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Tutors
The
Orchard Ridge Peer Tutoring program brings successful students, good writers
with good interpersonal skills, into Academic Literacy classes.
The presence of tutors allows instructors to plan collaborative learning
projects with the peer tutor helping to guide the students in the right
direction without intimidating them with a teacher’s authority.
Academic
Literacy Peer Tutors
What exactly is a “peer tutor” in this program? What does one do?
What is a peer tutor not expected to be or do? Here are a few guidelines that I
hope will help you get a better feel for just what role you are expected to play
in the Literacy classroom.
What
a peer tutor is:
·
A
peer—You’ve been recruited because you’ve shown in another writing class
that you’re a supportive, caring group member. You’ve been in the writer’s
seat, and you’re still a student.
·
A group
facilitator—Your main role is to help both reading and writing groups function
as smoothly and productively as possible. You’re there to keep the group on
task and help to guide the discussion. Most of our tutors feel they’re most
successful when they have to do the least talking in the group.
·
A role
model—Much of what we teach in Academic Literacy classes involves good student
skills. As the peer tutor in the class, you should also model those
skills—being on time for class, not missing classes, and generally sharing
bits of advice and knowledge that perhaps some students lack. Instead of just
answering a student’s question about a due date, for example, look at the
student’s syllabus with him or her.
What
a peer tutor is not:
·
An
expert—You’re in class primarily to facilitate group work, to work with
students. No one expects you to be a grammar expert, for example. Send students
with grammar questions to the instructor. Don’t be afraid to say, “I don’t
know.”
·
The
teacher’s assistant or substitute—As stated elsewhere, when the instructor
cannot be in class, you should offer to work with students in the IIC. You are
not responsible for students’ attendance.
·
Responsible
for students’ success—You are a facilitator, another voice among many, but
because you are not an expert and because only the students can ultimately be
responsible for how they do, you should not feel you are responsible for them.
This is why you should never predict students’ passing or failing, their
grades, etc. Send such questions to the instructor.
Academic
Literacy Peer Tutor Work Procedures
1.
Sign in and sign out on blue time sheets, which are available in G110
from Donna King, or at the weekly meetings.
Ask your instructor to sign the sheets. Turn in the sheets with your
filled out payroll sheets (also available in G110 or at the weekly meetings).
2.
Employee payroll sheets are filled out and turned in to Donna King each
two-week pay period on Wednesday. Count
weekly meetings as work time on payroll sheet.
3.
Attend the weekly meeting on Wednesday, 5-6, or Tuesday, 12-1, on the
third floor of G building outside G316. Feel free to bring and eat food.
4.
Turn in a log sheet (available at meetings) for each class period at the
end of the week to Leah Michels, whose mailbox is in G110. One copy of the log
will be given to your instructor, another returned to you.
5.
Arrive at your class on time; leave when class leaves, not before.
6.
If you must be absent, call your professor and Leah Michels (522-3690).
Try to arrange for a substitute if possible.
7.
Meet with your professor frequently on an informal basis to give and get
feedback. Once a month set aside a more formal time and talk to your instructor.
8.
Remember that you cannot be a substitute for the instructor; if the
instructor cannot be in class, ask students to work with you in the IIC if they
want to. You are not responsible for students’ attendance in the absence of
the instructor.
9.
Check your mailbox frequently, at least once a week.
10.
Have fun. If you have any problems, questions, concerns, etc., contact
Leah Michels.
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