their student(s) on how to do the same.

Meeting Agenda: The session will open up with a Kahoot that will get the tutors thinking about the function and purpose of the syllabus. After a brief discussion, the session will move into a brief slide show that outlines the importance of the syllabus, and show information on what students often miss or not understand about syllabi. Then, in small groups, tutors will work through 4 syllabi to identify crucial information and secondary information. Tutors will then practice working with provided Action Plan documents.  

Assessments: 

  • The tutor explains in their own words what information from the syllabus is critical and what information is secondary, and how to help students understand using the syllabus as an effective tool for course management.

  • Tutors will then write a Praxis Journal entry addressing the question of “How did you learn to read and use the syllabus?”

  • Tutors will be asked to complete an Exit Ticket with Questions, Comments, and Concerns about the content and progress of the session. All Exit Tickets are addressed through “Coordinator’s Response” which is posted on the Canvas Training Shell

TOPIC: Time Management for Tutors and Tutees

SESSION TITLE: “Time is on my side”

Pre-session reading: 

  1. Bruce K. Britton and Abraham Tesser “Effects of Time-Management Practices on College Grades”

Slide Presentation: “Time is on my side”

Standard: The tutor is a conscientious time and task manager and understands various approaches to effectively managing time in and out of a session.

Outcomes: The tutor articulates, models, and integrates a variety of time management skills into the tutoring session and provides the tutee with tips and techniques to incorporate in their own time management plans.

Meeting Agenda: The tutors will begin the session by reading through assigned materials including a slide show. The tutors will then be asked to complete a semester plan for themselves as well as use tools associated with the various techniques covered in the slide show and reading materials. The tutor will submit these documents for review and will be asked to write a reflection addressing the question “What is your favorite time management technique? What makes it helpful?”

Assessments: 

 
  • The tutor practices using various provided sample time management planning tools

  • The tutor writes a semester-plan using their own schedules (work, school, clubs, known family obligations) 

  • The tutor articulates the pros and cons of various time-management strategies such as timeboxing, themed days, Pomodoro technique, etc.

  • Tutors will be asked to complete an Exit Ticket with Questions, Comments, and Concerns about the content and progress of the session. All Exit Tickets are addressed through “Coordinator’s Response” which is posted on the Canvas Training Shell

TOPIC: Advanced Study Skills

CATEGORY: Learning and Study Techniques

SESSION TITLE: “Metacognition, transfer, and study strategies”

Pre-session reading: 

  1. Wawrzynski, M., & Baldwin, R. (2014). Promoting high-impact student learning: Connecting key components of the collegiate experience. New directions for higher education, 165(2014), 51-62.

Slide Presentation: “Metacognition, Transfer, and Study Strategies”

Standard: The tutor knows effective general and discipline/course-specific study skills and strategies. 

Outcome: The tutor articulates, models, and integrates a variety of effective study skills into the tutoring session. 

Meeting Agenda: Tutors are introduced to the concepts of Metacognition and Knowledge Transfer as they relate to Study Strategies. Tutors will then view a series of short scenarios acted out by experienced tutors. In these scenarios, specific approaches to introducing study skills are used or not used. The tutors will then work in small groups to discuss what was done well and when an opportunity to introduce study skills was missed. To solidify their knowledge, tutors are divided into pairs and assigned an advanced observer who will give feedback on a role-play. Tutors will move from the role of tutor to tutee to experience both parts of the session environment. 

Assessments:

  • While observing a mock tutoring session, the tutor will interject when a study technique could be introduced based on the issues presented by the tutee.  

  • Tutors will write an entry in their Praxis Journal summarizing their experiences with the session.

  • Tutors will be asked to complete an Exit Ticket with Questions, Comments, and Concerns about the content and progress of the session. All Exit Tickets are addressed through “Coordinator’s Response” which is posted on the Canvas Training Shell

TOPIC: Use of Graphic Organizers

SESSION TITLE: “Note taking and graphic organizers”

Pre-session reading: 

  1. Ferit Kılıçkaya “A Review of Studies on Graphic Organizers and Language Learner Performance”

Slide Presentation: “Note taking and graphic organizers”

Standard: The tutor understands the value of graphic organizers in the learning environment and knows ways to represent information as a graphic (mind map, chart, diagram, image, visual notetaking, etc.) to aid in the study process. 

Outcomes: The tutor can identify and model several types of graphic organizers, explain their intended purposes, and can provide their student(s) with a demonstration of how to use the tool as an effective study technique.

Meeting Agenda: The tutors are introduced to the concept of graphic organizers via slide show. Tutors are then asked to complete a short reading, then to use 3 graphic organizing methods to represent the information. In small groups, tutors will then share their results. At the end of the session, tutors will complete a matching exercise to show their mastery of information. Tutors will then complete an entry in their Praxis Journal that will ask them to describe two graphic organizing methods, and then to compare them, and then to explain how these might be best used. 

Assessments: 

● The tutor matches definitions of graphic organizers to examples of them. ● In a Praxis Journal entry, the tutor compares the graphic organizer systems and describes when it might be best to use each. 

  • Tutors will be asked to complete an Exit Ticket with Questions, Comments, and Concerns about the content and progress of the session. All Exit Tickets are addressed through “Coordinator’s Response” which is posted on the Canvas Training Shell

CATEGORY: ETHICS

TOPIC: Plagiarism

SESSION TITLE: “Who wants to be a Plagiarist?”

Pre-session reading: 

  1. Kean University Academic Integrity Policies 

Slide Presentation: Academic Integrity “Who Wants to be  Plagiarist”

In-session video used: https://ed.ted.com/lessons/the-punishable-perils-of-plagiarism-melissa-huseman-d-annunzio

Standard: The tutor maintains high standards of academic integrity and complies with policies and procedures related to ethical academic behavior (as an employee and student).

Outcome: The tutor can explain plagiarism, academic integrity, and copyright, as well as institutional guidelines and requirements related to these topics. The tutor acts in accordance with outlined practices and promotes the same for their students.

Meeting Agenda: The session opens up with a very short free-write (“What do you know about plagiarism and where did you learn this information?”). The session then moves to viewing the short video, and a short comparative discussion of the video and the tutor answers. After the discussion, the session presenters divide the large group into smaller groups and start the game embedded in the slide presentation. The overall point of the session is to give tutors a nuanced understanding of the academic integrity/plagiarism issues and to train them on the finer points of the Kean University plagiarism policies.

Assessments:

  • The tutor can restate and explain the institution’s policies on sexual harassment and plagiarism and can cite the specific location of these policies in institutional publications.

  • When given a series of scenarios, the tutor can identify situations that involve potential plagiarism violations and develop specific alternative actions to avoid such plagiarism.

  • Tutors will be asked to complete an Exit Ticket with Questions, Comments, and Concerns about the content and progress of the session. All Exit Tickets are addressed through “Coordinator’s Response” which is posted on the Canvas Training Shell

TOPIC: Title IX and/or Sexual Harassment 

SESSION TITLE: “Title IX and sexual harassment ”

Pre-session Reading: 

  1. Kean University Affirmative Action Policies

Slide Presentation: “Title IX and Affirmative Action”

Standard: The tutor understands relevant laws and institutional policies for dealing with and minimizing sex discrimination and sexual harassment. The tutor knows techniques to create an environment free of overt or covert sex discrimination and/or sexual harassment, as well as what to do if discrimination or sexual harassment occur within their work at the institution. See note above regarding guest facilitators

Outcomes: The tutor complies with all institutional guidelines and requirements in keeping with best practices as taught during tutor training. 

Meeting Agenda: This session is facilitated by a guest speaker from the Office of Affirmative Action. The session centers on the laws and regulations that tutors are beholden to as State Employees. The session discusses types of behavior, threshold of reporting, and reporting lines. During the session, LSS Director discusses the LSS policies which are in line with the school and State mandates. 

Assessments: 

● The tutor explains the difference between mandatory reporters and non-mandatory reporters and correctly identifies their role and chain of reporting for when a student discloses a potential Title IX violation.

  • Tutors will be asked to complete an Exit Ticket with Questions, Comments, and Concerns about the content and progress of the session. All Exit Tickets are addressed through “Coordinator’s Response” which is posted on the Canvas Training Shell

CATEGORY: Electives

TOPIC: NNS/ESL/G 1.5

SESSION TITLE: “Working with speakers of other languages”

Pre-session reading: 

  1. Blau, S., Hall, J., & Sparks, S. (2002). Guilt-free tutoring: Rethinking how we tutor non-native-English-speaking students. Writing Center Journal, 23(1), 23-44.

  2. Eckstein, G. (2018). Goals for a Writing Center Tutorial: Differences among Native, Non-native, and Generation 1.5 Writers. WLN: A Journal of Writing Center Scholarship, 42(7-8), 17+. https://link.gale.com/apps/doc/A531179965/AONE?u=elizahs_ca&sid=googleScholar&xid=0600308c

Slide Presentation: “Working with Speakers of Other Languages”

Standard: The tutor is aware of and understands the basic principles of working with Non Native Speakers of English and Generation 1.5 students. Tutor recognizes NNS/G1.5 students and works to meet their cultural, academic, and professional needs

Outcomes: tutors are able to demonstrate the ability to work with NNS/ESL/ G 1.5 students using many approaches and techniques. Tutors are able to negotiate student wants and needs. Tutors understand the role of cultural informant and are able to step into the role during sessions

Meeting Agenda: Using a slide presentation as a guide, the session presenters will: Introduce the NNS/G1.5 population: who are they? What are their needs? Why are they crucial to the University? Introduce the concept of Cultural Informant. Moderate a discussion of the readings

Assessment:

  • Tutor writes an entry in their Praxis Journal addressing the prompt: “Describe  a few strategies that are relevant to serving NNS/G1.5 students”

  • Tutor will compare/contrast working with a traditional student and a NNS/G1.5 student using a chart

  • Tutor will role-play to demonstrate successful understanding of concepts

  • Tutors will be asked to complete an Exit Ticket with Questions, Comments, and Concerns about the content and progress of the session. All Exit Tickets are addressed through “Coordinator’s Response” which is posted on the Canvas Training Shell