SCC's Tutor Program Information

Welcome to the Southwestern Community College Tutorial Program - A CRLA (College Reading and Learning Association) Certified Tutoring Program

Tutoring is a one-on-one exchange of information and skills to help students achieve their maximum potential in the classroom. It is a free service, providing extra help and information not obtained in the classroom situation. Research has substantially documented the positive effects that tutoring can have on the tutee, as a learner; and the tutor, as a promoter of learning. The following information is designed to outline the primary processes of the Southwestern Community College (SCC) Tutoring Program; to serve as an introductory guide to the first time tutor; and to serve as a friendly reminder to the experienced tutor.

You are a member of a dedicated staff of professionals at Southwestern Community College. A positive and productive relationship must be developed between you, the students you will be working with and other SCC employees. We are a team! You are important to the success of our program and we appreciate your willingness to work with us. Feel free to ask questions, offer suggestions and get to know the faculty and staff of the college.

You are encouraged to interact with all college employees; however, you may find that the majority of your contacts will be through the Student Support Services Office. The following directory is provided for your convenience.

Tutoring is offered at SCC for a number of reasons: to provide supportive academic services for students; to reduce classroom failure rates; to develop basic skills; to improve SCC student retention; to serve as refresher sessions for students who are academically strong but have forgotten basic curriculum principles; to develop a positive attitude toward learning; to develop effective study habits; to develop self-confidence; and to increase the student's understanding of the subject matter. You you can play a vital role in helping the students you work with achieve these goals.

Remember...

The tutoring program at SCC is a nationally/internationally certified program through the College Reading and Learning Association. The purpose of this program is twofold. First, it provides recognition and positive reinforcement for tutors' successful work from an international organization, CRLA. Second, its certification process sets a standard of skills and training for tutors.

CRLA has been endorsed by the National Association for Developmental Education Associations and the National Tutoring Association.

CRLA certification allows the college to "raise the bar" and assure that all tutors receive the training and tutoring contact hours to ensure a quality program.

Southwestern Community College is certified through the CRLA program at both level I and level II.

Student Support Service (SSS) Tutoring: This program provides tutoring for students who are currently enrolled in the Student Support Services Program and have met the eligibility guidelines.  Tutors are paid from tutoring funds provided by the title IV grant. The goal of this tutoring program is to provide one-on-one assistance for SSS participants. In exceptional situations, tutoring sessions may be established where the tutor will be working with more than one tutee in any given hour. Small groups will be kept to a 1-3 tutor/tutee ratio. SSS students may receive up to 5 hours of tutoring each week.

College Eligible Tutoring: This program provides tutoring for students enrolled in curriculum classes at Southwestern Community College. Tutoring sessions are usually in small groups, but can also be individual. SCC students may receive up to 4 hours of tutoring each week.

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1. In order to qualify as a tutor, you must have and maintain a 3.0 G.P.A. In addition, you must have earned a grade of A or B in the content area you wish to tutor. A faculty member from the course area will be asked for a recommendation based on your proficiency, and your ability to relate to other students. If you are currently enrolled in a course, you may tutor if you receive a favorable instructor recommendation. In this latter case, you must maintain good academic standing to continue tutoring. Exceptions must be approved by the Tutor Coordinator and the course instructor.
2. In your initial meeting with the Tutor Coordinator, SCC’s Tutor Program will be explained, questions answered and paperwork initiated. You must complete all necessary paperwork to be employed as a tutor: SCC’s employment application and a Tutor Application. SCC does conduct a criminal background check as part of this process. Tutor training is required and the main training day is held at the beginning of Fall and Spring Semester. Additional trainings are offered throughout the beginning of Fall and Spring Semesters. All training is required as part of the CRLA Tutor Training/Certification process.
3. Tutoring takes place at the Tutoring Room in Oaks Hall or in room designated by the Tutor Coordinator. You are expected to tutor in the assigned areas. The Tutor Program has a wide variety of scientific models, charts, visuals, books and videos which are available to all tutors. Sign out resources are also available at the LAC. Macon County students will be tutored in the Macon Learning Assistance Center (MLAC).
4. You are required to keep track of tutoring hours after each tutor session and to post tutoring hours on a weekly basis in the Tutor Log book outside the Tutor Coordinator's office in Oaks Hall. Students receiving tutoring are allowed three (3) excused sessions. If they miss another session after three, they will lose their tutoring privileges for the semester. Students who are “NO SHOWS” (e.g. student does not show for session, does not call tutor or Tutor Coordinator) will lose their tutoring privileges after two (2) no shows. If students lose their tutoring privileges, they are encouraged to obtain assistance from the LAC or Smarthinking.
5. Current pay scale: $7.25 per hour for tutors currently attending and without a degree. For individuals who hold degrees: AA/AAS Degree - $8.00; BS/BA Degree - $10.00; MA/MS Degree - $12.00.
6. In accordance with SCC CRLA tutoring criteria, all tutors are required to observe one class session in the content area they are tutoring. This observation should take place within the first four weeks of the semester. Additionally, as a tutor you are encouraged to maintain regular contact with the instructor for the course in which you are assigned to tutor. The instructor may have additional materials or information you can use in the tutoring sessions.
7. You will be asked to evaluate effectiveness of the tutoring program at the end of each semester; however, the Tutor Coordinator invites suggestions any time.
8. All tutors are required to maintain regular contact with the Tutor Coordinator. During this time tutors should relate any changes in tutoring schedules, how tutor sessions are progressing, and/or any concerns or problems.

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Tutor Personal Inventory

1. Why do you want to be a tutor?
2. What qualities do you possess that you feel would help you be an effective tutor?
3. What experiences have you had in working with or helping other people?

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Principles of Ethical Standards for Tutors

Best Interest: Tutors are committed to acting in the best interest of their student tutees—to encourage student motivation and achievement, foster independent learning, and promote academic excellence

Responsibility: Tutors take responsibility for their behavior and make a concerted effort to resolve conflicts that may arise in a diplomatic and professional manner.

Integrity: Tutors practice and promote honesty, accuracy, reliability, and decency.

Fairness: Tutors will make every effort to ensure that their potential biases, boundaries of their competence, and limitations of their expertise do not mislead or excuse unfair practices.

Commitment: Tutors are committed to fulfill the academic obligations they established with their student tutees.

Respect Dignity: Tutors are expected to respect the dignity of student tutees and to recognize and value their individuality, diversity, and differing learning styles.

Excellence: Tutors will strive to maintain and improve their skills and competence through training, workshops, continued education, and applicable professional activities.

Respect for Individual Differences: Tutors must respect cultural, individual and role differences, including those based on age, gender identity, race, ethnicity, culture, religion, disability, and socioeconomic status.

Professionalism: Tutors will not engage in inappropriate conversations or relationships with student tutees.

Confidentiality: Tutors must maintain the highest privacy standards with respect to protecting all personal and academic information related by student tutees.

Adapted from: Association for the Tutoring Profession (ATP) and supported by CRLA

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General Suggestions for Tutoring

• Know your tutee's dominant learning style (see reference section)
• There is no one RIGHT WAY in tutoring! You will find yourself developing methods that work best for you. Any method that works with your student is a RIGHT WAY to tutor. Do not be afraid to make mistakes - everyone does.
• Relate materials to the student's background whenever possible.
• Have your material organized before each tutoring session. This will help you use your time more effectively.
• Begin working with your student at or below the student's instructional level. At this level, the material is neither too easy, nor too hard. Doing this reinforces success for both the tutor and the student.
• Your attitude should be encouraging and optimistic. Praise the student's successes.
• Encourage good study habits in your student. Many students have little or no study skills. These students could improve their grades by learning how to learn. Some may need to be referred to the Study Skills Course taught on campus.
• Your job is to remember not to do the work for your student. So, do a lot of asking, questioning, and guiding through sample questions and problems. You can often be a big help just by listening and correcting or helping your student to remember.
• Try to encourage your student. Patience is a must. Be ready to explain a concept in several different ways and offer as much practice as necessary.
• Make sure your student thoroughly understands one concept before moving on to a new concept. Have the student recite the information out loud when working on it. Verbalizing helps a person to remember.
• Providing immediate feedback is especially important. Perhaps you can prepare a practice test on material covered during the tutoring session to be given at the end of the session. Be sure to discuss the test before the session ends.
• Get to know and like your student. Say his name several times during the tutoring session.
• BE YOURSELF! You can't go wrong that way!

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Confidentiality: What is kept confidential?

Keep information you learn about the students you tutor confidential. This information can include, test/quiz grades, instructor conferences, personal things that the students may share with you, i.e. learning disabilities, family problems, etc. This information is strictly confidential! As a tutor, you are expected to realize how important it is not to gossip about your students or relate any information you learn to others.

It is recommended that you avoid and do not encourage highly sensitive communications regarding personal and family problems during your tutoring sessions. Know when and how to refer a student to other resources on campus.

Exception to the confidentiality policy: If a student shares information that indicates he or she is in danger or he or she may endanger another, tutors are required to report this information immediately to the Tutor Coordinator, or to the Director or Counselor in Student Support Services. 

The Tutoring SessionYou are a role model for your student. Make every effort to be punctual, display good study habits and a positive attitude toward the role of being a student. Enjoy your work—smile!

You should plan to meet with your student twice a week for hour long sessions. Meeting a couple of times each week reinforces the student's learning. Your first session with a new student will be to get acquainted and to set ground rules. Make sure that both of you have names, phone numbers, e-mail addresses, meeting times and locations straight so there is no future confusion.

At the second session, you will want to begin the actual tutoring process. Begin by finding the strengths and challenges of your student. You could start by asking him, but if he can't list his problem areas then you must find them for yourself. Try to determine a starting point. Some students may be hesitant to admit something they do not understand. This problem can be solved in a number of ways: you can talk with the student's instructor, ask the student to show you prior tests; or give the student a brief exercise to work. Throughout the session, observe your student. When he exhibits non-attentive behaviors (fidgeting, looking around, rubbing eyes, sleeping, etc.) he has reached the end of his attention span. Make a mental note of the elapsed time for future reference.

A typical lesson plan includes four areas: the skill to be taught, activities to teach the skill, an evaluation of the student's performance and an evaluation of your process. Skills to be taught will depend on the subject being taught and the student's challenges. The number of activities for each skill will depend on the student's attitude, needs and attention span. Always change activities when the student begins to lose interest. And end each session on a positive note --- this is an excellent motivator for the next session.

Actively listen to your student. Often he may express needs indirectly. Students with personal problems, family problems or potential learning disabilities may need to be referred to the Student Support Services Office. If your student is diagnosed as being "learning disabled," you will be dealing with a person of average or above average intelligence who has a permanent disorder with taking in, retaining or expressing information. In such cases, extra patience and creative techniques must be required. If your student has a physical disability, you will be dealing with a person who may have any one in a number of impairments including, but not limited to, visual, hearing, or mobility. Please be respectful of these students. Talk with your student concerning his disability. The key is to treat him as you would any other student. If you have questions about dealing with different disabilities please speak with a Student Supports Services Staff member. Generally, any student with some form of disability is here because that person has an extra amount of determination. Be mindful of physical and emotional discomfort.

Be patient! It may take a few weeks before you notice any gain. Not all tutoring situations work out. A personality difference, difficulty in achieving a mutually agreeable study time, or other circumstances may bring about the need to end the sessions. This is normal and should not be construed as a personal affront to you as a tutor. Any schedule changes must be made through the tutor coordinator.

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Active Listening and Referral Skills

Active listening means hearing and understanding what a person is really saying. Sometimes, people express something different form the actual words they are stating. For example, you may ask the tutee if he understands a particular formula. The tutee says he does, but you know otherwise due to the uncertainty in his voice. This non-verbal, inconsistent clue should prompt you to go over the formula again. Remember, actions speak louder than words! Some students may find it uncomfortable to admit their failure to grasp information. Patience, tolerance and understanding are virtues of good tutors. Not all problems can be solved in one meeting. Subtle motivation and encouragement are basic tasks for you, as is understanding of the material to be studied.

Physically attending: This is much more important than it may sound. If you are concentrating and being physically attentive to the other person, you can listen better and hear what is being said and the student can respond more easily to you. Try to lean toward the person you are talking to, keep good eye contact, concentrate, and try to relax. Periodically, check with the student to be sure you are understanding and interpreting him correctly. Be tolerant of periods of silence. Do not assume you know what he is saying. Ask if your perception of what he is saying is correct.

Some common mistakes tutors make are giving incorrect responses, failing to recognize the tutee's real problem, not listening actively, giving advice, compliance with the tutee in an inappropriate way and not giving due respect to the tutee.

A tutee may have a personal problem which hinders his ability to concentrate on the material, or school in general. In some cases, the tutee will not respond to you because of differences in personality, values or attitude. Some tutees have the tendency to become overly dependent on you. When you recognize the existence of these conditions, it is imperative that you discuss the situation with the tutor coordinator so referrals can be made. In a close one-on-one relationship, it is normal to discover problems that are overlooked by the regular instructor. Once these problems are identified and referrals made, the student may be able to get the special help he needs to develop into a master student. This is a very rewarding experience for you.

Remember, information provided to you by the tutee is confidential. Maintain your professional integrity. If you think a problem should be addressed, contact the staff in the Student Support Services Office.

Referral: Referral means getting outside help for the student when whatever problem he has, academic or personal, goes beyond your abilities or limitations. Obviously, this means being honest with yourself and having a certain degree of self-awareness. I encourage you to do as much as you can when it comes to helping the student in various ways. Just be careful not to try to do more than you realistically can.

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When to refer:

1. When the student does not respond to you.
2. When the student's needs, academic or personal, surpass your time or training.
3. When you begin to feel you are the "only one" who can help. If an interaction with a student leads you to feel this way, that is not your burden!
4. When your personal dislike for the person gets in the way.

The tutor coordinator will be your main referral source. Feel free to come to her office with any of these difficulties. If you consult with or refer to another source, please make her aware of that. We should strive to keep open channels of communication between the acting parties. As a tutor for SCC, you are also considered a part-time employee of the college. Remember to maintain professional standards at all times. We are here to support faculty and staff and to provide a valuable service to students.

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