Peer Tutors Handbook

Marianopolis College Fourth Edition

ACKNOWLEDGEMENTS
The Peer Tutoring Service was launched in the year 2000 at Marianopolis College. From the start, it has always been about students helping students. Thus, it was only fitting to have some of our tutors create an instruction manual or handbook for future tutors. Its original design was to help students develop the necessary skills to become effective tutors. The two subsequent editions of the handbook maintained this objective and offered additional guidelines, tips and practical information. Today, the Peer Tutoring Team makes use of the handbook in the training of all new tutors. First edition (2000) Karen Davison (Project Coordinator), Surabhi Rawal, Stephanie Mai and Youla Pompilus-Tour (peer tutors) and Evadne Anderson (faculty) were involved in the conception of the Peer Tutors Handbook and laid down the important groundwork for this indispensable resource. Second edition (2002) Lead by Christian Corno, Project Coordinator, the peer tutors, Laurence Roy, Jennifer Soo Hon Wah and Ning Zi Sun, and faculty members, Evadne Anderson and Brian Webb, improved on the first edition of the handbook by significantly enriching its content. Elizabeth Morey, Coordinator of Student Services, and Leonard Shenker, Social Science and Commerce Department, made additional contributions. Third edition (2008) The current edition was developed to reflect notable changes and positive growth, undergone by the Peer Tutoring Service since 2002. Marianopolis College moved during the summer of 2007 to a newly renovated campus in the city of Westmount. The Peer Tutoring Team gained a long-awaited LRC in the F-wing, room 317, a location that tutors could finally call their own. Special thanks is extended to peer tutor Alyssa Muriel Power who worked diligently to complete this revised version in time for the 2008/2009 academic year.

Louise Nobile on behalf of the Peer Tutoring Team

August 2008

TABLE OF CONTENTS
PEER TUTORING REGISTRATION, PROCEDURES & FORMS........1 Tutor Contract - Sample ......................................................................... 3 TutorTutee Contract - Sample ........................................................... 4 Peer Tutoring Activity Log - Sample .................................................... 5 WHAT IS PEER TUTORING? - A Description of the Service..... 6 ROLE OF A TUTOR The Dos and Donts .......................... 7 FIRST CONTACT Breaking the Ice ................................ 9 FIRST SESSION The Moment of Truth.......................... 10 FOLLOWING EACH TUTORING SESSION.........................13 PREPARING THE SESSION Gathering the Ingredients ......... 13 DURING THE SESSION The Real Thing! ......................... 15 English .........................................................................................................15 French .........................................................................................................17 Sciences ......................................................................................................18 Social Sciences ........................................................................................ 20 STUDY SKILLS Need a Lifesaver?................................ 22 COMMON PROBLEMS AND SOLUTIONS Putting out a Fire ... 24 APPENDIX A Communicating across Cultures ..................... 27 APPENDIX B Learning Disabilities ................................ 33 BIBLIOGRAPHY ...................................................... 36

PEER TUTORING REGISTRATION & PROCEDURES

Registration Check List: Submit my tutoring availability sheet and signed contract. Submit a void cheque or copy of last banking statement. *ONLY for new tutors who have never been paid by the College by direct deposit. Complete the online registration form for the Payroll Recording System (PRS) *ONLY for new tutors who have never worked in a department at the College that uses this system. When completing the PRS form you will need to have your Social Insurance Number on hand. Procedures 1. The Learning Resources Centre (LRC) will notify you when youve been matched with a tutee via MIO (Omnivox). 2. You are responsible for contacting your tutee to introduce yourself and to confirm the appointment. Explain the rules of the service (ex: No-Show policy) and discuss what he/she believes to be his/her weaknesses in the discipline, etc. It is advisable that you exchange phone numbers with your tutee(s). 3. Meet your tutee in F-317 at the assigned and confirmed time. 4. Sign in to PRS (Payroll Recording System) on the Link for Tutors web page. This is an important step as it records the hours for payroll purposes. The system will prompt you for your username and password. This is the same information you use in the Computer Labs. Your tutee will also need to enter his/her username and password. 5. In the event that your tutee does not show up after a 15-minute wait, mark a NO SHOW on the no-show log clipboard at the LRC. The LRC will then send a notification to your tutee regarding their no-show but you are still responsible for contacting your tutee to inquire about the situation and to reschedule. 6. Start tutoring! Please note, every 1st meeting with a tutee, you will start your session by reading through and signing a tutor-tutee contract. These contracts are available at the front desk and are to be submitted at the end of your session. 7. After 55 minutes to an hour your tutoring session is over, repeat step 4 to end your session on PRS. Make sure your tutee is still with you as his/her username and password are again required! 8. Before leaving the LRC you must take a couple of minutes to complete an activity report. These forms are available at the front desk and are mandatory for the processing of your payroll. When applicable, dont forget to submit your Tutor-Tutee contract before leaving the LRC. 9. Youre done!

Space Protocol 1. Please speak quietly in order to avoid distracting other tutors and tutees working in the Centre. 2. A photocopier and printer are available in the LRC. They are strictly for the purpose of tutoring sessions and small jobs only. If you need something larger or for personal work, you are to use the resources of the Computer Lab or Library. 3. Other resources that can be found at the centre: laptops which are equipped with a variety of tutoring software, calculators, molecular model sets, work exercises (ENG & MAT only) and textbooks. Note that many of the textbooks can also be found at the Library should you need to borrow one overnight. 4. We understand that many tutoring sessions take place over lunch. Eating and drinking are therefore permitted, but please try to choose meals that will not distract other students or damage any resources you may be using. 5. When you are finished, leave everything in the order/condition that you found it. Payroll Pay Rate: The rate of pay for peer tutors in 2011-2012 is $12.50 an hour & $18.00 for Alumni Tutors will be paid for attending an Orientation Session (if applicable). Tutors will be paid once a month (see below). Only the first no show per tutee will be paid at 50% of regular pay. Both the Payroll Recording System and your Activity Reports are compared to establish your pay. *Missing activity reports will result in a suspension of payment until such time as you bring your paper work up to date. Pay Dates Fall 2011: Pay cheques are directly deposited in your bank account. Pay slips will be available for pickup from Wayne Clasper in Student Service the week following the deposit (your Marianopolis ID card is required). LRC Payroll Deadline : Thursday, September 22nd, 2011 Thursday, October 20th, 2011 Thursday, November 17th, 2011 Thursday, December 15th, 2011 Direct Deposit Dates: Thursday, September 29th, 2011 Thursday, October 27th, 2011 Thursday, November 24th, 2011 Thursday, December 22nd, 2011

Please note that it takes one week to process payroll. This means that hours worked in the week immediately preceding a payday will go on the following pay cheque. Got questions or concerns you would like to discuss with the LRC Staff and/or your Peer Tutoring Coordinator? Contact information can be found on the Links for Tutors section of the Marianopolis website. Welcome to the team!

MARIANOPOLIS PEER TUTOR CONTRACT Name of Tutor: __________________________ Discipline: _______________________

(Please Print)

I have attended all the Peer Tutoring Training sessions assigned and am aware of the following obligations as a tutor of the Marianopolis Peer Tutoring Service: 1. To attend training sessions and/or meetings as requested by my Peer Tutoring Discipline Coordinator or the Learning Resources Centre Staff. 2. To tutor only in the Learning Resources Centre, students that have been referred to me by the LRC Staff, up to 1 hour a week per tutee. 3. To complete a Peer Tutor Activity Report after each session and follow all of the established procedures as indicated during the General Orientation Session. 4. To contact and set-up appointments with the assigned tutee(s), to be on time and to notify my tutee(s) promptly if I have to reschedule the appointment. I also agree to exchange my contact information with my tutee(s) to facilitate this process. 5. To follow-up on tutees that have missed an appointment to reschedule and immediately inform the LRC Staff of the situation. 6. To acknowledge that failure to attend more than two scheduled appointments with any of my tutee(s) may result in my termination from the service. 7. To do my best to prepare adequately before each tutoring session by reviewing course material and/or consulting with my tutees teacher and/or my Discipline Coordinator and/or by bringing required supplies (e.g. paper, calculator) to the meeting. 8. To help my tutee(s) understand the course material but not complete homework or assignments for him/her. 9. To immediately report to the LRC Staff any difficulty associated with my tutoring. 10. To check Omnivox and/or my e-mail regularly and be in frequent contact with the LRC Staff. 11. To complete all necessary forms* required by the LRC and submit them on time. (*includes Contracts, Feedback surveys, etc.) I understand and agree to all of the above obligations and will comply with them for the duration of my employment as a Marianopolis Peer Tutor. Failure to comply with one or more of these obligations may result in the termination of my tutoring assignments. Mary Allen (Associate Academic Dean) on behalf of the Peer Tutoring Service Tutors signature: __________________________________ / Start Date: Fall 2011
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TUTOR TUTEE CONTRACT

Rights and Obligations:
As a Tutee participating in the peer tutoring service, I agree to the following: I understand that the purpose of peer tutoring is to supplement class instruction, not to replace it; therefore, I am responsible for attending classes regularly and giving in my assignments. I understand that my tutor will not & cannot do my work for me. My tutors job is to explain course material, quiz me to see that I understand & assist me in improving my study skills. I will come prepared & on time to my tutoring sessions at the Learning Resources Centre (LRC, room F-317). I understand that my tutor will be communicating with me by MIO, email or telephone; therefore, it is my responsibility to check & respond to my tutor. I will attend all my tutoring sessions unless I have a very good reason to cancel. If I cannot keep a scheduled appointment, I must notify my tutor as far in advance as possible (usually at least 24 hours). Not showing up or asking to reschedule more than once may lead to the cancellation of my privilege If your tutor does not show up for the scheduled appointment (without notification), you must advise the LRC. If for any reason the tutoring relationship is not working, I will contact the LRC to discuss the possibility of an alternate arrangement. If I decide that I no longer need tutoring during the semester, I will notify the LRC immediately so that my tutor may be reassigned. I will complete all necessary forms* required by the LRC and submit them on time. (*includes Contract, Feedback Surveys, etc.) I understand that if I fail to meet the above conditions, I may be denied further peer tutoring. TUTEES NAME: COURSE: SIGNATURE: As a Tutor participating in the peer tutoring service, I agree to the following: I will meet with my tutee in the LRC on a weekly basis at a fixed time and agree that the LRC will be notified immediately of any permanent change in the schedule. I understand that I must show up on time or advise my tutee well in advance by MIO, e-mail or telephone (usually at least 24 hours) that I cannot attend the predetermined appointment. If your tutee does not show up for the scheduled appointment (without notification), you must advise the LRC. I understand that all tutoring sessions are to be 60 minutes long. (55 minutes with your tutee and after logging out allow yourself 5 minutes to fill out the paperwork). I will not do any assignments or homework of the student I am tutoring. If for any reason the tutoring relationship is not working, I will contact the LRC to discuss the possibility of an alternate arrangement. I understand that if I fail to meet the above conditions, it may result in the termination of this tutoring assignment. TUTORS NAME: SIGNATURE: DATE (day/month/year): DATE (day/month/year): TEACHER:

PEER TUTORING ACTIVITY LOG

TUTORS NAME (please print): _______________JANE TUTOR_________________________________________________

TUTEES NAME (please print): ________________JOHN TUTEE__________________________________________________________

DATE (day/month/year):

03/09/2009

START TIME:

2:00 PM (START TIME OF YOUR SESSION)

COURSE NAME (example: MAT-NYC or MAT-105)

MAT-NYA

COURSE MATERIAL COVERED DURING THE SESSION (be specific):

LINEAR COMBINATIONS PROOFS OF INVERSES AND TRANSPOSES OF A MATRIX MATRIX TRANSFORMATIONS INVERSE OF A MATRIX HOMOGENEOUS SYSTEM/TRIVIAL SOLUTIONS WORK A BIT MORE ON THE ABOVE MATERIAL AND BEGIN VECTORS DO MORE EXAMPLES SHARE TIPS ON NOTE TAKING JOHN CAME WELL PREPARED FOR THE SESSION WITH HIS QUESTIONS HIS CLASS NOTES ARE DISSORGANIZED; HIS NOTE TAKING IS A BIT MESSY. NEEDS A SMALL CONFIDENCE PUSH, HIS BIGGEST MISTAKES ARE SIMPLE CALCULATION ERRORS-WERE WORKING ON THAT.

GOALS FOR THE NEXT SESSION:

ANY OBSERVATIONS OR DIFFICULTIES ENCOUNTERED?

HE SEEMS TO UNDERSTAND THE CONCEPTS BUT HAS DIFFICULTY IN APPLYING THEM TO NEW PROBLEMS.

DURATION OF THE SESSION:

55 MINUTES

TUTORS SIGNATURE:

JANE TUTOR

White copy: LRC

Yellow copy: Discipline Coordinator

WHAT IS PEER TUTORING? A Description of the Service

If you have ever shown someone how to solve a tough math problem, or throw a spiral, or even the perfect way to eat a Reeses Peanut Butter Cup, you have participated in tutoring. Its possible you never considered it to be that, thinking it was too much fun, and too easy to be considered work. But thats where the misconception lies. Tutoring does not have to be difficult or boring, quite the contrary! By helping another student learn, you will deepen your own understanding of the material and, in the process, learn a lot about yourself and other people too. Research suggests that the tutor often gets as much out of the process as the tutee!

What the Peer Tutoring Service is: Students helping students. A chance to receive help in English, French, Sciences and Social Sciences. A chance for tutors to master their knowledge in a particular area. A way of sharpening your communication skills. A suitable learning environment: student-to-student. A sharing of experiences including tips for surviving Marianopolis.

What the Peer Tutoring Service is NOT: A rescue mission. You are not expected to perform miracles with your tutees grades. A one-way process. Both parties are expected to put in equal time and effort. A simple pay cheque. A student playing the role of a teacher. A power relationship. Dont forget the PEER part.

ROLE OF A TUTOR The Dos and Donts

Whether youre helping a friend or a tutee from the Peer Tutoring Service, your role as a tutor remains the same. In both situations, emphasis is placed on helping, clarifying and motivating. Your job is not that of a spell-checker or a hightech graphics calculator; your role is to help your tutees help themselves.

The Dos: Review the class material beforehand. This point simply cannot be stressed enough. Preparing for a session in advance makes the session go much smoother. You will be more confident with the material after revising it. Conversely, your tutee will sense your uncertainty if you show up ill-prepared for the session. Bring any material required: old essays, tests and assignments, your Bescherelle, a dictionary, grammar books, formula sheets. Come prepared with new exercises. Conduct your session in the Learning Resources Centre (LRC, room F-317). Keep the sessions 55-60 min. Once you and your tutee have logged out of PRS complete your mandatory Activity Log Form. Make use of all available resources: computer software, worksheets from the filing cabinet, textbooks, study guides, newspapers, handouts from teachers, general references. Remember, the sky is the limit! Be aware of the tutees difficulties and limitations. Show concern for your tutee as a person, not only as a student. Remember that feedback and encouragement are important. Place control in the hands of your tutee. Ask questions to elicit a response. Tutoring is a two-way process. Admit when you dont know an answer, let your tutee know that you will get back to him/her as soon as possible. Do not hesitate to consult your coordinator or the tutees teacher when needed. Advise your tutee when going to see his/her teacher.
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Always end the session on a positive note. Remember that during tutoring sessions, you represent the Peer Tutoring Service. Conduct yourself professionally and act accordingly.

The Donts: No teasing, mocking or judging. No group sessions. No tutoring students who are not assigned to you by the LRC staff. Dont try to impress the tutee. Dont give false expectations. Tutoring wont solve all of your tutees problems. Dont do the work for your tutee. Allow him/her to come to his/her own conclusions, and allow him/her to understand why a response is right or wrong. Dont criticize your tutees teacher or reinforce any negative opinions or impressions about the course or teacher.

Dont look bored or unmotivated when tutoring. Do not skip out on your tutee simply because you are too busy. You are an employee of the school and tutoring is a job. It is your responsibility to follow through with your commitment.

Dont do most of the writing; this is a sure sign of a bad tutoring session. Guide the tutee through the solution rather than immediately presenting him/her with the answer.

To give a fish to a man will feed him for one day. To teach a man how to fish will feed him forever. Kuan-tzu (Chinese Philosopher)

FIRST CONTACT Breaking the Ice

Your first contact with the tutee should be by phone, e-mail or MIO. Remember that this is the first impression your tutee will have of you, and thus, is really important. 1. The LRC staff will send you an assignment MIO informing you of the details of your new tutee. 2. Make the initial contact. Introduce yourself. Confirm the assigned appointment via MIO or e-mail and remind your tutee that the session will be in the LRC. You may also want to tell your tutee what you look like or what you will be wearing on your first meeting. Determine what material will be covered during the first session. Exchange contact information. Make sure your tutee knows your name and has your phone number(s) and/or e-mail address. Determine the best way of contacting the tutee (phone, e-mail, MIO or telepathy). Cell phones remain one of the best ways to contact a tutee and for a tutee to contact you should something happen that would cause a session to be cancelled or delayed. Note: Try to contact the tutee and set up a first session as soon as possible. If you have any problems doing this, speak to the LRC Staff. 3. If useful, contact the tutees teacher. You may want to obtain the course outline. Find out what has been covered in the course so far.

Note: If you have any problems in contacting or initiating contact with your tutees teacher, do not hesitate to speak with your coordinator.

FIRST SESSION The Moment of Truth

The time has come for your first session: hands shaking, stomach aching. But dont worry; its normal to be nervous, and your tutee is probably feeling the same way. The goal of the first session is to introduce yourself to the tutee and make him or her feel comfortable while making it clear that you are there to help. Remember that you will possibly be working with this person for the rest of the semester, so take the time to find out a little bit about your tutee. You should also explain a little bit about the Peer Tutoring Service, and try to answer any questions your tutee might have about the process. So, roll up your sleeves. Here goes: 1. Make sure to be on time according to the initial assignment. You should call, email or MIO the night before the first session to remind the tutee of the meeting time. 2. Greet your tutee with a handshake and a friendly smile. Everyone smiles the same language. 3. Introduce yourself. Your name, program, year, etc. might be a good place to start. Make it clear that youre a student too, and that there should be no pressure. 4. Remember to log in to the payroll recording system at the beginning and end of every session. 5. Dont forget to read and sign the tutor-tutee contract on your first session with a new tutee. This will inform your tutee about the rules and procedures and set clear expectations of what the Peer Tutoring service is. 6. Asking questions is always a good way to show interest, to identify your tutees problem and to establish a comfortable environment. Here are some suggestions: How are you? Simple, but effective. Do you like the school so far? You might want to elaborate on common experiences and difficulties. So, you need help in _____________? Where would you like to get started? Remember to place the control of the session in the hands of the tutee. What do you think is your main difficulty?
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How do you think tutoring might help you? Did you bring any work to look over? If not, I can show you some exercises.

7. Diagnostic material. Make sure you have some diagnostic material to work with. This may be a corrected assignment or test brought by the tutee. This is the core of the first meeting as it allows you to determine your tutees strengths and weaknesses in the tutored subject. English: - Review any old essays or grammar quizzes. - Ask your tutee to write a paragraph about a topic of his or her choice (movies, books, travel experiences...). - Make sure that the tutee understands you when you are speaking. - [English] Watch for errors concerning verb tenses, subject-verb agreement, punctuation, organization, and sentence structure. - Handouts for English are available in the filing cabinet located in the LRC. Franais - Vrifiez les erreurs daccord, de participes passs, de genre des mots, de vocabulaire. - Prparez de petits exercices de grammaire sur la nature des mots et les rgles daccord de base. Sciences: - Review mid-terms and assignments. - Handouts for Math are available in the filing cabinet located in the LRC. - Ask your tutee basic theory questions about the material. - Watch for errors concerning proper notation, vocabulary and procedure. Social Sciences: - Review mid-terms and assignments. - Review the main concepts. - Ask your tutee to identify what areas are causing problems.

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8. Make sure to listen carefully to all of your tutees questions and concerns. This might help you to determine which approach is more suitable for this particular tutee. Some tutees are looking only for a quick fix. They have immediate questions and want simple answers. Some will have planned to work on assignments or essays later. They first need help with theory or organisation. Some will be so worried about getting their method perfected, be it the way to solve certain types of problems, or grammar and punctuation, that they will have lost sight of the bigger picture. You may first have to help them go back and understand the larger concepts, for example, the reasoning behind the assignment or the development of the paper. 9. Encourage your tutee to take an active role in the process. Ill be glad to help you as you work on it to make it better. You want your tutee to become an independent learner (focus on concepts and techniques rather than quick fixes and easy solutions). 10. Pay attention to your tutees body language and facial expressions. So as not to appear stupid, he or she might tell you that they have understood your explanation even when they did not. Try to create an open and friendly environment with your tutee so that he/she understands that it is perfectly okay to ask questions. 11. Summarize the main topics covered during this first session. Make sure the tutee has some grasp of what tutoring offers and of the material covered. 12. At the end of the session, ask your tutee for feedback about the session Did this session help clear up some of your problems? Do you have any other questions/concerns? 13. Schedule the next session (time and place) and discuss what should be covered in the following sessions. Refresh the tutees memory of what is expected of him or her. This might include punctuality, time constraints, active participation, attendance and note-taking, etc. 15. End the session on a positive note.

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FOLLOWING EACH TUTORING SESSION

After each session, you must fill out the Peer Tutoring Activity Log Form. Take this opportunity to review what went well during the lesson and what could be improved for next time. In each report, explain what material was covered during the session, what goals you may have set for the next one, and what activities took place during the session. In addition, a comment area gives the tutor the opportunity to voice any questions, concerns, problems, and/or suggestions. These Activity Reports should be completed right after your session and/or before leaving the LRC. If you fail to do so, then you simply wont get paid.

PREPARING THE SESSIONS Gathering the Ingredients

Preparation may take various forms, ranging from addressing the feedback from the previous session to preparing brand new exercises. Entering a session well prepared will allow for a more productive and enjoyable session. Preparation

differs from one tutor to another. Here are several approaches. Recall the material covered during the last session. Prepare answers to any of the tutees remaining questions from last week. Textbooks and teachers might be helpful. Recall the tutees feedback and concerns. Make changes to your approach accordingly.
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Scan through your old notes, mid-terms, and essays for a quick review. Last semester is an eternity away! Take a look at the course outline. See the teacher to keep up to date with the class material and the tutees progress. The tutee should accompany you when discussing with the teacher.

Be informed of the tutees instructors preferences regarding presentation. Organize a tentative schedule for the following session. Keep in mind your tutees priorities.

Always have a backup plan in case the tutee doesnt bring any work.

English: a) Use the exercises in the filing cabinet. b) Choose a topic for the tutee to write a paragraph on. c) Select a short story and discuss the main idea, or choose an essay and discuss the thesis and arguments.

Franais: a) Choisir un article de journal pour une comprhension de lecture. b) Choisir un passage dans un livre pour une dicte. c) Prparer un texte fautes. d) Prparer de nouveaux exercices sur la matire vue en classe, particulirement sur les participes passs, lutilisation des verbes au pass et les homophones. e) Plusieurs ressources sont disponibles pour la prparation dexercices. Par exemple, le site de Marianopolis offre plusieurs banques de donnes utiles.

Sciences and Social Sciences: a) Select end-of-chapter problems from the textbook. b) Prepare new problems. c) If there is computer software available, check it out. d) Prepare exercises and quizzes to test the tutees knowledge.

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DURING THE SESSION The Real Thing!

A Typical Session! Of course we are not trying to establish strict procedures for tutoring. Instead, we thought some suggestions could be provided to help you conduct each of your sessions. As usual, begin your session in the LRC with some small chit-chat so as to provide a relaxed environment. According to your specific discipline, remind yourselves of these few basic guidelines:

English: Conducting the session depends on whether the tutee brings an essay, a short story or a grammar quiz to analyse. 1) If the tutee brings an essay to work with: Start off by asking the tutee to read the essay out loud. This enables both of you to pick up on obvious mistakes as well as to differentiate between actual problems and careless errors. Focus first on the organisation and content of the essay. Surface errors can always be corrected by the tutee alone. Ask the tutee to highlight the thesis statement and the topic sentences of each paragraph. If the tutee cannot identify the thesis statement, explain the structure behind essay writing and elicit a response from the tutee. In the short story, the author shows that ______________? (Have the tutee fill-in-the-blank.) Verify that the topic sentences relate to the thesis statement of the essay. Does this topic sentence help support your thesis statement? Keep in mind that sessions are limited to 60 minutes, so focus must be placed on what deserves immediate attention. (Is the essay coherent?, Is the general train of thought logical?)
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When helping your tutee edit the essay, group common mistakes together. (eg. Note all the mistakes dealing with comma splices. Explain to the tutee how to avoid/fix commas splices, and ask him/her to correct the remaining passages dealing with the same problem.) If a tutee makes many similar grammatical errors, you may want to allot some time to completing worksheets from the filing cabinet or from workbooks. As well, you may consult the grammar programs on the computer. Remember that you are not expected to know all the grammar rules off the top of your head. Make use of the reference books in the LRC for clarification or lists of examples and exceptions.

2) If the tutee brings a short story to analyze: Start off by asking the tutee to summarize the story. When the tutee is speaking, listen attentively while jotting down points to remind yourself of the tutees analysis. Later, you may ask the tutee to elaborate on certain elements mentioned. Brainstorming is often useful to allow the tutee to generate ideas and analyze recurring symbols. Ask the tutee to discuss the authors purpose in writing this story. Through this short story, the author shows that ______? This may help the tutee identify the thesis statement. To analyze a symbol, you may suggest that the tutee begin by considering the words denotation and connotation. Use the ideas generated to construct a thesis statement or an argument. The essay should reflect the tutees opinion. 3) If the tutee brings a grammar quiz to work with: Go over the mistakes made. Make sure that the tutee understands why an answer is correct or incorrect. Clarify the grammar rules in question. Provide additional examples to assure yourself that the tutee understands the material covered. You may use the worksheets in the filing cabinet, examples
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from computer grammar programs or from the workbooks in the LRC, or ask your tutee to construct sentences that make use of the grammar rule.

French En franais, il est important dadapter la priode de tutorat au niveau de franais de llve et aux difficults rencontres, que ce soit au plan de la comprhension de lcrit, de loral ou de la grammaire. Par exemple, certains lves prfreront de loin travailler les rgles grammaticales. Dans ce cas, une session typique pourrait inclure certains des lments suivants. Exercices de conjugaison: les temps utiliss en franais 101 sont le prsent, le pass compos, limparfait, le plus-que-parfait, le futur et le conditionnel. Les problmes les plus frquents sont lis lutilisation du pass compos et de limparfait: il est difficile pour les lves de diffrencier les deux. Rviser les notions de complment dobjet direct (COD) et indirect (COI) AVANT les rgles daccord des participes passs. Exercices sur le pass compos: rviser les trois rgles daccord des participes passs avec llve. Exercices sur les homophones: accorder beaucoup dimportance aux petits trucs qui permettent llve de retenir la rgle. Quand tu veux crire le son a, essaie de remplacer le mot par avait. Si la phrase a du sens, alors le mot ne prend pas daccent. Sinon, le mot prend un accent! Plusieurs autres exercices de grammaire: accord de ladjectif au fminin/masculin, accord du verbe avec le sujet Dans tous les cas, cest llve qui remplit la feuille dexercices, pas le tuteur! Accordez beaucoup dimportance aux outils mis la disposition des lves (grammaire, Bescherelle, dictionnaire anglais-franais, Petit Robert ) et encouragez-les se familiariser le plus possible avec ces ressources.

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Les encouragements et les commentaires positifs sont TRS importants : rappelez-vous que les lves sont gns de parler franais et quils ne se sentent pas srs deux. Il faut donc quils soient encourags par vos remarques.

Par contre, certains lves prfreront travailler leur comprhension de lcrit et leur communication orale. Dans ce cas, une session typique pourra inclure: Lecture voix haute dun article de journal: par la suite, le tuteur peut poser des questions sur larticle. Quest-ce que lauteur a voulu dire dans cet article? Quels arguments utilise-t-il pour renforcer son point de vue? Est-ce que tu es daccord avec lauteur? Il est prfrable de choisir un article intressant pour llve, soit un ditorial sur lactualit, ou une critique des Canadiens Discussion entre llve et le tuteur sur un sujet dactualit: gnralement, le tuteur ne fait quamorcer la discussion et llve doit exposer son point de vue de faon claire. Bien que la conversation en soit alourdie, le tuteur doit reprendre llve chaque fois (oui, oui, chaque fois!) que celui-ci fait une erreur. Rdaction dune courte mise en scne par llve. Par exemple, llve peut exprimer son opinion sur un sujet dthique dans un texte et doit ensuite expliquer son point de vue au tuteur. Le tuteur peut alors le contredire, le forcer trouver de nouveaux arguments, etc. Cette approche permet damliorer la fois la communication crite et orale.

Sciences Although the type of activities may vary slightly depending on the subject matter (i.e. Math, Chemistry, Physics or Biology), the principles remain the same. Remember that in science, three steps are usually required to succeed: understanding, abstracting and applying. Thus, your session should aim first at identifying the problematic step and then at solving the problem.
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Do a short review of the materials already covered. Quiz your tutee on the material that seemed unclear during the previous session(s).

Allow him/her to start the session according to his/her preferences (eg. working on the assignment, reviewing for the midterm or understanding the theory.)

Ask your tutee conceptual questions.

Make sure that the basic

terminology is understood. Watch out for confusing terms (eg. integration variables vs. limits of integration; free energy vs. enthalpy; velocity vs. speed, infinite limits vs. limits at infinity). If the tutee brings an assignment, go through it with him/her. If the assignment seems very long, do only one problem of each type together, and leave the rest for him/her to practice. Dont solve the problems for the tutee; guide him/her through. 1. Ask your tutee to read the problem out loud, identify variables and unknowns, and underline any useful information. 2. Make sure that he/she understands the wording of the problem. 3. If it is a complex or integrative problem, abstracting becomes a very important step. Help him/her find the equations that best relate the unknown(s) to the given data; then transform the problem into a set of equations. 4. [Chemistry & Physics] Once the equations are set, only the math component remains. At that point, you might want to leave the math to your tutee and continue with another problem. Identify your tutees main difficulty with a given type of problem. It could be, for example, a problem with collecting the data or abstracting the material. Identify any difficulties regarding the proper use of notations, the procedure and the clarity of presentation. Watch for errors in the tutees logical thinking. Let the tutee learn through his/her own mistakes so that he/she knows what went wrong and what should be improved.

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A picture is worth a thousand words. Textbooks have helpful explanatory pictures. Not only will visualization help your tutee to understand the explanation, but it will also make the memorization less boring and more efficient [especially for Biology & Physics]. Always ask your tutee to write down the numbers of useful pictures in the margin of his/her notebook. If you make a mistake, make your tutee aware of your error as soon as possible, and make sure that no confusion remains. When selecting problems from the textbook, choose those for which answers have been provided. Remember that we all make mistakes. Avoid using the word stupid to characterize your tutees mistakes, even though the tutee may have used it. Most math/science courses use a two-option marking scheme. Emphasize that your tutee should not be overly dependent on the final exam to boost his/her mark.

Summarize the topics covered before ending the session. Dont forget to sign out!

Social Sciences One of the main concerns of Social Science students in Quantitative Methods and Economics lies with arithmetic. However, the theoretical aspect of the course is even more important but often neglected. As a tutor, you should ensure that the tutee has a firm grasp of the foundations of the course. Therefore, an understanding of the basic concepts and their application is essential. Here are some main points that you should keep in mind: Make sure to cover both the theoretical aspect of Dont make the arithmetic look more complicated the course and the arithmetic requirements. than it need be.

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Tutees need to know, when, how and why to use the different techniques tutees must first recognize the type of problem they are dealing with, for example: Z scores; central limit theorem; inference; sampling distribution; or in Economics, the Keynesian model or national accounts. Help them with their problem-solving techniques.

Tutors need to emphasise the link between specific situations and techniques. Since assignments cover one topic at a time, tutees do not always know how to apply their knowledge to different situations. Tutors must present the tutee with an overall view of the material. Dont forget the big picture.

Invent new exercises which will enable the tutee to transfer the material covered in class to new situations.

Use problems from the textbook and handouts from the teacher. Pay special attention to the cumulative aspect of the course. Workload and difficulty will increase as the semester goes by.

Tutors should stress the importance of efficient study skills. Procrastination, note-taking, and attendance are major issues.

At the end of each problem, ask the tutee to interpret the result and to formulate a valid conclusion given the context.

Remind the tutee to answer in complete, well-formulated sentences. Encourage your tutee to estimate what one would expect the answer to be.

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STUDY SKILLS Need a Lifesaver?

Many of your tutees problems may not be linked to their academics but rather to their study

habits. Although time management, appropriate

study skills and note-taking may come naturally to you, this may not be the case for your tutee. One of your goals as a tutor may be to expose your tutee to efficient methods of studying. In this way, peer tutoring may direct tutees towards autonomy, productivity and reduced stress. Here are some suggestions for your tutee: 1) Time management

Plan a weekly schedule. Blank schedules can be found on the wall between A110 and A-112. Make your schedule flexible. Unexpected events may arise.

Record all deadlines, mid-terms, appointments and tutoring sessions. Assess your priorities, such as studies, job, family issues, volunteer work, religious duties, etc.

Assess honestly how much time will be required per discipline. Be realistic, and always leave time for review.

Set a specific goal for each study session. Rather than planning to study math, plan to do exercises #31 to #49.

Divide your studies into blocks of 50 minutes with 10 minute breaks in between. Alternate your study sessions between reading, taking notes, completing assignments and writing papers. Its also important to vary the subjects youre working on. Always begin with the material which causes you the most difficulty. Remember to balance your activities between studying, sleeping, exercising, and having fun.

Keep regular study hours. This helps create a routine.

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2) Reading the textbook

Glance through the Table of Contents and the main titles of the chapter. Read the end-of-chapter summary first, and then read through the chapter carefully. When you are finished, read the end-of-chapter summary again.

Reading out loud may enhance your comprehension and facilitate the memorisation process.

Examine any pictures, graphs and tables, and pay special attention to the captions. Dont overlook the material in boxes! Emphasise all relevant material. Taking notes is a good idea.

Highlight any key concepts, phrases and passages.

Rephrase all complex notions in your own words.

Compare the books explanations with your class notes.

Reflect on the material, and come up with probable exam questions. Before the exam, re-read your summary notes carefully.

3) Note-taking Attendance every day keeps summer classes away.

Make sure to read the required material before each class. Use notebooks or binders to keep your notes organised. Use marginal notes to add any comments. Use consistent abbreviations and symbols to speed up the note-taking process. Highlight specific passages that are stressed by the teacher. Review your notes after class, and note any points that need clarification. Classify information using titles and sub-titles.

Books on Study Skills are available for perusal in the LRC as well as handouts. Student Services offers a Study Skills Workshop which is given early in the term (consult the Whats Up) but students can make a personal appointment with the Counsellors at any point to get help/tips in study skills as well as time management.

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COMMON PROBLEMS AND SOLUTIONS Putting out a Fire Problems

Scheduling conflicts
1. 1. 2.

Solutions
Any scheduling conflicts are to be reported to the LRC Staff immediately. During the first session, inform the tutee of the Peer Tutoring Services policy concerning lateness. You must wait fifteen minutes to give your tutee the benefit of the doubt. Make sure your tutee has your cell phone number and email address, so he/she can contact you as soon as possible if he/she cannot attend the session. Make sure your tutee knows your full name in case he/she needs to contact you by MIO. Contact the tutee once you get home to inquire about the reasons for the absence. Mark the tutee as a no show on the no-show log clipboard at the LRC. Empathize with the tutees problems, whether schoolrelated or not. Remind the tutee that he/she is expected to put in time and effort. Discuss the benefits of doing well. Chose activities that interest the tutee. In tutoring literature, encourage the tutee to write on a topic that he/she can personally relate to. Report major concerns to the LRC Staff or your Peer Tutoring Coordinator. This is a sensitive issue common to many tutees. Show respect for your tutees difficulties. Be patient and considerate. Make sure your tutee understands you when you speak. You may want to slow down at some points. Avoid speaking to your tutee in his/her mother tongue. This will encourage the tutee to improve his/her language skills. Use visual aids to supplement your explanations. Keep the sessions 55-60 min., allowing yourself 5 min. to complete the Activity Log Form after youve logged out. Limit the number of phone calls, e-mails and MIOs to a reasonable number. Make it clear that your role is not to substitute the teacher. Stress the importance of efficient study skills and attendance. While you may empathize with the tutee, his/her personal problems are not your responsibility. Make it clear that your role is not to complete assignments or essays. You are only there to guide your tutee through the process.
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Tutee is late or does not 3. show up after having confirmed the next 4. session.
5. 6. 1. 2.

Tutee lacks motivation.

3. 4. 5. 1. 2.

Tutee has trouble understanding the language.

3. 4. 5. 1. 2.

3. Tutee is too dependent 4. upon the tutor. 5. 6.

1. Gently bring the conversation back to the subject at hand. 2. Remind your tutee of the time constraints. 3. Limit your responses. Show less enthusiasm towards Tutee socialises too his/her response when he/she strays off course. much. 4. Politely ask your tutee to continue this conversation outside the session. 1. Try to elicit a response by asking the tutee open-ended questions. 2. Reassure the tutee that you are a student too and that he/she should not feel intimidated. Tutee is too shy and 3. Empathize with the tutees worries. A new school, new doesnt say a word. friends and a lot of work can be intimidating. 4. Encourage the tutee to verbalise his/her thoughts. What do you think of this character? 1. This type of problem may occur if the tutees teacher is not the one you had. Tutee brings in difficult 2. Ask the tutee to provide you with the exercises beforehand. This way, you can prepare more efficiently. material that you have 3. See the tutees teacher when needed. He/she will be glad to trouble solving. help. Advise your tutee that you are going to see his/her teacher for clarification. 1. Approach the teacher for notes or assignments ahead of Tutee doesn't have the time if needed. same teacher as the one 2. Approach the Peer Tutoring Coordinator for help or the tutor had. advice. 1. This is only recommended when the tutee has a test or a big essay due the following week. 2. At most, it can only be extended to two hours. It is Tutee requests more recommended that these hours are split over two days than one hour a week rather than during one massive two-hour session. of tutoring. 3. If a two-hour session does take place, then there should be NO session the following week. 1. Tell your tutee that his/her behaviour makes you feel uncomfortable and is inappropriate. Tutee is rude and 2. If he/she doesnt stop, then speak to the LRC Staff and ask disrespectful. to be reassigned. 1. Once or twice during a semester is acceptable. 2. However, if this behaviour becomes repetitious (after two Tutee does not want to weeks), you need to notify the LRC staff immediately. meet this week. They will deal with the situation accordingly. 1. It is your duty to try to cut down the time. You should be Sessions too often able to measure, more or less, the time during the lesson so extend past the as not to pass the 55 min. to 1 hour mark. With practice, allocated time. this skill will become much easier.

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1.

Tutee does not want to work during the lesson and doesnt seem to care.

2.

Your schedule and the 2. tutees schedule do not coincide. 1. Tutee wants you to complete their homework/assignments 2. for them. 1. Tutee continuously fails 2. to bring material to work on.

This may happen at any time during the semester for a variety of reasons. Encourage the tutee to work. Without being insulting, remind him/her of why he/she is being tutored. One of the tutees requirements stipulates that he/she must actively participate during the sessions. If your tutees attitude doesnt change, speak to the LRC Staff, they will deal with the situation accordingly. Any scheduling conflicts are to be reported to the LRC staff immediately. Help the tutee with assignments, by leading him/her through solutions rather than solving problems for him/her. Remind the tutee to attempt problems on his/her own before approaching you. Textbooks in the Learning Resource Centre provide many examples and extra problems that might prove helpful. The filing cabinet might contain practicing material. However, it is highly recommended that you speak to your tutee beforehand about bringing his/her notes to the session (perhaps emailing him/her or sending a MIO the night before). If your tutee reviews his/her notes during the session, it may be easier for him/her to study from them before a midterm or final exam.

Bye Bye!

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Appendix A COMMUNICATING ACROSS CULTURES: A Key to Successful Tutoring Elizabeth Morey Coordinator of Student Services (2002)
Consider the flowers of the rose garden. Although they are of different kinds, various colours and diverse forms and appearances, yet as they drink from one water, are swayed by one breeze and grow by the warmth and the light of the sun, this variation and this difference cause each to enhance the beauty and the splendour of the others. The difference in manners, in customs, in habits, in thoughts, in opinions and in temperaments is the cause of the adornment of the world. Concordia University Association for Bahai Studies, Nov. 1993

Our ability to communicate effectively with each other is the basis for successful interaction and, as such, for effective tutoring. If your tutees dont get the message, youve wasted your time and words, and both of you will end up frustrated! Communication is not as simple as we think. It isnt just what we say that gets the message across but how we say it (words, grammar, syntax, jargon, etc.). As well, pauses, intonation, accents and other conversational characteristics will also affect our ability to communicate. In some cultures, a friend is not thanked for a favour or gift. Silence expresses friendship, but we may interpret it as an insult. Appreciation is understood. In North America, if we are not thanked, we feel resentful and may hesitate in being generous a second time. In other cultures, the use of the imperative is considered polite. In Western cultures, those who are told to do something are offended. Once again, the message is impeded by how it is presented. But thats not all. Over 85% of our message is transmitted non-verbally. According to the linguist Edward Hall, your meaning is transmitted 7% by what you say, 38% by how you say it, and 55% by your body language. We may use the same words, but the way we use them can make a difference and can cause unconscious, and sometimes conscious, reactions. Therefore, in a tutoring situation, the opportunities for problems are many. You send a message not simply by saying something and having it heard. First, you must formulate in your head an idea of what you want to communicate. This idea then passes through a number of filters which include your values, beliefs, experiences, education, language, etc (your culture). You then deliver your message which, in turn, passes through the listeners cultural filters before being decoded. Only when the message has passed through a veil of two cultures can the listener attribute meaning (often the wrong one!) to what has been heard and seen since non-verbal cues also affect an interpretation.

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Communication Process Model

IDEA INSIDE MY HEAD MY FILTERS MY MESSAGE OTHER PERSONS FILTERS OTHER PERSONS UNDERSTANDING OF WHAT I MEANT

I have an idea that I want the other to understand.

My values, beliefs, experiences, education and language.

I say or do something to get my idea across.

The others values, beliefs, experiences, education and language come into play.

The other makes some meaning out of what he or she sees or hears.

We all tend to judge others, even if unconsciously. We attribute qualities to people we may not even know based on a number of cues which we interpret based upon our culture and values. For example, someone with a weak handshake may be judged as without character even before we get to know the person. A person who doesnt look us in the eye when we speak may be seen as devious or untrustworthy. Our attempts at communication with someone who has predisposed impressions of us may be seriously hampered. It is important for each of us to be aware of how we are responding emotionally to a person, to identify our own triggers which may cloud our ability to have open communication. Therefore, you must also be able to see past a communication problem with someone to understand why they are reacting to you in a certain way or you to them. For this reason, it is imperative, when working with others, especially those from another culture, to understand our own values and culture, prejudices and stereotypes.

Culture refers to the total way of life of a particular group of people including everything they think, do and make. This includes customs, artifacts and a shared system of attitudes and feelings. Culture is learned and transmitted from generation to generation and is understood as a silent language. We are not sure how we learned it, but it is there.
To complicate matters, we do not belong to only one culture. Our profile results from a number of sub-cultures as well. A sub-culture is a racial, ethnic, economic, social or other community which shares patterns of behaviour distinguishing it from others within a majority culture. You can, therefore, be Canadian and Qubcois as well as of Chinese origin, Buddhist, from a rural area, attending private school, and from a single parent family. Already you have a main culture and at least six other sub-cultures affecting who you are and how you react. Sounds pretty complicated! Add to the pot ethnocentrism, the idea that your own culture is superior to any other and any right-thinking, intelligent, logical human being would recognize it as such. If I chose to do something in a certain way, it must be the right way. Otherwise, Id choose a
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different way. Right? Ethnocentrism is a natural phenomenon in all of us. It serves the purpose, when controlled, of preserving culture but, when out of control, can be extremely dangerous. So, we know we judge others based on our culture, sub-cultures, and ethnocentrism as well as our assumptions, and stereotypes. When we try to communicate, the causes of communication noise which can impede our message are both verbal (language, accent, vocabulary, slang, voice tone) and non-verbal (gestures, appearance, clothing, gender, age, physical attractiveness, and body language). As well, we all have hot buttons, things that drive us nuts. If someone is trying to talk to you with his finger up his nose, you are probably not paying attention to what he is saying! A number of elements come into play in our judgments of others. People who dont have the same response time as we do may be seen to be stupid (it takes them longer to answer) or aggressive (they seem to be jumping at me). In the West, at a very young age, we learn that if, after about 2 seconds, we dont answer a question, we will be reprimanded (Answer me when I speak to you!). In traditional Asian and Aboriginal cultures, a response can come after 5 or more seconds. On the other hand, Latin Americans and Mediterranean people have a more rapid response time, and during conversation may seem to be interrupting or quarrelling. When speaking to someone from another culture, be patient; dont react if they respond at a different rate. If someone takes time to answer, dont repeat your question louder. It may not be that he didnt hear. He may just be processing it a little longer. Ever feel that someone is aggressive because she stands too close or aloof because she is a little far away? Even if you dont feel the difference in distance, you do notice that something is bugging you. While speaking to a woman from Mexico, a young man didnt notice that he kept backing away, while the woman moved forward, until he fell backwards over a table. Traditionally in Canada we are taught to stand about 18-24 inches from someone, while in Mediterranean countries and in Latin America, people stand a little closer. For Asians, personal space is larger. The Egyptian proverb: To smell ones friend is not only nice but desirable, for to deny him your breath is to act ashamed. might not be so well received in Canada.

Eye contact is also learned at a young age. Parents may be heard to say Look at me when I speak to you. Children who hear this know that they should not avert their eyes or they will be stereotyped as shifty or dishonest. However, if they try looking into someones eyes too long (more than 1-2 seconds) they may get an aggressive response (Why dont you take a picture? It will last longer!). Latinos or Arabs, who have longer eye contact, are often described as aggressive or sexual. Asians, who avert their eyes out of respect, may be called submissive. A young woman from Guyana coming to Canada to visit her brother for Christmas averted her eyes when asked by an Immigration officer (a person of authority) how long she was coming for. He immediately decided that she was lying, and didnt let her in. Assumptions based on our cultural values can be hurtful and even damaging.
How we touch is different from one culture to another. In the West, women and men can touch each other openly in public whereas two men touching are often considered to be

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homosexual. In Africa and Asia, men touch openly without any sexual connotation. Dont be too swift to judge. Always check things out. We also express feelings differently. In the West, control of emotions places us above the animals. Yet in Iran for instance, the highest form of evolution is to let out your feelings, probably resulting in fewer migraines and less stress! One Bangladeshi said he had never seen a Canadian cry. Latin Americans find North Americans cold and controlled, therefore, lacking in sensitivity. In countries where harmony and collectivity are the basis of the culture, an open expression of emotions could jeopardize the harmony of the group. Discretion is therefore highly valued. Two failed students, one Chinese, the other North American, went before a panel to plead their case. The Chinese student was quiet and discreet, respectful and restrained. The other was much more melodramatic. The North American student got a favourable response from the panel while the Chinese student did not. They felt he didnt care enough!

Courtesy is subject to cultural definition and is much more valued in some cultures than others. In order to save face, in cultures where harmony is all important, people go to great lengths to accommodate someone and to never refuse them anything. A Chinese student, when asked whether an instruction was understood, will often say yes even if that is not so. To say no would be to indicate bad teaching, which would be an unacceptable insult. It is best to ask the tutee to rephrase what she was told. That way, it is easier to check the level of comprehension. In the West, the expression Sticks and stones may break my bones but words will never hurt me is well known and symbolic of our acceptance of criticism. In the Arab world, where even constructive criticism can be devastating, a proverb goes: The sharp tongue cuts deeper than the sword.
Given the many differences between cultures, how do we deal with them? Is it really possible to change our way of speaking and acting so as not to offend anyone? Think about it! Each day we change the way we speak to people depending on our needs, wants, moods, etc. You would never speak to your father when you want some money, the way you would speak to your best friend! The only thing you can really do is be aware of yourself, of where you are coming from, and of how you might be judging people or situations inappropriately. Take the time to check things out, and be aware of others. Learn to bend a little, and things might just become clearer.

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STRATEGIES FOR EFFECTIVE CROSS-CULTURAL COMMUNICATION Personally:

Avoid judging people based on how they look, on your past experience with someone similar or on your expectations of how they will treat you. Be openminded. See other cultural values as different, not good or bad. You may not be in total agreement with the other but must understand that you can each hold differing values, and still remain civil. Be respectful. The ability to express respect and a positive regard for another person is important. Know yourself and your biases, attitudes and opinions, likes and dislikes; in other words, your triggers! The more you know about yourself and where you come from, your culture and sub-cultures, the better will you be able to communicate with people from diverse groups. Identify the kind of image you portray, your communication style. Consider: Do I smile or look mean? Do I interrupt? Do I give my undivided attention or am I already concentrating on my response? Don't jump to conclusions; allow time for the speaker to finish; don't fill in a silence. Consider the human setting: timing, customs, physical space, etc. When your initial response is "That's not right! ask yourself, "Right for whom?". Remember that your way is not always the right or only correct way. Be open to other ways of doing things. Realize that the more you understand about other cultures, the more control you have over communication. When possible, use cultural informants (someone from the same culture who can advise you). Learn conflict resolution skills. Understand that there may be nothing going on that is directed at you personally. Wait to find out more.

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Within the Interaction:

Be aware of your state of being at the moment and make allowances in interactions. Consider: Am I rushed? Am I mad at the world? etc. Set the tutee at ease. Make personal contact. Say hello. Use his or her name. Identify common goals of the interaction. Find out what the person needs and how you can satisfy the need. Be clear about your limitations and comfortable with them. Use friendly questioning. Do not use questions requiring yes/no answers. Ask questions that require the tutee to communicate. Ask her to restate your instructions in her own words. That will allow you to double check for correct understanding. Do not just ask Do you understand? Speak slowly and clearly, but do not increase the volume. Be careful of slang, idiomatic expressions and abbreviations that might not be understood. Putting things in written form is always useful. Encourage feedback. Give time for thoughtful answers. Sit back and relax.

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Appendix B

LEARNING DISABILITIES
Leonard Shenker, Ph.D.

The purpose of this appendix is to familiarize you with the nature of learning disabilities, some of the ways they can affect students, and the types of related problems you may encounter as peer tutors at Marianopolis College. In general, the term, learning disabilities, refers to difficulties that interfere with specific aspects of learning or academic performance in normally intelligent people. Most professionals who work in the field of learning disabilities believe that these reduced abilities to learn or perform result from impairments of one or more of the cognitive (mental) processes that underlie learning, and that the origins of these impairments are innate. Learning disabilities vary enormously in severity. At Marianopolis, we are not likely to encounter many students with severe learning disabilities, but we do have some students who are significantly affected by mild difficulties. Others have vestiges of disabilities that were more severe when they were younger and which now interfere with their abilities to handle the increased academic demands of CEGEP. While these impairments can interfere with a students academic achievement, the underlying causes of the difficulties may not be apparent, even to the affected student. In addition to variations in severity, there is a great variety of patterns or types of difficulties that characterize learning disabilities. The remainder of this section describes some of the different patterns of learning disabilities, beginning, in each case, by describing more severe impairments, and then proceeding to the similar but milder difficulties that you are more likely to encounter. VISUAL PERCEPTUAL IMPAIRMENTS Impairments of any of the complex perceptual abilities that are essential for reading often underlie inefficiencies in reading or reading comprehension which, when severe, are recognized as dyslexia.1 The following are a few examples of these types of difficulties:

Direction: Difficulty judging direction can produce confusions between some written letters such as b d, d p, m w, and between words such as saw was, map pan. In addition, since reading requires the automatic maintenance of a direction (in English and French, we read from left to right until we reach the end of a line, then we move our eyes down one line and to the left, then read again to the right), people who have difficulty doing this may misread words and change direction in the

Dyslexia is a general term that refers to impaired ability to learn to read. Many different types of impairments can cause dyslexia, only some of which are visual-perceptual.
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middle of lines, devastating their ability to read. These same errors may also appear in their writing.

Perceptual Discriminations: Efficient reading depends on the ability to rapidly and automatically recognize the subtle differences between different letters, especially the differences between those with similar forms, such as B D, O Q, W M, E F. It also requires that we perceive the slight differences in white space between letters within a word compared to the space that separates the last letter of a word from the first letter of the next word. This ability underlies our immediate perception of a row of letters as consisting of separate words. Memory for Sound Symbol Correspondences: Efficient reading requires not only that we make accurate perceptual discriminations, but that we also remember the sounds to which each written letter or word corresponds (e.g., when you see the shape of the written word, difficult, the sound and meaning of that word is immediately extracted from memory.). A student whose visual memory for words and letters is poor will have great difficulty with spelling, and reading will be a laborious and inefficient chore.

Inefficiencies in any of these processes will interfere with rapid, efficient decoding, which is merely reading what is on the page. Although there are people with dyslexia who cannot decode beyond a grade two or three level, you are not likely to encounter Marianopolis students with such severe decoding problems. However, we do have students with weak decoding, students for whom the mechanical processes involved in decoding are not as rapid, automatic or efficient as their peers. This interferes with their ability to understand or extract meaning from text. For normal, competent college-level readers, decoding is automatic, hence they are able to devote almost all of their cognitive capacities to comprehension, to thinking about the meaning of what they are reading. Readers who still have to concentrate on decoding have less capacity to do this. Hence, they understand and remember less of the meaning of what they read. Their abilities to learn from college level text is weak and their reading is more tiring, laborious and frustrating. For these students, what may have begun as a visual-perceptual weakness has become a reading comprehension problem. LANGUAGE PROCESSING IMPAIRMENTS Weak language processing abilities have an impact on every aspect of academic learning. The following section focuses on inefficiencies in processing oral language.2

Receptive Language: These students have difficulty with some of the abilities that underlie rapid and automatic processing of the spoken language they hear. The fact that most of us do this so automatically makes it difficult to appreciate its

I am not referring to students for whom English is a weak second or third language. That is a different problem. I am describing here students who have basic problems in language processing, no matter the language.
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complexity. In general, what you hear when you listen to someone speak is an incoming stream of individual sounds. You automatically convert this stream of sounds into meaningful language, with the result that you are mainly aware of the meaning of what you hear, rather than the individual sounds or words. But some students have difficulty attending to, extracting meaning from, and remembering the language they hear, especially when the information or the language is complex, spoken rapidly and in situations that increase the difficulty of careful concentration such as a classroom full of people. These students misunderstand or fail to understand part of what they hear. They may or may not be aware that they have failed to understand well. Some of these students are often confused in class; they may also seem spaced out, inattentive, lazy or forgetful. For some students, receptive language processing impairments also affect reading comprehension. These students do not learn well from written text; many are slow readers and have difficulty maintaining concentration while reading.

Expressive Language: These students have difficulty rapidly and automatically putting their thoughts and ideas into spoken language. For some, the weakness is in word-finding; these students are frequently unable to instantly retrieve the word they want from memory. Spoken language is often hard to follow because they are substituting vague or lengthy descriptions for the precise word they want. For others, the difficulty is in rapidly and automatically organizing the words into meaningful, complex sentences that express exactly the ideas or information intended. These students may understand the material but have difficulty demonstrating their understanding. As with receptive language weaknesses, these impairments may also effect the production of written language.

A student may be affected by weaknesses in either receptive or expressive language processing, or both. VISUAL MOTOR INTEGRATION Combining vision with movement is necessary for a variety of tasks. Young children who have difficulty with this often have difficulty learning to write by hand, and then becoming fluent in their writing as they become older. For some CEGEP students, translating the ideas in their head into the precise, controlled hand movements that get those ideas into written language is effortful, imprecise and inefficient. For some of these students, copying assignments from the board is nearly impossible, as is taking notes in class, which requires them to listen and write at the same time. For most students, the mechanics of writing are automatic and rapid, allowing them to concentrate on the meaning of what they are writing. However, for some, the effort and concentration needed for the mechanics of writing distract from the content. Hence, what they manage to get on paper is often a poor representation of their actual knowledge. Some students can circumvent these problems by writing on a computer. The processing requirements of using a keyboard are different from those involved in writing by hand.

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ORGANIZATION OF SPACE This category includes the cognitive processes involved in understanding the organization of objects in space, for example, knowing where the cafeteria is in relation to the library, how to get home from school, and whether Vancouver is more than twice as far from Montreal as Quebec City. Similarly, this category includes abilities to understand sequences of objects and events, and relationships between parts and wholes. These abilities are essential for organizing a task into a sequence of steps and for keeping track of the details that make up a task abilities that are essential for organizing and completing schoolwork Weaknesses in some of these abilities affect students in a variety of ways. For example, some students have always had tremendous problems with math, because basic arithmetic operations are systems for ordering objects in space, and because mathematical operations must be understood and executed in specific sequences. These students may be disorganized, often failing to complete assignments and becoming overwhelmed by their workloads. They may produce incoherent essays because they have difficulty organizing the ideas or events about which they are writing into cohesive sequences. CONCLUSION These are only a few of the cognitive weaknesses that can interfere with academic success. It is often difficult to recognize and understand these hidden impairments, because the cognitive abilities that are impaired are frequently automatic, rapid and effortless for others. In general, if you are puzzled by unexplainable gaps or unevenness in the performances of an intelligent, motivated student, it would probably be a good idea to ask for help. The student may be affected by mild learning disabilities.

Bibliography
Capossela, Toni-Lee. The Harcourt Brace Guide to Peer Tutoring. Fort Worth, Texas: Harcourt Brace & Company, 1998. Fraser, Lisa. Making your Mark, 5th ed. Port Perry, Ontario: LDF Publishing, 2000.

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