This document provides guidance for tutors on best practices for tutoring sessions. It lists dos and don'ts in a question format to encourage effective tutoring. The key points are to encourage student participation, ask open-ended questions, allow time for student work without rushing, build student confidence, and refer students to additional campus resources as needed. The overall goal is to serve students effectively through tutoring.

1. Tutor Training
Do's and Don’ts
Fall 2021

2. For Embedded Tutors
For Supplemental Instruction Assistants
For Para-professional/Professional Tutors
To serve students effectively!
What is the main objective?

3. …introduce yourself
and set expectations.
…assume the work as
your own.
Do... Don't...
To serve students effectively...

4. …encourage
participation.
…encourage passivity.
Do... Don't...
To serve students effectively...

5. …let students do most
of the talking/typing.
…talk/type too much.
Do... Don't...
To serve students effectively...

6. …ask open-ended
questions.
…ask questions that
elicit "yes" or "no"
answers.
Do... Don't...
To serve students effectively...

7.  How might you begin a session?
 How can you encourage participation?
 Give an example of an open-ended question for your
subject(s)?
Let's practice!

8. …allow moments of
silence while students
work.
…rush to solve
problems to end the
"silence."
Do... Don't...
To serve students effectively...

9. …recognize and
seize opportunities to
build confidence.
…make statements
alluding to the
simplicity of the
material.
Do... Don't...
To serve students effectively...

10. …review tests and
homework without
judgment.
…exclusively focus on
the negative/incorrect
answers.
Do... Don't...
To serve students effectively...

11. …review fundamentals
often.
…assume students
have a solid
understanding of the
material.
Do... Don't...
To serve students effectively...

12.  How might you be able to build confidence for a student in a
tutoring session/open session/supplemental instruction?
 A student asks to review a graded homework assignment on
which he earned 50%. How might you begin the session?
Let's practice!

13. …repeat information
often.
…expect that students
will digest information
immediately.
Do... Don't...
To serve students effectively...

14. …admit when you
don't know the answer.
(Remember: You can
transfer if necessary.)
…misrepresent
yourself as an expert.
Do... Don't...
To serve students effectively...

15. …allow students to
voice their frustration.
Empathize!
…criticize instructors
or take sides if students
have conflicts with
faculty/staff.
Do... Don't...
To serve students effectively...

16. …listen closely to
students and refer them
to other Montco
services as needed.
…attempt to deliver
services outside of
tutoring!
Do... Don't...
To serve students effectively...

17.  How might you respond to a question that you are not
comfortable helping with?
 A student comes into a tutoring session and blames the
instructor for her low grade. How might you respond?
 During a session, a student discloses the he or she had an IEP
in high school many years ago. Where can you refer the
student?
Let's practice!

18.  A student mentions anxiety several times throughout your
session. How can you help?
 A student is having a hard time gathering sources for a paper
or presentation. Where might you refer him or her?
 A student has expressed concerns about not "fitting in" or
feeling a part of campus. Which office should you refer this
student to?
Let's make some more referrals.